[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[1:37] Call to order for the Fayette County Board of Education work session.
[1:44] First off, we'll start with approval of the agenda. Are there any changes to the agenda? I so recommend approval. All right, I need a motion to approve the agenda. Mr. Huff motions, Mr. Anderson seconds, all in favor.
[1:59] By those, Dr. Patterson, I'll turn it over to you for presentations.
[2:04] Thank you.
[2:05] Board members.
[2:06] Good afternoon.
[2:07] I'd like to invite Maggie Walls, Assistant Superintendent of Student Achievement,
[2:12] come forward to kind of review the strategic plan.
[2:16] We do this, we edit our strategic plan a couple of times a year and so very little new things
[2:23] I think she'll probably emphasize a few things that maybe are a little different, but I'll
[2:28] give it a turn over to Ms. Walls.
[2:30] Thank you.
[2:31] Thank you.
[2:32] Good afternoon, Chairman, board members, Dr. Patterson.
[2:35] As you said, I'm just going to highlight some of the things that we're doing in our strategic
[2:39] plan.
[2:40] These are our performance measures.
[2:41] They have not changed.
[2:42] I just put them there for your reference.
[2:45] When you think of curriculum and instruction in the first four and a half weeks of school,
[2:48] These are some things that we've really focused on with teachers and with leaders.
[2:54] One is deconstruction of the standard, so that's something that we said as a goal last year.
[2:59] We're still working on it across all of our content areas, but many, if not most, are complete.
[3:05] Resource implementation, as you know, we adopted new K5 resources for ELA.
[3:11] That has been a very heavy lift at the start of the school year, as you can imagine.
[3:15] and the same way that there's a steep learning curve for students who are learning new skills.
[3:22] There's a steep learning curve for adults who are learning to use new resources,
[3:26] which is where we will be with grade 6 through 12 in ELA next year,
[3:31] when we finish the adoption. We're going to start the pilot in October,
[3:35] hoping to adopt new resources in the spring.
[3:38] When it comes to leadership and professional development,
[3:41] We began what we called the Fayette 5, which was just instructional best practices that you would look for in any learning cycle.
[3:49] So we are continuing that work with exploring and deepening our understanding of the science of learning and how we use that to design high leverage tasks for students.
[3:59] I think one of the biggest levers that we have to pull as the Department of Curriculum and Instruction is to make sure that the tasks that we give to teachers or provide to teachers to provide students with.
[4:10] It really is at the level of the standard, that it really is a rigorous task, and that
[4:15] it does require reasoning and critical thinking on the part of the student.
[4:20] PLC training is another one of our efforts, so we've done a lot to create time and space
[4:27] for the PLC, and now we're really trying to hone how those PLC leaders, the skills they
[4:34] have, but also the tools that they can use to better lead their peers in PLCs.
[4:43] Professional learning community is a community of teachers that teach the same subject and
[4:47] grade level.
[4:50] With accountability, one of the things that we worked on in curriculum and instruction
[4:55] specifically was helping coordinators better understand their impact in the schools to the
[5:01] teacher and student level, so we're still working on developing our key performance indicators
[5:06] And then targeted support, we started quarterly walkthroughs as a team last year.
[5:11] We're continuing that this year.
[5:13] It helps us better understand how the resources and the curriculum tools that we're providing actually look and
[5:19] feel in the classroom to teachers and to students.
[5:26] Strategic goal number two has to do with stakeholder engagement.
[5:30] We are still running Fayette Standard meetings.
[5:33] We're also still trying to increase academic,
[5:36] extracurricular opportunities for students on our campuses outside of athletics.
[5:42] In addition, we thought this year we would start delivering assessment literacy sessions
[5:47] at all of our campuses for parents so that they can better understand how we develop assessments
[5:53] but also how we use assessments to guide our instruction.
[5:57] And then we're also still in the process of conducting a comprehensive review of current
[6:01] technology. That's technology used in our classrooms, but that's also our own use of technology to
[6:07] communicate with stakeholders to see what actually gives us the most bang for the buck when it comes
[6:15] to how we are trying to communicate with, yes. Also, I actually had a parent yesterday come to me and
[6:21] said, I don't understand and she was exasperated. She's a, like, high school parent. Right.
