[1. Call Meeting To Order]
[00:00:03]
IT IS NOW IT IS 6 0 1, AND WE ARE GETTING THIS MEETING STARTED.
THIS MEETING IS OFFICIALLY CALLED TO ORDER.
SO WE'LL START ON THE, UH, COUNCIL SIDE THIS EVENING, AND WE WILL GO AHEAD, UH, AND WE'LL DO OUR PLEDGE OF ALLEGIANCE HERE.
FIRST, BEFORE WE GET INTO OUR ROLL CALLS, I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS.
ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE.
OKAY, TONY, FOR COUNSEL, WOULD YOU CALL THE ROLL PLEASE? THEN WE'LL HAND IT OFF TO, UH, MR. RUCKER FOR THE ROLL.
AND NEXT WE'LL MOVE OVER TO THE SCHOOL BOARD.
MR. RUCKER, IF YOU'D LIKE TO DO THE ROLL CALL, PLEASE.
AND NEXT WE HAVE TO ADOPT OUR AGENDA.
SO IS THERE A MOTION TO ADOPT THE AGENDA? MAKE A MOTION TO ADOPT THE AGENDA AS PRESENTED.
[ City Growth/School District Implications]
SO NEXT IS ITEM NUMBER FOUR, WHICH IS THE TOPICS OF DISCUSSION, UH, FOR THIS EVENING'S, UH, MEETING.AND ITEM FOUR A IS THE CITY GROWTH AND THE SCHOOL DISTRICT IMPLICATIONS.
UH, SO I KNOW, UH, THERE HAS BEEN, UH, A, A DEMOGRAPHIC STUDY THAT WAS SHARED, UH, TO CITY COUNCIL FROM THE SCHOOL BOARD THAT WAS, THAT WAS PREPARED, UH, BY, UH, CROPPER GIS.
SO I DUNNO IF THIS WOULD BE A, A TIME TO EITHER GET INTO THAT OR, UM, DO WE WANNA HAVE THE SCHOOL BOARD START THIS DISCUSSION? OR DO WE HAVE SOMEONE IN COUNCIL WHO WANTS TO, UH, START THE DISCUSSION WITH, UH, A QUESTION REGARDING ANYTHING THAT WAS IN THE STUDY? HOW DO WE WANNA MOVE FORWARD TO PROCEED HERE? I WAS UNDER THE IMPRESSION THAT POSSIBLY YOU GUYS MIGHT HAVE SOMETHING THAT YOU WANTED TO GO OVER AS FAR AS CITY GROWTH, AND THEN MR. ENEX COULD ADDRESS THE, UM, GROWTH AND IMPLICATIONS, IF ANY, ON THE SCHOOL DISTRICT SIDE.
RICK, DO WE HAVE SOME INFORMATION? YEAH.
JASON, DO WE HAVE THAT PRESENTATION? IF WE CAN PULL THAT UP? EXCELLENT.
UH, IF WE GO TO THE NEXT SLIDE, UM, I DID HAVE OUR ECONOMIC DEVELOPMENT, UH, ARM OF THE CITY GET US SOME DATA ON RESIDENTIAL GROWTH.
UM, IN 2023, WE SAW 72 OR 74 NEW SINGLE FAMILY HOMES CONSTRUCTED, UM, BASED ON THAT, UM, WE BELIEVE THAT'S ABOUT 187 NEW RESIDENTS.
UM, BUT WHAT'S REALLY TELLING IS GONNA BE THE NEXT THREE TO FOUR YEARS OF, UH, APPROVED PROJECTS IN THE PIPELINE, RANGING FROM, UH, PROJECTS ON EXECUTIVE BOULEVARD, THE MEADOWS, HEATHER MERE TO WESTPORT VILLAGE, AND WAVERLY DEVELOPMENT.
SO, UH, WE'RE EXPECTING BY 2027 OR 2028 TO HAVE ABOUT 857 NEW UNITS REPRESENTING, UH, 2200 OR SO NEW RESIDENTS OF THE CITY.
AND THAT'S WHAT WE HAVE APPROVED IN THE PIPELINE RIGHT NOW.
UM, WHICH MEANS THAT OVER THE NEXT THREE OR FOUR YEARS, THERE COULD BE ADDITIONAL PROJECTS OR HOUSING DEVELOPMENTS APPROVED WITHIN THE CITY THAT COULD INCREASE THAT, UH, ABOVE THAT 2200.
UM, ONE THING I WANTED TO LET THE SCHOOL BOARD KNOW IS THAT IN MARCH OF THIS YEAR, THE CITY ADOPTED ITS NEW COMPREHENSIVE PLAN.
UH, IT DOES ADDRESS, UM, MAINLY TRANSPORTATION TO SCHOOLS.
SO, UM, WHEN WE LOOK AT OUR COMPREHENSIVE PLAN, THEY'RE REALLY FOCUSED ON, UH, TRANSPORTATION CONNECTIONS.
THEY WANNA SEE SAFE ROUTES TO SCHOOL, UM, YOU KNOW, CONNECTING OUR COMMUNITY ASSETS, UH, LIKE SCHOOLS AND PARKS.
UH, THEY WANNA SEE BROAD HOUSING TYPES WITHIN WALKING DISTANCE OF SCHOOLS.
AND THEN ALSO INCENTIVIZING GROWTH ALONG TRANSIT ROUTES, UH, ADJACENT TO AMENITIES LIKE PARKS AND SCHOOLS.
UM, SO IF WE WANNA LOOK AT THE COMPREHENSIVE PLAN A LITTLE CLOSER, UM, OUR SAFE ROUTES TO SCHOOL PROGRAM REALLY PRIORITIZE SCHOOL ACCESS, UH, AND SAFETY PROJECTS.
UM, A A LOT OF WHAT WE'RE LOOKING AT IN TERMS OF TRANSPORTATION, THE FUTURE FOCUSES ON MAYBE, UH, NON-TRADITIONAL OR NON AUTOMOBILE TRANSPORTATION.
UM, REALLY FOCUSING ON WAYS FOR, UH, STUDENTS TO GET TO SCHOOL SAFER, UM, WITHOUT MAYBE, UM, AUTOMOBILE, AUTOMOBILE OR BUSING.
SO, UM, THAT'S GONNA BE A FOCUS FOR OUR GROWTH OVER THE NEXT 10 YEARS, WHICH IS USUALLY THE TERM OF OUR COMPREHENSIVE PLAN.
UM, AND AT THAT POINT, I CAN TAKE ANY QUESTIONS THAT I MIGHT BE ABLE TO ANSWER ABOUT THE GROWTH IN THE CITY FROM THE BOARD IF THEY'D LIKE.
WHAT, UM, CAN YOU DEFINE BROAD
[00:05:01]
WHEN YOU GO BACK TO THAT? UH, GO BACK A SLIDE.CAN YOU TALK ABOUT BROAD? SO, BROAD HOUSING TYPES WOULD BE EVERYTHING FROM SINGLE FAMILY HOMES TO, UH, MULTI-FAMILY HOMES, UH, TOWN HOMES, PATIO HOMES.
SO, UH, WE'RE REALLY LOOKING AT A BROAD, BROAD, UH, FOCUS OF DIFFERENT TYPES OF HOMES FROM RENTAL TO, UH, OWNERSHIP TO EVEN SEN SENIOR LIVING AND THINGS LIKE THAT.
DO YOU HAVE, UM, PROJECTIONS ON WHAT PERCENT OF EACH YOU'RE LOOKING AT OR WHAT YOU'RE HOPING FOR? WHAT'S YOUR TYPICALLY IT'S CAN IMPROVE.
TYPICALLY, IT'S, IT'S BEEN PRIMARILY SINGLE FAMILY UNITS.
UM, WHEN WE LOOK AT EXECUTIVE BOULEVARD AND THE MEADOWS, UM, THOSE ARE GONNA BE MORE RENTAL UNITS RIGHT NOW.
AND HOW DO KIDS GET TO SCHOOL WITHOUT BEING ON A BUS OR A CAR WALKING.