[6:29] I don't remember, infinite campus, parents, parents, parents, she had like three or four
[6:34] that she shouted out and I'm like, well they all have their own reasons. I said, I know
[6:38] we've been streamlining, but yeah, it's a good exercise because I actually have heard
[6:42] from people that are, they're becoming numb to, maybe they don't even want to open because
[6:46] they get too much, if you will.
[6:48] Indeed.
[6:49] And they probably get emails from the building principal if I had to get.
[6:51] Right.
[6:52] Right? Well, it's just, yeah, over communication has a problem for sure, but also with what we are communicating with,
[7:01] I think it's really important to understand how that's received and how it's useful and whether or not it's read or used.
[7:08] We chart opens on your emails that we send out like at the building and the district level.
[7:13] We do not anymore. We use to.
[7:17] very easy. As part of the assessment review or the technology review, it would certainly
[7:28] be worth putting together a focus group of parents and elementary, middle, and high.
[7:34] Oh, for sure. And just have them go through emails.
[7:36] Oh, well, yes. That too. Yes. But we're also looking at how we're using just technology in general
[7:42] right in our classroom but absolutely.
[7:49] And then strategic goal number three, when it comes to human resources,
[7:53] we've done a good job of hiring
[7:54] itinerant teachers. The problem is we often end up using those itinerant teachers as teachers before we really even get to use them as itinerants.
[8:03] And so it is a good practice, but it is a practice that we probably could do better at.
[8:07] Maybe higher more if we could find them because sometimes teachers do leave.
[8:12] They do move, they are not here when it's time to start the school year and so we've been fortunate with the
[8:18] I-tinterants that we've had, but that's still obviously a need.
[8:21] Financial literacy education for teachers with 15 or more years, that's something that I believe we were
[8:26] going to do with the YOS platform, if, right?
[8:30] Yes.
[8:30] Just to invest in...
[8:33] Yeah.
[8:34] So something that we would do just to kind of invest in our employees.
[8:42] Why do they have to have 15 or more years?
[8:44] Why can't it be any teacher?
[8:46] What could be any teachers?
[8:47] But we already do stuff for teachers who are kind of just getting into education.
[8:53] We do a lot for brand new teachers.
[8:55] We do stuff for those who just have a few years of experience.
[8:58] So we just decided that those with 15 or more years, they may have missed it.
[9:04] They may have forgotten it, but you're getting a lot closer to the end.
[9:07] And are there some things that we could do better to educate you on before you get to retirement?
[9:12] But we do have things for the earlier years.
[9:15] Is it possible to create a composite of what you're presenting to those with 15 years or more
[9:23] to the teachers that have less than 15 years?
[9:29] Because I understand what you're saying they may forget by the time they hit 15 years
[9:34] and their closer to retirement, but I think it's better to have the information early on and
[9:42] where something that they could refer to, like online, there are several online tools
[9:48] that the district has, something that they can actually refer to to keep them abreast of what's
[9:54] going on so that they can look forward to the investments and to retiring.
[10:00] Yeah, and we do, and with them in, you know, to get engaged.
[10:04] Yes, and core bridge financial that we work with, they provide a lot of training, you
[10:08] can sign up for their newsletters and so forth, but it really is just kind of seeking
[10:14] them to get more involved in their financial resources that we offer as a district.
[10:20] Because if they've blown it at the 15 years, then it's going to be tough to catch up.
[10:25] True.
[10:25] True. Other things that we have going on in human resources, we obviously are still doing
[10:31] leadership development programs. Right now our admin intern application is open for those
[10:37] who are educators who are thinking about going into administration. And then we're also still
[10:42] wanting to study and consider awarding retention supplements for our hardest to fill ECS positions,
[10:48] which are in some of our programs.
[10:50] As well as class and question on the admittance, I've sat in some of the programs in the classes.
[10:56] All the candidates for that, is it a requirement they're a previous teacher or could they be
[11:00] an executive from Coca-Cola that got into education hypothetically?
[11:06] So an aspiring assistant person.
[11:07] If they currently work for Coca-Cola, they are not eligible.