OKAY, SO THAT'S WHAT THAT WAS REFERRING TO? YEAH.
THE FOCUS IS REALLY IDENTIFYING AREAS FOR HOMES CLOSE TO PARKS AND SCHOOLS WHERE WALKING IS A, AN OPTION.
I DON'T THINK I HAVE, ARE YOU SAYING MOST OF OUR, UH, NEW UNITS ARE GONNA BE ALONG THE EXECUTIVE BOULEVARD? NOT MOST, BUT THAT'S ONE OF THE PROJECTS WE'VE IDENTIFIED, UH, AS A CITY IS, IS A RENTAL, UH, DEVELOPMENT ON EXECUTIVE BOULEVARD.
I THINK WE SAW IN THE CROPPER GIS STUDY THAT IT OUTLINED THE DIFFERENT, WELL, QUITE A FEW OF THE DIFFERENT HOUSING DEVELOPMENT.
SOME OF THEM ARE APARTMENTS AND SOME OF THEM ARE THE SINGLE FAMILY.
BUT IN THE STUDY, IT SHOWS AS OF THE DATE OF THAT STUDY ANYWAY, WHAT HAD BEEN APPROVED UP TILL THAT POINT.
IF YOU LOOK AT THE, THE TWO AT THE TOP OF THIS LIST, THOSE WOULD BE RENTALS.
DOES THIS TAKE INTO ACCOUNT ANNEXATION OF, UH, BETHEL TOWNSHIP THAT, UH, IT DOES NOT.
AND HAVE WE, HAVE YOU GUYS LOOKED AT THAT AND WHAT THAT IMPACT MIGHT BE? UM, I WOULD HAVE TO CHECK.
I'M SURE THEY'VE BEEN LOOKING AT THE IMPACT OF THAT, BUT, UM, WE HAVEN'T GOTTEN TOO DEEP INTO THAT QUITE YET.
I DON'T HAVE ANY QUESTIONS ON ANY OF THAT.
UM, I'M HAVING A LITTLE TR UH, TROUBLE RECONCILING, UH, SOME OF THE NUMBERS, UH, WITH THE CHARTS.
UM, I KNOW SOME OF THE NUMBERS WELL DID, WERE TAKEN FROM THE, UH, 2010 CENSUS.
AND, UM, I, I HOPE THAT AS I, JASON, IS YOU'RE UPDATING OR GOING THROUGH THE SLIDES THAT YOU WILL UPDATE THEM WITH WHERE WE ARE RIGHT NOW, BECAUSE I'M SURE THOSE NUMBERS ARE VERY DIFFERENT THAN WHAT'S IN HERE, ESPECIALLY, YOU KNOW, THE AREA POPULATIONS FOR EACH, EACH GRADE, UM, UNIT.
UM, BUT I HAVE A HARD TIME BELIEVING THAT WE'RE NOT LOOKING AT AN INCREASE IN THE FUTURE.
I MEAN, I KNOW SOME KIDS WILL BE LEAVING AND STUFF, BUT WE HAVE A, A TON OF DEVELOPMENTS THAT ARE IN THE WORKS, WHETHER IT'S ON, UM, CHAMBERSBURG OR WHETHER IT'S ON, UM, BELL FOUNTAIN OR, UM, JUST ALL OVER THE PLACE IN THE CITY.
WE HAVE A LOT OF DEVELOPMENTS COMING IN AND THEY WILL BE FAMILY ORIENTED.
SO I, I, I DON'T UNDERSTAND HOW IT CAN BE AN EVEN TREND.
IT JUST SEEMS LIKE WE'RE GOING TO TAKE A BIG JUMP AND, AND IF WE DON'T REALIZE THAT WE'RE GONNA BE IN TROUBLE, WELL, I WOULD LOVE TO HEAR WHAT JASON HAS TO SAY TO THAT.
I'LL BE, YEAH, I WAS TRYING TO, BECAUSE I'VE HAD SOME TO ADDRESS THAT I'VE HAD SOME EXTENSIVE CONVERSATIONS AFTER LOOKING AT THE CROPPER.
GIS NOW I THINK THERE'S VALUE IN THAT STUDY, BUT I DO HAVE SOME QUESTIONS, UM, AS FAR AS SOME POSSIBLE OTHER SCENARIOS THAT COULD FACTOR INTO THAT.
BUT JASON AND I HAVE AN EXTENSIVE CONVERSATION, SO I THINK HE'S GOT A LOT THAT HE CAN ADD ON THAT AS WELL.
IF THIS IS A TIME TO GO AHEAD AND, UH, SWITCH PRESENTATIONS, I'LL BE ABLE TO TAKE SOME OF THIS THAT YOU HAVE SEEN, UH, FROM THE CROPPER GIS STUDY AND, AND PUT IT INTO WHERE WE ARE TODAY.
SO, UH, BROADLY AS WE USE THAT WORD A LITTLE BIT, I, I WANT TO KIND OF SHARE A LITTLE BIT ABOUT THE CROPPER GIS STUDY AND, AND WHAT THE HISTORICAL REASON FOR DOING IT WAS.
UM, LAST YEAR AT THIS TIME, WE MET ALMOST THE SAME DATE, I THINK IT WAS OCTOBER 27TH.
AND ONE OF THE THINGS THAT I SHARED WITH, WITH EVERYONE AT THAT TIME, AND THAT I'D SHARED WITH THE BOARD THROUGHOUT THE, THE FALL IS WE HAD A, A VERY LARGE INCREASE IN
[00:10:01]
STUDENTS FROM THE 2122 SCHOOL YEAR TO 2223.AND THAT WAS ABOUT 700 STUDENTS.
THE THING THAT WAS IMPORTANT ABOUT THAT WAS TO UNDERSTAND IF IT WAS A TREND OF THAT KIND OF GROWTH OR IF THAT WAS A, A BUBBLE TYPE OF SITUATION.
AND WHAT WE, WE ANTICIPATED IS TURNED OUT TO BE PROBABLY FAIRLY ACCURATE, THAT LAST YEAR WAS THE YEAR THAT C-O-V-I-D ENDED FOR MOST PEOPLE AND STUDENTS THAT HAD LEFT DISTRICTS HAD COME BACK.
SO YOU THINK ABOUT STUDENTS THAT MAYBE ARE HOMESCHOOLED OR WERE DOING SOMETHING DIFFERENT.
WE HAD, WE KNOW WE HAD A, A DROP OFF IN STUDENTS ACROSS THE COUNTRY AND PUBLIC SCHOOLS DURING THE, DURING THE PANDEMIC.
LAST YEAR WAS THE YEAR THAT WE SAW A BIG, BIG NUMBER OF THOSE STUDENTS COME BACK.
THE QUESTION WE HAD LAST FALL IS, IS THIS A ONE TIME OR IS THIS INDICATIVE OF A TREND LONG TERM? SO WE MET WITH, UH, CROPPER, GIS, UH, HAVING HAD SOME EXPERIENCE WORKING WITH THEM BEFORE.
THEIR METHODOLOGIES FOR PROJECTIONS ARE EXACTLY THAT.
THAT'S NOT TELLING YOU WHAT IT'S GOING TO BE, BUT GIVEN ALL OF THE FACTORS THAT CAN BE FOUND AT THE, IN, AT THE TIME OF THE STUDY, THAT'S ALL THAT CAN BE PROJECTED.
AND THAT DID INCLUDE LOOKING AT, UH, WHEN POTENTIALLY NEW, UH, HOUSING DEVELOPMENTS WOULD BE COMING ONLINE.
I KNOW YOU AND I TALKED AT LENGTH A COUPLE OF TIMES ABOUT THE, THE ADDITIONAL GROWTH, AND WE KNOW THAT THERE ARE, ARE ADDITIONAL HOUSES AND HOUSING UNITS THAT ARE COMING IN.
BUT ONE OF THE THINGS THAT, THAT CROPPER GIS, TALKED TO ALL OF US ABOUT, AND WE HAD LENGTHY CONVERSATIONS, IS UNDERSTANDING THE DIFFERENCE WHEN YOU HAVE WHAT'S ALSO CALLED OUT MIGRATION.
SO IN MIGRATION, IS THAT INCOMING OF NEW PEOPLE TO A COMMUNITY POPULATION STUDIES, THOUGH DON'T JUST LOOK AT NEW HOUSING AND, AND THAT THAN THE PEOPLE COMING IN.
THEY'RE ALSO LOOKING AT OUT-MIGRATION, INCLUDING AN AGING POPULATION THAT DOES NOT HAVE STUDENTS AT THE SCHOOL LEVEL.
SO ALL OF THOSE THINGS, LIVE BIRTH RATES, UM, YOU NAME IT, YOU CAN READ IN THE STUDY ALL THE, ALL SOME OF THOSE FACTORS.
IT, IT IS A LITTLE BIT COUNTERINTUITIVE TO SEE THE GROWTH THAT YOU'RE REFERRING TO, AND THAT THERE WOULD NOT BE PROJECTED TO BE SIGNIFICANT GROWTH IN THE DISTRICT.
AND WE, WE DON'T KNOW THAT THEY'RE PROJECTIONS.
AND DEPENDING ON A NUMBER OF DIFFERENT VARIABLES AND FACTORS THAT GO INTO THESE STUDIES, THIS COULD AND SHOULD CHANGE BASED UPON NEW INFORMATION.
SO WE'VE RECENTLY HAD THIS DISCUSSION, UM, THIS WEEK REALLY, UM, START A STRATEGIC PLANNING PROCESS.
AND THE PART OF THE DISCUSSION IS LOOKING AT THIS DATA OVER, YOU KNOW, HAVING IT RESTUDIED ABOUT EVERY TWO TO THREE YEARS AS A POTENTIAL OPTION SO THAT WE CAN SEE THAT THE ACTUAL CHANGE OVER TIME.
SO WHAT I THOUGHT I WOULD SHARE WITH YOU TONIGHT IS THE FIRST ITERATION OF COMPARISON.
SO LAST YEAR WE WERE AT THE 2223 SCHOOL YEAR, AND NOW THAT IS HISTORICAL FACT DATA THAT THIS IS, THIS IS WHERE WE WERE NOW JUST FOR SOME CLARITY ON HOW WE COUNT STUDENTS.
AND THAT SOUNDS STRANGE WHEN WE COUNT STUDENTS, BUT THERE ARE MULTIPLE WAYS TO DO SO.
OKAY? IT'S NOT THE ONLY WAY YOU COUNT THEM, BUT THAT'S THE WAY WE ARE LOOKING AT 'EM.
AND IN OUR DATABASE, THOSE ARE ACTIVE STUDENTS.
AND WE ALSO COUNT SOMETHING CALLED NON-RESIDENT STUDENTS.
AND YOU MIGHT ASK, WHY DO WE COUNT NON-RESIDENT? WE HAVE STUDENTS WHO ARE IN THE DISTRICT THAT DO NOT LIVE HERE THROUGH A VARIETY OF DIFFERENT REASONS.
THEY CAN BE PLACEMENT THROUGH FOSTER CARE, THEY COULD BE TUITION PAYING STUDENTS, THEY COULD BE THOSE STUDENTS THAT ARE FOLLOWING STAFF MEMBERS INTO THE DISTRICT.
SO WE LOOK AT ACTIVE AND NON-RESIDENT TO COUNTER ACTUAL NUMBERS OF STUDENTS THAT ARE IN SEATS IN OUR BUILDINGS EVERY DAY.
SO IF YOU'RE LOOKING UP HERE, I DON'T KNOW THAT THIS WILL POINT TO IT.
UM, THE 2223, UH, NUMBERS WE'RE AT 5,912 ACROSS THE DISTRICT.
NOW, THE COLOR CODING, JUST FOR A REMINDER, IS FOLLOWING COHORTS OR CLASSES OF STUDENTS AS THEY TRAVEL THROUGH THE DISTRICT.
SO IF YOU'RE LOOKING AT THE, LET'S SAY THE ORANGE SECTION LAST YEAR, THAT, THAT WAS A SENIOR CLASS.
THE PREVIOUS YEAR WAS DIAGONALLY DOWNWARD AND AS JUNIORS, THEN SOPHOMORES, THEN FRESHMEN.
SO ALL OF THIS CHART IS CREATED IN A WAY TO FOLLOW CLASSES AS THEY GO THROUGH THE DISTRICT.
SO AS YOU LOOK AT 22, 23, UM, THAT WAS THE, THE DATA WE LOOKED AT LAST YEAR.
NOW WE TAKE THAT DATA IN OCTOBER.
THIS IS WHEN IT'S REPORTED TO THE STATE OF OHIO, OCTOBER 6TH, THAT'S OCTOBER 7TH, SOMEWHERE AROUND THERE, UH, DEPENDING ON THE CALENDAR.
AND THAT GETS, UH, SUBMITTED TO THE STATE.
SO FOR AN ACCURATE ORANGES TO ORANGES COMPARISON, RIGHT, YOU'RE LOOKING AT 2324 ALONG THE SAME TIMELINE.
AND THAT IS THIS YEAR'S STUDENTS AS OF THIS DATE.
UM, AND WE ARE ACTUALLY LOOKING AT, UM, A DECREASE
[00:15:01]
OVERALL.BUT IF YOU LOOK ACROSS THE VERY, VERY TOP SECTION, THE PROJECTED LINE IS TAKING THE DATA FROM CROPPER GIS AND PLUGGING IT INTO A COMPARISON OF OUR ACTUAL DATA.
DOES THAT MAKE SENSE? SO WE'RE TRYING TO SEE HOW CLOSE IS THE PROJECTION TO WHERE WE ARE THIS YEAR.
I WOULD TELL YOU THAT WHEN I LOOK AT THIS, THERE WAS ONE GLARING, UH, PIECE OF IT THAT I CALLED TO GET A LITTLE CLARIFICATION ON, UH, JUST YESTERDAY.
AND THAT WAS LOOKING AT OUR FIRST GRADE NUMBERS THIS YEAR.
AND IF YOU'LL LOOK AT THAT, THAT'S 461.
AND THAT IS THE ONE THAT'S SIGNIFICANTLY OFF KILTER.
UM, IN CLARIFICATION FROM CROPPER, GIS, THEIR OFFICIAL NUMBERS REALLY START IN FIRST GRADE KINDERGARTEN.
THERE ARE VARIABLES THAT ARE SOMETIMES TOO BROAD TO GET AN ACCURATE NUMBER.
AND I, I PUSHED THAT A LITTLE BIT BECAUSE I SAID WE IN KINDERGARTEN, WE HAVE ALL DAY KINDERGARTEN, THEY'RE COMPULSORY ATTENDANCE.
AND THESE ARE NUMBERS IN-HOUSE AS REPORTED LAST YEAR.
AND IF YOU LOOK AT THAT, THAT NUMBER IS 463.
SO STATISTICALLY THE SAME NUMBER OF STUDENTS, THE PROJECTION WAS SIGNIFICANTLY LOWER.
IF YOU TAKE THAT ONE ANOMALY OUT OF THIS DATA, WE'RE LOOKING AT ABOUT A 99.69, 9.7% ACCURACY OF THE PROJECTION FROM LAST YEAR TO THIS YEAR.
NOW, I KNOW THAT'S, THAT'S A VERY SMALL, IT'S A SMALL SAMPLE SIZE OF ONE YEAR, AND IT'S THE MOST CLOSE TO LAST YEAR.
SO HOW IS THAT GOING TO PERFORM OVER THE LONG TERM? OBVIOUSLY WE WILL HAVE TO WAIT AND SEE, BUT IT GIVES US SOME INDICATION OF WHAT'S PROJECTED, EVEN AS WE CONTINUE TO SEE ONE YEAR'S WORTH OF GROWTH FROM LAST YEAR, THAT THE PROJECTED NUMBER OF STUDENTS IS STILL VERY MUCH ON PAR WITH, WITH WHERE WE ARE ACTUALLY IN THE DISTRICT.