[11:11] That's what I'm asking you.
[11:12] If they currently work for Fayette County Public Schools, they are.
[11:16] Okay.
[11:17] Okay. Regardless of what their current role is at Fayette County Public Schools.
[11:22] Yes.
[11:25] Although if there are people out there working with Coca-Cola who prefer to work with Fayette County Public Schools.
[11:30] Okay. As a guy that has seen a lot of resumes for a lot of open positions over the years, certain applications like let me make it really easy.
[11:38] Elementary school would get a Brazilian applications for principal, right? High school would do not.
[11:42] is very different. The pool, the depth of the pool, the quality of the pool is very different.
[11:47] So, if you think out of the box, you could say, hey, the best administrators don't necessarily
[11:51] have to have previously been a history teacher at Back in Tosh High School, just a novel thought.
[11:56] An MBA from Stanford works at Coca-Cola decided they wanted to get into education,
[12:00] would be honestly a nice addition to the Fayette County team. That's all I'm saying.
[12:06] Yes. Feel free to apply.
[12:08] I mean, I'm out on that entire, but I would say this, well, yes, we can talk later,
[12:16] but I would say too that that leading a school and I do get leading a business.
[12:22] I just say we need to rethink what we do, because we don't, you're going to attract
[12:25] more people.
[12:26] Yeah, you're too slight to go, you're critical positions, we don't have lots of those
[12:30] applicants.
[12:31] It's not like we're going to turn them away, the AP comp side, the physics, the Cout, BC teachers,
[12:35] we don't have tons of them.
[12:36] We have seen applications for principleships decline over the last, you know, probably
[12:45] seven, eight, ten years, where we're having to recruit, we're having to go to teachers
[12:52] and saying we see leadership in you and encourage you, whereas we used to have a lot more
[12:58] people that were interested in it.
[13:00] There's a lot of, I have my own reasons why.
[13:05] But this leadership development lever that we're trying to pull is so critical because we
[13:10] can't have great schools without great principals.
[13:13] And quite frankly, we're having to create our own great principals.
[13:17] Well, I think the system does a really good job on the aspiring principal.
[13:23] There's two programs, like the administrator who is looking to be a principal and then the teacher who's looking to be the administrator.
[13:30] I think you do honestly an outstanding job.
[13:33] And we even have another one for teachers
[13:34] who just want to lead other teachers, teachers.
[13:36] Okay, very cool.
[13:38] It's just, it's probably, I don't know if we can emphasize it
[13:41] enough how hard it is to find really good quality leaders.
[13:46] Either be a system principal principal.
[13:48] There's just, it's getting harder out there.
[13:52] I don't want to blame anybody,
[13:53] but it's not, conditions are not always pleasant.
[14:00] for principals to lead, and so we can only do so much, but it can be unattractive job sometimes.
[14:10] I'm not that there is a dearth of qualified people, but the atmosphere in which they operate in that capacity has become difficult to accept.
[14:28] Well, in Fayette County, we're more blessed than other counties, but it's across the nation is that you know, it's
[14:35] It's a hard job, and it's not getting easier
[14:40] And you know, it's where our country is maybe is a bigger bigger thing, but
[14:47] public education is
[14:49] Is easy to attack and and you know these people at the principal ship
[14:56] I'll talk to our principal this morning and it's like, you know, I've got two parents that
[15:00] My job would be, I wish I could do my job for these two parents, that deal. So that's how challenging it can be. But, you know, we're the role of the assistant superintendent principal supervisor, critical, the supporting principals, success, because you can't have a great school without a great principal. And that's, so I think that lever is so important for the board to understand, because it's really,
[15:30] It's almost that simple. It's like we get a good principle. I think you said this time
[15:34] and time again. That solves 90 percent, 90 plus percent of the issues. That's probably
[15:41] our biggest challenge is getting that right, right, person.
[15:43] Are we currently supplying our needs from the, um, development, internal development programs
[15:52] or to, uh, I don't know, barely. Yeah. I think I understand your question. Is, is, is,
[15:57] Are we? Is there enough supply to meet the demand? I would say no.
[16:01] No.
[16:02] We've hired a lot.
[16:04] I would say in the last five years.
[16:06] A lot of our folks are news, so we don't have many openings.
[16:11] When it comes to goal number four operational effectiveness,
[16:16] one of the things that we made a goal of ours is to provide training.
[16:21] I would call it hospitality training.
[16:23] Unreasonable hospitality if you're familiar with that,
[16:26] but really to work on de-escalation techniques
[16:28] and to just provide support for those who work
[16:31] in our front office, they're often your first line
[16:33] of defense that can either escalate or de-escalate,
[16:38] right, and to really support them in that role.
[16:43] Also, looking at our allotment guidelines,
[16:45] always looking to review that with human resources.
[16:49] We've implemented a comprehensive Chronic Apps
[16:51] and T plan.
[16:53] This is something that's a little new for our schools this year.
[16:55] We've always done things for students who are chronically absent, but we have had to change it a little this year, and then, of course, with East Bloss coming, we will be working with feeder pattern meetings to garner community input for things on the horizon.
[17:12] Any other questions?
[17:15] I think we got them all in along the way.
[17:18] Right.
[17:19] Maybe.
[17:20] Thank you.
[17:21] Thank you, Ms. Walls.
[17:22] The next three presentations are all Mr. Gray.
[17:27] I want to give it a little context, a little background information that I asked him to do.
[17:35] Last year, when we talked about our enrollment declines, we said we needed to wait till the fall to make sure there wasn't going to be a change.
[17:46] and that it wasn't just a couple of year trend that we were seeing.
[17:52] And so the reason why we brought this back is that,
[17:55] well, the falls here and we're down another,
[17:58] and you'll first slide here kind of,
[18:00] if you'll go to maybe the first slide already,
[18:02] the first slide here shows you work,
[18:04] we're down another 378 students.
[18:08] And so this triggers us to think about,
[18:10] like, how do we do everything we can to not close buildings,
[18:16] and try to be as efficient as we can with buildings that we have.
[18:22] Closing schools would not be what I would want to do.
[18:25] It looks like we're going to have to maybe tackle that in the future if we have to.
[18:29] But that sort of gives you a little context of, hey, we said we were going to wait till the fall to kind of look and see what we needed to do with a couple of our facilities, try to save as much money as possible.
[18:41] And then so now we're here and we've got the data so Mr. Gray if you'll go through the your
[18:46] slides. Absolutely thank you Dr. Patterson. So you can see this first slide if you have a magnifying glass
[18:52] you can see the numbers so I'll kind of give you some context. The first year is 21-22 and we were
[19:00] about 19,900. We bumped up a little bit in 23 to a little over 20,000 but we've been going down each
[19:07] year, about three, around 300 each year until this year were at 19,000-088.
[19:15] So it is a five-year trend to going down and declining enrollment.
[19:20] And I did go and look and thought, okay, what is it compared to our population?
[19:25] So the population of Fayette County in this 2020 census was 119,000 just over that.
[19:31] Now it's about 125,000, it's the estimate.
[19:33] But when you look at the cohort by age, you see that that 5,000 increase in population
[19:44] is all in the senior group, is all in the 6,500, 65 years and older.
[19:49] The 18 and under cohort group has actually declined, not just as a percentage of the total,
[19:56] but an actual number that's gone down 620.
[20:00] If I remember from this presentation five years ago, wasn't the number 10 years ago like
[20:05] 21 and change, but really, it's not a five year decline.
[20:08] It's more like a 10 to 15 year study decline with a bump up every now and then, but in
[20:13] general, a study decline.
[20:14] That's true.
[20:15] But I think that would, you know, because five years right around the time of COVID makes
[20:19] me pause.
[20:20] But when I realized it's 10 to 15 years, it's a whole different conversation.
[20:23] Yeah.
[20:23] Yeah.
[20:23] It is a longer trend overall.
[20:26] But you can see that, you know, as our, what I was trying to make a point there is that it's not just that the school enrollment is declined, but the pool for our students has declined as well, we're seeing the actual numbers, even though the population is going up in the county, the number of student age children is going down.
[20:46] And then when you look at what the birth rate is in the county,
[20:50] it's lower than the statewide.
[20:52] Statewide, it's like 11.6 to 12.