EVEN WITH ALL OF THAT GROWTH THAT YOU'VE BEEN, YOU'VE BEEN LOOKING AT AS HOUSES AND NEW, NEW HOUSING DEVELOPMENTS BEING, BEING BROUGHT ONLINE.
SO I WANTED TO SHARE THAT WITH YOU AND GIVE YOU A LITTLE BIT OF SENSE.
UM, IF YOU WERE TO TAKE THE TOTAL NUMBER OF STUDENTS THIS YEAR AT 58 31 AND ADD THE ROUGHLY 50 STUDENTS THAT ARE OFF IN FIRST GRADE, THAT WOULD BE LOOKING AT 58 81, AND WE'RE AT 58 97.
THAT'S A PRETTY REMARKABLY CLOSE PROJECTION, UH, OVER ALMOST 6,000 STUDENTS.
THIS IS TOO SMALL FOR YOU TO SEE, BUT YOU DO HAVE IT IN FRONT OF YOU, OR YOU DID HAVE IT.
THIS IS THE LONG-TERM PROJECTION WITH THE HISTORICAL NUMBERS ON THE BACK END AND PROJECTED OUT TO 10 YEARS.
AND OF COURSE, IT MAKES SENSE THAT THE FURTHER A PROJECTION GOES OUT, MUCH LIKE A FIVE-YEAR FORECAST, THE MORE UNCERTAIN THAT THAT TIMELINE IS GOING TO BE.
SO IT GIVES US AN INDICATION RIGHT NOW, BASED ON THE FACTORS OF LAST YEAR, THAT THAT PROJECTION OF NUMBERS OF STUDENTS IN THE DISTRICT IS SCHEDULED TO REMAIN RELATIVELY FLAT.
AND AGAIN, I THINK THE, THE KEY PART OF THAT IS IT'S FACTORING IN OUT MIGRATION AND AGING POPULATION WITHOUT SCHOOL AGED CHILDREN AS PART OF THE CALCULUS OF DE DETERMINING THOSE.
I A COUPLE HANDS, I'LL SEE IF I CAN ANSWER THOSE FOR YOU.
SO IN THE PREVIOUS SLIDE, DO ANY OF THOSE NUMBERS FACTOR IN A PERCENTAGE FOR HOMESCHOOL STUDENTS THAT YOU STILL HAVE TO COUNT? THESE ARE ACTIVE STUDENTS, NON-RESIDENT, MEANING THEY'RE IN, IN THE SEATS IN THE DISTRICT EVERY DAY.
DO WE KNOW HOW MUCH A PERCENTAGE EVERY GRADE HAS HOMESCHOOLING? UH, I DON'T HAVE THAT HANDY.
WE CAN FIND THAT OUT ABSOLUTELY.
IT'S NOT SOMETHING THAT WE TRACK IN A SIGNIFICANT WAY.
WE DO HAVE SOME HOMESCHOOLING, BUT IT'S STATISTICALLY NOT VERY MANY OUT OF THIS NUMBER.
SO I DON'T KNOW THE ANSWER TO YOUR PERCENTAGE QUESTION.
SO WHEN YOU TALK ABOUT THE ASIAN POPULATION, HOW DO YOU FACTOR IN THE GRANDPARENTS THAT ARE RAISING THE GENTLEMAN? SO I'LL, I'LL ANSWER THAT BY SAYING I, OR WE ARE NOT FACTORING THAT IN THAT COMES FROM THOSE THAT THIS IS THEIR LIFE'S WORK.
YOU KNOW, AGIS, DEMOGRA, DEMOGRAPHER, DEMOGRAPHIC PRO, WHATEVER, HOWEVER YOU WANNA SAY THAT.
AND THAT'S WHY WE SOUGHT A PROFESSIONAL ORGANIZATION TO DO THIS STUDY, BECAUSE IF WE TRIED TO DO THAT, WE WOULD NOT BE TAKING INTO ALL THE, THE FACTORS AND CONSIDERATIONS.
SO WE, WE UNDERSTAND OUR LIMITATIONS, UM, AND WE OFTEN NEED AND SEEK OUT PROFESSIONAL ORGANIZATIONS THAT CAN PROVIDE US BETTER INFORMATION OR DO OTHER SERVICES IN A BETTER WAY THAT WE CAN.
SO I, I CAN'T, I CAN'T FACT, I CAN'T TELL YOU EXACTLY HOW THAT FACTORS IN.
THERE ARE CLEARLY, YOU KNOW, UH, GRANDPARENTS THAT RAISE KIDS AND THOSE KIND OF THINGS TOO.
BUT AGAIN, OVER THE, THE ENTIRETY OF ALL DATA THAT GOES INTO THESE, THESE PROJECTIONS, UM, WE'RE, WE'RE STILL LOOKING RELATIVELY FLAT
[00:20:01]
OVER THE NEXT EIGHT TO 10 YEARS.UM, SO I KNOW LOOKING AT LAST YEAR'S NUMBERS TO THIS YEAR'S NUMBERS VERSUS THE NUMBER OF, OF STUDENTS THAT WE ACTUALLY HEARD WERE REGISTERED THAT, YOU KNOW, THE, THE BURSAR AND THE REGISTER ACTUALLY TOOK THOSE STUDENTS IN.
THERE WERE A LOT MORE TRANSACTIONS OF KIDS BEING REGISTERED FOR SCHOOL FOR THIS YEAR THAN IS EVEN REMOTELY CLOSE TO WHAT THOSE NUMBERS SHOW IN ACTUAL STUDENT GROWTH.
SO DO YOU, DO YOU, DO YOU HAVE THOSE NUMBERS TO SHARE IN TERMS OF HOW MANY KIDS WERE REGISTERED VERSUS WHAT THE ACTUAL GROWTH WAS? SO I CAN TELL YOU THAT THE REGISTRATION INCLUDES SOME OF THE MOST OBVIOUS REGISTRATIONS, WHICH ARE OUR PRESCHOOL STUDENTS, WHICH ARE NEW TO THE DISTRICT, UM, POPULATION AGE THREE TO FIVE SPECIAL NEEDS STUDENTS.
WE HAVE COMPULSORY ATTENDANCE REGISTRATION, WHICH IS OUR KINDERGARTEN CLASS.
SO THAT NUMBER GOES ALONG WITH THE PRESCHOOL.
AND THEN OF COURSE, YOU HAVE REGISTRATION ACROSS ALL THE GRADE LEVELS LEADING UP TO SENIORS.
WHAT, WHAT ALSO HAS TO BE FACTORED IN, IN TERMS OF REGISTRATION VERSUS WHAT WE SEE WITH ENROLLMENT IS WE HAD A GRADUATING CLASS OF SENIORS.
SO THEY FALL OFF AS, YOU KNOW, AS YOU CALCULATE THE NET NUMBER OF STUDENTS THAT ARE REGISTERED.
SO TO GIVE YOU THE EXACT NUMBER OF REGISTRATION, I DON'T, AGAIN, I DON'T HAVE THAT EITHER.
AS, I MEAN, I CAN CERTAINLY GET IT FOR YOU, I JUST DON'T HAVE IT HANDY.
UM, BUT WE DO HAVE A GRADUATING CLASS THAT COMES OFF TO GO ALONG WITH THE REGISTRATION NUMBERS THAT COME IN, AND THAT THERE'S REALLY A KIND OF A NET LOSS, IF YOU WILL, IF YOU LOOK AT THOSE NUMBERS IN THE DISTRICT.
I, I THINK IT'S A, WASN'T AT THE CONVOCATION THIS YEAR, BUT THERE WAS NUMBERS BEING FLOATED AROUND THAT.
IT WAS LIKE WE HAD LIKE EIGHT OR 900 ACTUAL TRANSACTIONS OR REGISTRATIONS, BUT LESS THAN A HUNDRED NEW KIDS IN ACTUAL NET GROWS OR SOMETHING.