[20:55] And in our counties, about 8.3 to 8.6,
[20:58] birth rate per 1,000 residents.
[21:00] So we do have a lower birth rate higher senior population.
[21:04] Tom, what are the projections coming from county administrators?
[21:10] I mean, we're doing a whole bunch of face lifting
[21:12] and all kinds of things around here
[21:14] that are new that are supposed to enhance the environment and make it more appealing to
[21:23] not just the community that exists today, but an inducement to come here.
[21:30] Do we know is that what you're relying on for projections?
[21:33] Or do we have?
[21:33] Well, I mean, these are not projects.
[21:35] This is actual.
[21:36] You have to know.
[21:36] But as far as going forward.
[21:38] Right.
[21:39] Right.
[21:39] If you point out, there's a long term trend here floating down.
[21:43] Can that be reduced by these current efforts or are we even making any effort to see?
[21:48] Yeah.
[21:49] I mean, you know, some of the, and we say county administrators, I would think you're talking
[21:52] about the county development for the county missioners, that group that is trying to bring businesses
[21:59] or people to the county.
[22:01] You know, those efforts are, I guess a lot of them are focused on businesses and livable
[22:06] down town and things of that nature, those don't tend, in my opinion, to bring, you know,
[22:12] family age as necessarily. So I don't know that that's really going to increase the student
[22:18] population per se. Okay. Yeah, good. Thank you. So we are considering that as far as, you know,
[22:24] looking forward. And Tom, did you do any analysis of the growth of alternative education options,
[22:28] whether it's virtual slash local private or, you know, Christian schools at some time? No, it did
[22:34] It seems to have picked up, like I see the online marketing for different schools more.
[22:38] It's definitely part of the story.
[22:40] It's not all of it, obviously.
[22:41] Yeah.
[22:41] I will say that, you know, when I looked at the, I did ask to pull the private school numbers.
[22:48] And when you look at over the last five years, yes, it had bumped up up to 20, in 2024.
[22:54] Maybe it was a little bit hard, but it actually is back down to around 1200 right now, which
[22:59] is what it was about five years ago.
[23:01] Okay.
[23:01] So, even though it did have an increase slightly, it doesn't seem to be back down a little bit this year.
[23:09] Okay, and then if you look at, this is enrollment totals by feeder pattern, just to give you a picture of what's going on in the different overall feeder patterns, this is your Fayette County feeder pattern.
[23:21] You can see it's a little bit mixed to the schools, to the elementary schools around Fayetteville and Spring Hill, but the rest of the schools are down, so overall it's a decline in enrollment in that feeder pattern.
[23:33] That one was massive. That was the biggest change when I looked at it, right? There was nothing close to that in terms of change. No, I don't think so. So really a lot of what we're seeing is driven out of that feeder pattern. And you look at the other ones there.
[23:45] Yeah. Okay. Yeah. Macintosh is the second one. And you can see Huddleston's flat.
[23:53] Kedren's up. Peach, you said he's down. The middle school is flat. And Macintosh is slightly
[23:59] down. So that'll be flat there. And you're saying to create pattern pattern. Crab Apple
[24:06] is down. Norfade has been up and down. And what's interesting about Norfade is they had a large
[24:13] increase in their enrollment, or at least what we expected this year, and it was all in kindergarten.
[24:20] I mean, the kindergarten population bump up there, so that's actually pretty good because
[24:24] that should hopefully carry through the feeder pattern as you go. You can see flat rock has kind
[24:29] of been a little bit the recovery there, but at the high school level it is overall down.
[24:36] Then when we look at Stars Mill, we see that the elementary schools are slightly trending down.
[24:43] People's a little bit more than the others.
[24:46] The middle school rising star is down and as well as Stars Mill is down but not quite as drastically as the rest of the feeder pattern at this point.
[24:55] And then white water, you can see white water, flat on Inman.
[24:58] Sir Hart is down flat on the middle school and overall the white water high school is down.
[25:06] You know and especially when you look at compared to 2223 that was a pretty big drop from
[25:11] 1400 down to 1260.
[25:15] The rest of the slides I wasn't going to go into very much is really just kind of there
[25:19] as far as informational because there are the demographic breakouts but you can kind of
[25:23] really dig into some of the numbers to see some of the shifts and some of the different
[25:27] in the feeder patterns of what has gone on.
[25:31] So if you did want to dig into some of those numbers,
[25:35] really wasn't the purpose of what we were trying to do
[25:37] for this presentation, but we did have that information.
[25:40] You can see the total enrollment here
[25:43] with the elementary schools on the left.
[25:44] You know, we have one school over 800,
[25:46] about four in that six to 700 range
[25:50] and then the rest below that.
[25:52] On the middle school, on the right hand side,
[25:54] you see the four-mill schools are all about the same level with booth being larger and then the high
[26:00] school below that. What we did want to look at is a three-year grade-level trend just to kind
[26:06] of point out a few things of interest. You can kind of ignore the pre-K that first thing because we
[26:12] kind of that's based on the number of classrooms that are approved from the state so that number
[26:17] or pretty much stays the same.
[26:19] But you can see that in the elementary grades,
[26:23] you're down of K and 1 and 2 and 2,
[26:29] that's the one in the middle,
[26:30] and that's a little bit difficult to see,
[26:31] but that is a pretty significant decrease right there.
[26:33] So that's a little bit concerning
[26:34] because that's going to roll up through
[26:37] as we go through the years
[26:38] and then up a little bit and forth and down in fifth.
[26:43] When we get to the middle school,
[26:45] you can see it's a little bit of a mixed bag
[26:46] down in the 6th up in the 7th down in the 8th and then we get the high school
[26:52] all the grade levels have trended down and I will say one of the things I've
[26:57] watched over the years is the 9th grade level 9th grade is usually the where
[27:03] you have most of the students in the school system it is usually the highest grade
[27:07] level and you can see it it's had a pretty significant decline from 1834 to
[27:13] 1676, and it actually is pretty almost even with the 10th grade at this point.
[27:20] So that's a shift in the numbers that we haven't seen in a while.
[27:26] And then the last few slides are just year by year, the total by grade.
[27:34] And right there, this is 2027, the current one.
[27:37] You can see 9th and 10th grade are about the same where in your previous years, 9th grade
[27:42] was usually a head or a little bit ahead of the 10th grade?
[27:50] Any comments or questions on those numbers?
[27:53] Have you flowed through any of the data from elementary as it hits over the next three,
[27:59] five, seven years as it hits high school? Do we continue to see bad news at some of the high schools
[28:04] in terms of enrollment? I'm guessing yes, I haven't done it yet. I would say that does seem to be
[28:10] the trend, you know, what you can tell from these slides, though, that is a little bit,
[28:16] it's kind of hard, you can't just sit there and say, this grade level at 1200 now is
[28:21] going to be what we have at the ninth grade in so many years, because we do tend to add
[28:26] students as we go through the grades, but what we're seeing is we're not getting as many
[28:31] coming in at the higher grade levels like we used to.
[28:33] So I do think that trend is coming through, and especially that's why I mentioned the second
[28:38] in grade level, it's having such a large decline, that's way down the elementary school level.
[28:43] Maybe that kindergarten or a Fayette will help offset some of that some.
[28:49] A lot of heavy lifting.
[28:51] Yes, it is, so.
[28:52] Okay.
[28:54] All right, so I'm going to ask Jim to pull up the next presentation slide show, which is in one of the reasons we wanted to look at the enrollment trends is because of the buildings as Dr. Paterson mentioned.
[29:07] So we did want to focus on two of the buildings, we've had some discussions before, but we just kind of wanted to kind of revisit those.
[29:14] And that's Tyrone Elementary School, kind of the big picture on it is.
[29:18] We'd roof in HVC's, a 30 years old, going to take about $5 million, replace it, 60,000 square feet on seven acres.
[29:27] We are currently renting it out to two tenants for $9,600 a month combined.
[29:34] We've notified them that they are month to month and by the end of June, they would need to find elsewhere to be.
[29:42] The utilities are running us 100k a year and repair maintenance are getting to be more and more frequent.
[29:48] So that estimate of $100,000 is actually going to go up every year just to maintain it.