SO I OH, I KNOW WHAT YOU MEAN.
WHAT THEY WERE, I DIDN'T KNOW.
I DIDN'T KNOW IF THAT WAS, I MEAN, IF THOSE WERE JUST NUMBERS PEOPLE HAD TALKED ABOUT, OR IF THOSE WERE ACTUALLY WHAT THE CLOSER, WHAT THE REAL NUMBERS WERE.
I, I THINK I REMEMBER BECAUSE THERE WERE SOME PEOPLE WHO WERE SAYING, UM, WHEN YOU HAD, YOU STATED, I'M PARAPHRASING, BUT SOMETHING TO THE EFFECT OF THE REGISTRAR REGISTERED 700 MORE STUDENTS OR SOMETHING TO THAT EFFECT.
BUT, AND PEOPLE LOST THEIR MINDS THINKING THAT THERE WERE THAT MANY NEW STUDENTS TO THE DISTRICT WHERE THAT DIDN'T TAKE INTO ACCOUNT THE GRADUATING STUDENTS.
SO IT WASN'T THAT IT WAS A NET GAIN, IT WAS JUST ADDITIONAL OVERALL LAST YEAR.
SO I THINK IT'D BE INTERESTING TO SEE, DO YOU KNOW WHAT I MEAN? SEE, YEAH, THAT'S, THAT'S JUST KINDA WHAT I WANTED TO GET CLARIFIED.
BUT I THINK IT'D BE INTERESTING TO SEE WHAT HISTORICAL DATA SHOWS, WHAT THOSE TRENDS ARE.
YOU KNOW, WHAT KIND OF REGISTRATIONS DO WE HAVE EVERY YEAR THAT TAKES INTO ACCOUNT NEW STUDENTS, NEW, NEW, PRE-K, ALL ALL THOSE THINGS.
AND WE KNOW, RIGHT? IT'S EASY TO PROJECT HOW MANY GRADUATE, 'CAUSE WE KNOW HOW MANY, WE KNOW HOW MANY ARE GONNA GRADUATE THAT ARE GONNA FALL OFF THE BACK END.
BUT IT, BUT AS WE'RE LOOKING AT PROJECTIONS, IT, IT WOULD BE GOOD TO KNOW WHAT ALL THAT HISTORICAL DATA IS TOO, TO HELP, HELP TIE THOSE TOGETHER.
AND, YOU KNOW, YOU THINK ABOUT TOO, NOT JUST THE REGISTRATIONS, BUT WHEN, WHAT ALSO GETS PROCESSED IN THAT TIMEFRAME END OF JULY THROUGH FIRST COUPLE WEEKS OF SCHOOL YEAR, ARE THOSE THAT WITHDRAW AND GO TO OTHER PLACES.
SO WE ARE, WE REGISTER ALL OF THESE STUDENTS THAT COME IN AND THEN THAT, THAT INFLATES OUR CLASS SIZES.
IT INFLATES OUR NUMBERS BECAUSE THEY'RE NOT WITHDRAWN IN THE SAME WAY.
THE FOCUS OF A BUILDING AS A SCHOOL YEAR STARTS IS GETTING NEW KIDS IN.
AND THEN WHEN STUDENTS DON'T SHOW UP TO THE FIRST WEEK OR TWO OF SCHOOL, THEN THEY'RE GOING THROUGH THE WITHDRAWAL PROCESS.
AND IT DOESN'T REALLY EVEN ITSELF OUT UNTIL WEEKS INTO A SCHOOL YEAR, WHICH IS WHY THESE NUMBERS ARE REFLECTED IN OCTOBER ONCE EVERYTHING KIND OF SETTLES ITSELF OUT FOR A SCHOOL YEAR.
SO I CAN EASILY NOT, I CAN, WE CAN GET THOSE NUMBERS ABOUT TOTAL NUMBER OF, OF STUDENTS THAT ARE, ARE REGISTERING, BUT THEN WE ALSO HAVE TO FACTOR IN THOSE THAT WITHDRAW AS WELL AS THE GRADUATING CLASS THAT GOES OUT TO GET THE, THE NET NUMBER OF KIDS IN THE, IN THE DISTRICT.
I THINK THAT THAT, JUST BASED ON THE INFORMATION THAT WE HAVE, I'D, I'D LIKE TO, I THINK THAT'D BE GOOD INFORMATION TO HAVE.
WHAT IS THE, WHAT IS THE NET INCREASE EACH YEAR AFTER EVERYTHING COMES OUT IN THE WASH? NOW YOU'RE ASKING NET NUMBER OF REGISTRATIONS BECAUSE OF ACTUAL NEW GROWTH.
BUT THAT'S WHAT THIS IS UP HERE.
THIS, THIS WILL TELL YOU LIKE, WE'RE FALLING.
SO WE'RE FALLING OFF THIS YEAR.
SO WHAT IS THE ACTUAL REGISTRATION NUMBER LOOK LIKE? 'CAUSE THAT'S A NUMBER THAT, WHAT DOES THE REGISTRATION NUMBER LOOK LIKE VERSUS THIS NET NUMBER? OKAY.
WHICH IS WHAT LED TO MY QUESTION.
I KNOW WE HAD A LOT MORE REGISTRATIONS THAN WHAT THAT GROWTH SHOWS FROM LAST YEAR TO THIS YEAR.
WHICH THEN WHEN YOU SEE OVERALL GOING FROM 5 59, 12 TO 58.97, THE NET THERE IS WE'VE, WE'VE HAD 30 OR SO MORE REGISTRATIONS COME IN THAN WITHDRAWALS GO OUT.
NOW THE TOTAL NUMBER OF REGISTRATIONS,
[00:25:01]
AND WE CAN FIND THAT, BUT THEN YOU HAVE TO CALCULATE THE OTHER SIDE OF IT.AND THAT, THAT WHAT YOU'RE SEEING THERE IS THE NET NUMBER OF STUDENTS.
SO 30 LESS WITHDRAWALS OR 30 MORE WITHDRAWALS, I SHOULD SAY REGISTRATIONS.
BUT EITHER WAY, I'M HAPPY TO, TO GET THE, UH, THE TOTAL NUMBER OF ENROLLMENTS TO HELP, IF THAT WOULD HELP.
LOOK AT JUST THE NUMBER OF PEOPLE COMING IN.
'CAUSE THEN AGAIN, YOU WOULD HAVE TO ALSO LOOK AT THOSE GOING OUT AS YOU LOOK AT THESE TOTAL NUMBERS.
I THINK WE WOULD, I THINK IT'S JUST A MATTER OF KNOWING WHAT THAT'S THE END RESULT OF THE PICTURE.
BUT WHAT, BUT WHAT'S DRIVING THAT, ESPECIALLY SINCE WE'RE WE'RE TALKING ABOUT GROWTH.
WHAT IS IS THAT, WHY ARE THEY LEAVING, RIGHT? I MEAN, LEAVING, COMING, WE, WE KNOW WHAT THAT RESULT IS.
BUT WHEN WE TALK ABOUT THE COMMUNITY PERCEPTION AS A WHOLE, THAT WE'RE GROWING AND WE'RE BUSTING BY THE SEAMS, YOU KNOW, I'M HEARING THOSE SAME THINGS THAT, THAT YOU HAD HEARD THAT, YOU KNOW, WE'VE REGISTERED 800 NEW KIDS THIS YEAR, BUT THE END RESULT IS ONLY, YOU KNOW, 37 KIDS.
RIGHT? SO PEOPLE NEED TO KNOW THAT.
GOING BACK TO THE QUESTION ABOUT THE HOMESCHOOL AND THOSE ALTERNATIVE SCHOOLS, THIS HAS BEEN A QUESTION THAT HAS BEEN ASKED A COUPLE TIMES OVER, YOU KNOW, SOME OF US ARE A PERIOD OF TIME HERE ON THE BOARD, AND THIS DATA ACTUALLY SHOWS THE EXACT SAME THING.
WE HAVE A TREND THAT HAPPENS FROM EIGHTH GRADE TO NINTH GRADE.
IF YOU LOOK AT THE NUMBERS THERE, FROM EIGHTH GRADE TO NINTH GRADE, THAT'S WHERE THE INFLUX COMES IN.
SO EVERY TIME YOU'LL LOOK AT EIGHTH GRADE AND YOU GO TO THE NEXT YEAR, FOLLOW THAT GRADUATING CLASS, YOU'LL SEE THERE'S AN INCREASE IN NINTH GRADE EVERY SINGLE TIME.
AND THAT'S OFTEN WHEN WE SEE A LOT OF THOSE HOMESCHOOL AND OTHER, THE ALTERNATIVE SCHOOLS.
THAT'S WHEN THEY'RE COMING INTO OUR HIGH SCHOOL.
SO LIKE THE BROKER SCHOOL ENDED AND THEY COMING INTO COLLEGE.
SO YOU'LL SEE THAT REAL CLEAR BETWEEN EIGHTH GRADE TO NINTH GRADE EVERY SINGLE TIME.
IT'S, IT'S A STEP FUNCTION, IT'S STEPS RIGHT AT THAT POINT.
NOW WHAT HAPPENS AFTER THAT IS DIFFERENT, BUT THERE'S ALWAYS A STEP THERE.
SO AGAIN, THIS WAS THE, UH, ONE OF THE MANY GRAPHS THAT YOU SAW IN THE CROPPER GIS STUDY.
AGAIN, THEY BROKE THIS DOWN IN, IN ALL KINDS OF DIFFERENT WAYS, BUILDING BY BUILDING, AND, YOU KNOW, YOU, YOU NAME IT, YOU HAD A CHANCE TO REVIEW THAT.
THIS WAS THE ONE THAT, UM, REALLY JUST SHOWS YEAR ONE, WHICH IS WHERE WE ARE RIGHT NOW, OF THAT PROJECTION AND THEN HOW IT CONTINUES TO BE PROJECTED BASED ON THEIR CALCULATIONS OUT THROUGH, I BELIEVE IT'S 20, 30.
I DON'T SEE IT THAT, THAT WELL FROM HERE, BUT ANYWAY, IN THE OUT YEARS.
I BELIEVE IT'S 20 IN THE NEXT EIGHT TO 10 YEARS.
SO IT'S INTERESTING INFORMATION.
AGAIN, WE DON'T HAVE A LOT TO GO ON IN JUST YEAR ONE, BUT YEAR ONE DOES GIVE US SOME, SOME SENSE THAT WE'RE, WE'RE PRETTY CLOSE TO WHAT THE PROJECTIONS WERE.
AND THAT'S, I THINK, VALIDATING FOR THE STUDY ITSELF.
AND WE'LL CONTINUE TO TRACK THIS OVER THE COMING YEARS TO DETERMINE JUST HOW ACCURATE IT IS.
BUT AGAIN, THIS CAN CHANGE FAIRLY RAPIDLY IF CONDITIONS CHANGE OR IF THE VARIABLES CHANGE THAT WOULD, THAT WOULD RESULT IN AN INCREASE OR A DECREASE IN, IN POPULATION AND STUDENT AGED, UH, STUDENT AGE KIDS.
THIS IS A, A LITTLE BIT OF A DIFFERENT ONE.
SORRY, RICHARD HAD A QUESTION.
SO I JUST WANTED TO, UH, YEAH.
AND, AND YOU MAY BE GETTING TO THIS INFORMATION, BUT I'M JUST GONNA ASK THE, UH, BIG ELEPHANT, THE ROOM QUESTION.
UH, WITH YOUR ANALYSIS FROM, UH, FROM THE GIS STUDY, AND I'M SURE, UH, THROUGH YOUR, UH, STUDENT TO TEACHER RATIO NUMBERS IN YOUR BUILDING CAPACITY, IN YOUR PROFESSIONAL OPINION AS A SUPERINTENDENT, HOW MANY MORE STUDENTS CAN YOU, CAN THIS SCHOOL DISTRICT WITHSTAND BEFORE IT HAS TO EITHER HIRE ADDITIONAL STAFF, LOOK AT BUILDING CAPACITY OR MAKE ADDITIONAL, UM, MOVES? OKAY, THAT'S THREE QUESTIONS PROBABLY AT ONE TIME.
SO LET'S, LET'S START WITH STAFF, RIGHT? WHICH, UM, SO, SO THE STAFFING QUESTION IS SOMETHING THAT WE PREPARE FOR.
UM, AND THE REASON I SAY WE PREPARE FOR IT IS THERE'S REALLY NOT A YEAR IN WHICH STAFF REMAINS STAGNANT.
NOW, YOU CAN PLAN FOR ADDITIONAL, UH, PERSONAL NEEDS BY EITHER LOOKING AT TOTAL ENROLLMENT, AND THAT'S CERTAINLY ONE WAY TO LOOK AT IT.
BUT THE ALMOST GUARANTEE REQUIRED STAFF INCREASE COMES FROM SPECIAL EDUCATION.
SO WE, WE ARE SEEING, AND I'LL HAVE SOME DATA ON THIS, THIS HERE IN JUST A MINUTE.
WE ARE SEEING MORE AND MORE STUDENTS WITH SPECIAL NEEDS, WHICH MEANS THEY HAVE AN IEP, AND BY BY LAW, WE'RE REQUIRED TO KEEP THOSE RATIOS AT A, A SET LEVEL.
AND SOME OF THOSE STUDENTS ALSO REQUIRE ADDITIONAL, WHAT WE CALL PARAPROFESSIONAL SUPPORT.
SO WHETHER THAT'S A ONE-ON-ONE AID, UM, ADDITIONAL NURSING STAFF, YOU NAME IT.
SO IN OUR FIVE-YEAR FORECAST, UH, PENNY AND I WORKED PRETTY CLOSELY ON THAT WITH OUR CABINET TEAM.
AND WE, WE REALLY TALK ABOUT THE, THE PROJECTIONS OF ADDITIONAL STAFF.
LAST YEAR, WE, WE HAD A BIT OF AN ANOMALY WHERE WE, WE TIPPED OVER THRESHOLDS CERTAIN AREAS WITH SPECIAL EDUCATION,
[00:30:01]
AND IT REQUIRED HIRING SEVEN ADDITIONAL PERSONNEL.NOT ALL OF THOSE WERE TEACHING STAFF, BUT THERE WERE SEVEN PERSONNEL THAT CAME OUT OF THAT DEPARTMENT TO MEET THE NEEDS OF OUR KIDS.
FORTUNATELY, WE HAD PLANNED FOR SOME ADDITIONAL PERSONNEL, AND THAT'S WHY IN A FIVE YEAR FORECAST, AND IN THE NEXT FIVE YEARS, WE PLAN FOR THREE ADDITIONAL TEACHING STAFF AND THREE ADDITIONAL PARAPROFESSIONALS EVERY SINGLE YEAR.
NOT PLANNING FOR THAT WOULD PUT US IN A SITUATION WHERE THAT FIVE YEAR FORECAST IS NOT BEING REALLY USED AS A PLANNING TOOL IN THE WAY THAT IT SHOULD BE TO GET A REALLY ACCURATE SENSE OF WHERE OUR FINANCES ARE.
THE SECOND PIECE OF THAT YOU SAID WAS, WAS FACILITIES, RIGHT? WE ARE, UH, I WOULD SAY, YOU KNOW, WITHOUT HAVING THE EXACT CAPACITY NUMBERS, WE, WE CERTAINLY HAVE BUILDINGS THAT ARE STRETCHING THEIR CAPACITY LIMITS RIGHT NOW.
AND THE LARGER ONE CERTAINLY WOULD BE, UH, THE JUNIOR HIGH AND WRIGHT BROTHERS AS THE TWO LARGEST, UM, AS PERCENTAGE OF CAPACITY THAT WE ARE.