[29:54] So we plan to look at doing a demolition some time.
[30:00] In 2027, mid-2027, we think that'll cost about half a million dollars, maybe a little bit more just depending on, but we're going to bid that out in time to have that scheduled.
[30:10] Well, Tom, regarding the Tyrone, because I had conversations with Mayor Dahl the other day.
[30:15] Last Wednesday, and Mary had parents involved with one of the tenants.
[30:21] So have we given them like a June hay, you're done, notice is that where we are now?
[30:25] Yeah, we've had June 27th, June 27th, June 27th, and we've had to alleviate their concern.
[30:31] So we were able to support them.
[30:32] Yeah, we talked to both tenants and said we would do everything we could to go that long, yeah.
[30:39] But I don't I mean I don't think it's confirmed we're going to go. I mean it's still a little bit up in the air. Yeah.
[30:45] We have not given them any written notice which is kind of game of verbal. That's what we're trying to get to. Yes.
[30:50] So I mean that's really going to part of the discussion of you know this is the plan.
[30:57] At least the timeline we've set out of what the plan is at this point so. But couldn't they be out before June?
[31:04] I think it would be very difficult for the tenants to be out and have all their stuff
[31:09] moved out before them because they had to set up, find a new location and set up the
[31:14] school again.
[31:16] Well, that's not true, but that's not our problem, even though I feel like it's my problem
[31:19] because I do empathize as an aunt's dad.
[31:21] Yeah.
[31:22] I'm just saying, they're looking for a new location.
[31:26] Yes, they're working on it.
[31:27] I know they're working on it, but they're also would love to hear some certainty on a
[31:32] no matter what date, no matter what date it is.
[31:34] The uncertainty is what's causing them a lot of angst.
[31:38] Well, I mean, the direction will be from what, you know,
[31:40] what we want to convey to them, what that will be.
[31:43] So, you know, I do have that contact with them.
[31:46] So, I'd be glad to have you.
[31:47] If we had to, whatever.
[31:48] We would tell them, but we don't have certain.
[31:50] Right.
[31:51] We also need to consider that many of our students
[31:54] are participants in some of the dance programs that they have.
[31:58] and those programs have really helped the students in their academic goals so that they need
[32:07] that extra curricular and some things are not offered at the schools so this has been an outlet
[32:12] for many of our students to be able to participate in the dance programs that's being operated there.
[32:20] So you know if they were, if they had to be out before June, it would really impact the students
[32:27] and the families that have really made this a part of their everyday or weekly routines.
[32:35] You know, they've planned months ahead of time, and they also do performances in the community.
[32:41] So they are a part of the community, and I think we should be considerate of that,
[32:46] because they are a part of the community and our students are involved.
[32:50] Yes.
[32:53] All right.
[32:53] So, that's the Tyrone situation.
[32:57] In fact, the intermediate school is a little bit different, but kind of the same thing.
[33:01] 30-year-old roof.
[33:02] It's going to be 5 million to replace 60,000 square feet.
[33:04] I'm sorry.
[33:06] 32 years old.
[33:07] 6 million to replace.
[33:08] 72,000 square feet.
[33:10] On 12,000 acres.
[33:11] What's different about this?
[33:12] It is adjacent to other property because it's right next to.
[33:14] You did mean 12,000 acres.
[33:16] Did I?
[33:17] It did not mean 12,000.
[33:18] 12 acres.
[33:19] Let me slow down, 72,000 square feet on approximately 12 acres, but it is part of a larger parcel.
[33:27] We use it for some office space and storage currently.
[33:31] So the offices could easily be consolidated elsewhere, and the store items could be moved,
[33:36] sold, disposed of, otherwise.
[33:38] And so looking for demolition of that building in 2027 to be determined.
[33:45] Are there any plans for the property once the buildings have been demolished?
[33:48] I think at this point we would just hold the property, there are, since it is adjacent to what we already have,
[33:55] there could be, for future use, potentially be another practice field for the school,
[34:01] those type of things, or if we had to come back and build something later, we'd have it available.
[34:06] But since it's right next to what we already have, I would think we'd want to hold onto it for a while.
[34:11] But for the Tyrone, I think we would put that land up for sale at some point.