UH, WE HAVE, WE HAVE SOME AMOUNTS OF ROOM IN OTHER CL IN OTHER BUILDINGS, BUT, BUT WE'RE NOT ABLE TO, TO ON HUNDREDS OF MORE STUDENTS WITHOUT US SEEING A REAL, A REAL STRAIN IN OUR BUILDINGS.
UM, YOU KNOW, WAYNE HIGH SCHOOL IS A BIG PLACE AND THERE'S ROOM THERE, BUT WITH ROOM MEANS PERSONNEL, BECAUSE THE CLASS SIZES ARE, ARE SOMETHING THAT WE WANNA FACTOR IN AS WELL.
I THINK YOU ACTUALLY, YOU HIT 'EM ALL THREE IN.
ALL THREE WITHIN THE SAME TWO.
SO, SO WHAT, TO, TO YOUR POINT A LITTLE BIT, THIS SLIDE HERE TAKES THE DATA A LITTLE BIT OF A DIFFERENT DIRECTION.
AND, AND BEFORE YOU YEAH, GO AHEAD.
ARE, ARE YOU, UM, PLANNING FOR, OR ARE YOU CURRENTLY, UH, ADDRESSING, UM, MEDICAL PROBLEM,
DOES THAT FALL INTO THE, UH,
UM, WE, WE HAVE SOME GRANT FUNDING AND SOME WORK THAT WE DO REGIONALLY AS WELL AS WITH THIS ESSER FUNDING THAT HAS HELPED SUPPORT SOME ADDITIONAL PERSONNEL.
UH, WE'RE PART OF A, A PILOT PROGRAM WITH, UM, ADAMIS THAT'S PROVIDED SOME GRANT FUNDING, UH, FOR SOUTH COMMUNITY TO PROVIDE ADDITIONAL SUPPORT AT NO COST TO THE DISTRICT.
SO, UH, A GREAT OPPORTUNITY TO HAVE SOME OF THOSE ADDITIONAL PERSONNEL, UM, WAS NOT ABLE TO BE FUNDED TO THE LEVEL WE WERE HOPING FOR, BUT SOME IS CERTAINLY BETTER THAN, THAN NONE.
UM, AS WE KNOW THAT THERE'S A GREAT NEED.
SO IT'S NOT PERSONNEL THAT WE ARE ADDING TO THE GENERAL FUND EXPENSES, BUT AN ABSOLUTE NEED AT THE BUILDINGS TO SUPPORT MENTAL HEALTH.
INTERNALLY, WE LOOK AT EN ENROLLMENT, UM, ON A VERY, VERY REGULAR BASIS.
AND SO I'M GONNA JUST KIND OF SHOW YOU AGAIN WITH SOME COLOR CODING.
THE NUMBERS THAT YOU ARE SEEING HERE ON THE SCREEN, UM, IS A, IS A SPREADSHEET THAT WE USE TO TRACK OUR ENROLLMENT AT EVERY BUILDING AT EVERY GRADE LEVEL.
AND WE LOOK AT THE CURRENT NUMBER OF TEACHERS IN EACH OF THOSE BUILDINGS, AT EACH OF THOSE GRADE LEVELS.
AND IT GIVES US A CALCULATION AT THE BOTTOM OF OUR AVERAGE CLASS SIZE.
SO WHAT WE LOOK AT HERE IS, YOU KNOW, A DIFFERENTIATION BETWEEN K THREE KIND OF GOAL NUMBERS TO, TO LOOK AT AS FAR AS STUDENTS PER CLASS.
AND THEN YOU LOOK AT FOUR THROUGH SIX TO BE A DIFFERENT, A DIFFERENT NUMBER.
THESE ARE, UH, OUR SPECIFICALLY, UH, COLOR CODED BASED UPON WHEN THEY'RE STARTING TO HIT THRESHOLDS OF, I'LL SAY, CONCERN OR CLOSE TO CAPACITY BASED UPON OUR DEFINITION OF WHAT THAT LOOKS LIKE.
SO YOU'LL SEE TWO OF THESE, UH, SPOTS ON HERE THAT ARE CO CODED RED, MEANING THAT FIRST GRADE AT MONTICELLO AND FIRST GRADE AT WRIGHT BROTHERS ARE THE TWO IN, IN THE DISTRICT RIGHT NOW THAT ARE THE LARGEST CLASS SIZES PER, PER TEACHER.
UM, AND THEN YOU'LL LOOK AT DOWN AT THE, IT GETS, IT SEEMS TO LOOK MUCH BETTER AT FOURTH, FIFTH, AND SIXTH GRADE.
AND I WOULD TELL YOU PART OF THE, THE REASON FOR THAT, OF COURSE, IT'S JUST STRICTLY A NUMBER SCHEME, BUT IT'S A DIFFERENT WAY OF, OF PROVIDING AN EDUCATIONAL MODEL AS STUDENTS GET OLDER.
SO IF YOU'RE LOOKING AT A FIRST GRADE CLASSROOM, YOU'RE LOOKING AT SELF-CONTAINED, RIGHT? YOU KNOW, THOSE STUDENTS DON'T LEAVE, THEY'RE IN A SAME ROOM ALL DAY, EXCEPT FOR WHEN THEY GO TO SPECIALS.
IT'S A CLASS THAT STAYS TOGETHER FIFTH AND SIXTH GRADE, THAT'S NOT THE CASE, RIGHT? THEY'RE MOVING AROUND TO DIFFERENT CONTENT AREA TEACHERS AND, AND THE, THE CALCULATION'S A LITTLE BIT DIFFERENT, BUT JUST FROM STRICTLY A NUMBERS TO NUMBER OF TEACHERS IN A GRADE LEVEL, THIS IS THE AVERAGE CLASS SIZE OF WHAT YOU CAN SEE.
AND SO WE, WE ARE SEEING AT LEAST IN THE LAST TWO YEARS THAT THE KINDERGARTEN THROUGH THIRD IS A LITTLE BIT MORE CHALLENGING.
WE TRY TO KEEP THOSE CLASS SIZES LOWER.
AND I WILL TELL YOU IF YOU LOOK AT, BUT AT MONTICELLO, FOR EXAMPLE, WE HAVE 83 STUDENTS, BUT ONLY THREE TEACHERS.
SO IF YOU MAKE A, IF YOU MADE THAT A FOURTH CLASSROOM OF FIRST GRADE, THAT BECOMES A DIFFERENT
[00:35:01]
DIVISOR, RIGHT? SO IT'S 83 DIVIDED BY FOUR, AND YOU'RE DOWN TO ABOUT 20, 20.5 ISH STUDENTS PER CLASS.THE, THE CONVERSATION IN INTERNALLY, WE, WE HAVE A CALCULATION THAT WE USE FOR A, A TEACHING POSITION, AND THAT TEACHING POSITION BY COST IS USUALLY IN THAT 80 TO $90,000 RANGE.
IT CAN BE HIGHER WHEN YOU'RE TALKING ABOUT SALARY AND BENEFIT PACKAGE FOR EVERY INDIVIDUAL TEACHER.
I WOULD USE TO TELL YOU THAT I THINK THAT NUMBER USED TO BE AROUND 70 OR 75.
BUT THAT WHAT WE'RE FINDING IN, IN EDUCATION RIGHT NOW IS FINDING THAT FIRST YEAR, SECOND YEAR, THIRD YEAR TEACHER IS NOT THE SAME AS IT WAS 10 YEARS AGO.
THERE IS A TEACHER SHORTAGE, AND IT'S OFTENTIMES YOU DON'T REALLY HAVE YOUR SELECTION OF, OF TEACHING POSITIONS THAT ARE OF STAFF MEMBERS, POTENTIAL STAFF MEMBERS THAT YOU CAN SELECT ZERO, ONE OR TWO YEARS OF EXPERIENCE.
YOU KNOW, WE HIRED A STAFF MEMBER THIS YEAR WITH 29 YEARS OF EXPERIENCE TO TEACH HIGH SCHOOL MATH.