[34:17] All right,
[34:23] so we'll go on to the tax digest millage and tan update, which there's not a whole lot to update that we hadn't talked about before, but we'll go through it.
[34:33] The tax assessor issued the notices as we know, the appeal window ended August 7th.
[34:38] We are still waiting to get the tax digest from the tax commissioner. I'm kind of hoping to get it this week.
[34:43] If I get it this week, then we can move along with the projected timeline.
[34:48] So Jim, if you don't mind pulling that up, if we do get it this week, and part of the
[34:54] issue with the timeline is the advertisement requirements with the legislature could help
[34:59] us with anything, that scene would be a simple thing they could help us with.
[35:03] The advertising timeline is very difficult because pretty much I have to get the information
[35:09] to the paper three weeks before they're going to print it because they only print on Wednesday
[35:13] and it has to be in the paper at more than seven days prior to the meeting.
[35:18] So since they print on Wednesdays and we have meetings on Mondays that's two weeks right there in a week before to get it to them
[35:25] So, but if we do get the information this week, we're hoping to do advertisements next week on the 23rd and then to start having our
[35:35] Hearing starting with the regular board schedule the board work session on October 5th and
[35:41] And then the board meeting had the adoption on the 19th, and then we would think the county would follow the same schedule.
[35:50] That might be something good to talk to our local legislators about, because with local newspapers, pretty much going away, we're being online only,
[36:03] you know, that that days of sort of the print version, and everybody got the paper and read it.
[36:08] Well, most people are getting that information electronically already anyway through the website and through other means.
[36:14] We're able to put it out through, you know, social media, parent square, and have it posted on the website page.
[36:21] Yes, hold on.
[36:22] Okay. All right.
[36:24] So, and then we'll go to the tax anticipation note where we're at on that.
[36:30] So we are going to have to do because of the delay in the tax revenue.
[36:36] new, we're going to have to do a tan, we're planning to do $35 million that will cover
[36:41] payroll and operational expenses, we did an invitation to bid on Friday, we released
[36:47] that, we're getting the bid's back on the 17th, which is Thursday.
[36:51] We will bring those to the board on the, at the Monday meeting, September 21st, to be approved.
[36:57] So that'll give the attorneys Friday and Monday during the day to go back and forth with
[37:02] finalizing the documents to approve at the board meeting on the 21st and then we would set funding of that for August 2nd and then the payment would be due back the 31st and we even after talking with the tax commissioner where I think they are on having the bills we're talking about a January 15th due date we would get the bulk of our revenue at the end of December so I do feel confident we would have enough funds to pay back the town at that point.
[37:33] All right. Thanks. Okay. Thank you.
[37:37] Mr. Chairman, before Tom goes, do you mind if I ask him, there are two items for information
[37:43] that I just, if you don't mind to comment on those, if it's okay, I don't have anything
[37:50] in the superintendent's report. The position descriptions are just really a summary
[37:55] of what the board approved last month without the red lines. So if there's any questions
[38:00] about those letters. And then under information on them, be and see the intergovernmental agreement,
[38:08] a tax-assessor audit service. Can you say a line? Something about that? And then
[38:12] there's certificates for completion for both Cleveland and San Mar.
[38:17] IGA with the city and the county. That is to perform audit services. They'll have an internal
[38:24] personal person and external consultant to help with specifically for the property tax returns from the data center and things like that.
[38:33] We're waiting to hear back from them on language, the city and the county we're going back and forth.
[38:38] We're waiting for final language so that we expect to bring it back to the regular board meeting for approval.
[38:44] And then on the certificates of the completions, as are the two renovations we did two summers ago.
[38:50] So we have to wait until we've actually gone through all of the checklists and paid all of the final submissions for invoices to the general contractor and we've completed that so we're certifying to the state so that they can reimburse us the rest of the funds for those projects.
[39:10] Mr. Chair, I don't know, unless the board needs executive session, I don't think we have
[39:18] a need for executive session today, it's short board meeting, but I think that completes
[39:22] all of my items.
[39:26] Okay.
[39:27] Sounds good.
[39:29] I guess without objection, we're adjourned.
[39:32] Thank you very much.