THERE WERE SIX CANDIDATES FOR A HIGH SCHOOL MATH POSITION, THREE OF WHICH WERE NOT THE RIGHT PERSON TO COME TO WAYNE HIGH SCHOOL THAT LEFT THREE TO CHOOSE FROM.
AND BY FAR, THE BEST PERSON AND TEACHER TO COME TO WAYNE HIGH SCHOOL WAS THE ONE THAT HAD 29 YEARS OF EXPERIENCE.
THAT DOESN'T COME CHEAP, BUT WE HAVE TO DO WHAT WE HAVE TO DO FOR OUR STUDENTS, RIGHT? SO THAT'S JUST ONE EXAMPLE OF WHY THE CALCULATION FOR NEW STAFF IS NOT ALWAYS JUST BASED UPON THAT KIND OF FIRST SECOND YEAR TEACHER NUMBER PLUS BENEFIT PACKAGE.
SO OUR CALCULATION IS GOING, IS GOING UP.
AND SO WE LOOK AT THE DECISION BETWEEN HIRING ONE NEW STAFF MEMBER AT A $90,000 DECISION THAT OVER FIVE YEARS AND A FIVE YEAR FORECAST IS APPROACHING A HALF A MILLION DOLLARS.
AND THAT'S THE, THAT'S THE INTERNAL CONVERSATIONS WE HAVE ALL THE TIME ABOUT STAFFING, BECAUSE YOU TAKE ONE DECISION ABOUT STAFFING AND MULTIPLY IT OVER FIVE YEARS, AND THAT'S WHERE YOU, YOU END UP THINKING ABOUT WHAT THE COST OF JUST ONE ADDITIONAL STAFF MEMBER IS.
SO IF YOU GO BACK TO WHAT I MENTIONED EARLIER IN THE FIVE YEAR FORECAST, WE ARE FORECASTING THREE TEACHING POSITIONS AND THREE PARAPROFESSIONALS EVERY YEAR OF EACH OF THE FIVE YEARS OF THE FORECAST.
AND YOU THINK ABOUT WHAT THAT WOULD DO TO THE, THE BOTTOM LINE WHEN YOU START THINKING ABOUT THE COST.
SO THIS GIVES YOU A SENSE OF ONE OF THE THINGS WE DO, JUST TO TAKE A LOOK AT STAFFING AND ENROLLMENT, WHAT OUR CLASS SIZES LOOK AT.
THIS IS DONE EVERY SINGLE DAY IN THE SUMMER,
SO WE CAN MONITOR THIS, UM, VERY, VERY REGULARLY.
YOU CANNOT DO THESE SAME CALCULATIONS AT, AT SECONDARY, JUST DIFFERENT.
YOU HAVE A SEVEN PERIOD DAY AT WISEN, BORN A SIX PERIOD DAY AT WA.
UM, YOU JUST DON'T DO THE CALCULATION THE SAME WAY BECAUSE KIDS ARE MOVING ALL DAY LONG.
BUT I WILL SHOW YOU THE ENROLLMENT AGAIN, JUST TO SHOW YOU, UH, WHY IS IMPORTANT AND WAYNE FOR THIS YEAR.
UM, YOU KNOW, YOU LOOK AT ALL OF OUR STUDENTS AND THOSE RESIDENT, UH, ACTIVE NON-RESIDENT, I SHOULD SAY.
AND THIS ALSO INCLUDES OUR, UH, STUDENTS THAT ARE AT THE CTC LOTS OF NUMBERS HERE TOO.
UH, THIS IS A TWO YEAR COMPARISON BETWEEN THE 2223 SCHOOL YEAR AND THE 2324 SCHOOL YEAR.
SO WHAT YOU'RE REALLY LOOKING IS AT EACH BUILDING AND EACH GRADE LEVEL, YOU CAN MAKE A COMPARISON, AGAIN, YEAR BY YEAR OF WHAT THE ENROLLMENT IS IN EACH OF THESE BUILDINGS.
JUST TO GIVE YOU THAT ONE YEAR HISTORICAL LOOK.
IT'S NEVER GOING TO BE EXACTLY THE SAME.
YOU KNOW, OUR OUR STAFF UNDERSTANDS THAT, THAT SOMETIMES THEY GET A SMALLER NUMBER OF KIDS IN THE CLASSES, AND SOMETIMES IT'S BIGGER, UH, BASED ON THE, BASED ON THE YEAR.
BUT IT DOES GIVE YOU A SENSE OF, YOU KNOW, LOOKING AT THIS DATA ON A REGULAR BASIS BECAUSE WE, WE DO TRACK THIS AS WE KNOW THAT OUR BIGGEST EXPENSE IS STAFFING AND KEEPING APPROPRIATE CLASS SIZE IS, UH, IS A VALUE.
BUT IT DOES COME AT, AT COST WITH THE HELP OF OUR DIRECTOR OF SPECIAL SERVICES.
I'VE, I BROUGHT A DIFFERENT, UH, TOPIC FOR YOU TODAY AS WELL AS, AND THAT'S OUR SUBGROUP COMPARISONS.
AND THIS IS REALLY IMPORTANT BECAUSE WE TALKED LAST YEAR ABOUT THE, UH, THE INCREASE OF OUR NUMBER OF STUDENTS THAT ARE ENGLISH LANGUAGE LEARNERS.
SO THOSE WHO DO NOT SPEAK ENGLISH AS THEIR NATIVE LANGUAGE.
AND WE HAVE SEEN YET ANOTHER INCREASE THIS YEAR, AND THE NUMBER OF STUDENTS WE ARE SERVING OF THAT POPULATION.
SO WE ARE, WE'RE SEEING, I'LL, I'LL GO IN ORDER, BUT THOSE STUDENTS THAT ARE EXPERIENCING HOMELESSNESS, WE'VE INCREASED THIS YEAR, AGAIN, AS OF AS OF NOVEMBER 1ST, OUR ENGLISH LANGUAGE LEARNERS, JUST FOR A COMPARISON HERE, AND AN EXPLANATION, LAST YEAR WE WERE 356 STUDENTS, PLUS 38 THAT WERE MONITORED.
SO BY LAW, WE ARE REQUIRED TO MONITOR STUDENTS THAT ARE, THAT HAVE REACHED A CERTAIN LEVEL OF PROFICIENCY IN THE LANGUAGE, BUT WE MONITOR THEM FOR TWO YEARS AFTERWARDS.
[00:40:01]
AND ARE PROVIDED SERVICES AND SUPPORT, UM, AS PART OF BEING AN ENGLISH LANGUAGE LEARNER.SO LAST YEAR WE WERE AT 3 56 PLUS 38 THAT WERE MONITORED.
THIS YEAR WE'RE AT 502, AND WE'RE MONITORING 69 STUDENTS.
SO AGAIN, ONE ANOTHER PRETTY SIGNIFICANT INCREASE IN OUR ENROLLMENT OF THAT SUBGROUP.
STUDENTS WHO HAVE A 5 0 4 PLAN, THAT'S SECTION 5 0 4 OF THE AMERICAN DISABILITIES ACT.
UM, STUDENTS WHO HAVE A, A SPECIFIC, UH, DISABILITY, UH, THAT IS, HAS PROVIDED ACCOMMODATIONS, SORT A 5 0 4 PLAN DIFFERENT THAN AN IEP, BUT SIMILAR IN THAT THEY'RE IDENTIFIED AS WELL AS RECEIVE SERVICES OF SOME, SOME TYPE.
AND AGAIN, 5 0 4 IS, THEY ACT DIFFERENTLY BECAUSE THEY'RE, THEY CAN BE VERY TEMPORARY.
UH, FOR EXAMPLE, SOMEONE GETS HURT ON A FRIDAY NIGHT AT A FOOTBALL GAME, AND THEY'RE OUTTA SCHOOL FOR A NUMBER OF WEEKS DURING RECOVERY.
THEY CAN GET A 5 0 4 PLAN FOR, UH, WAIT TO STILL RECEIVE THEIR EDUCATION WHILE THEY'RE RECOVERING.
THAT'S AN EXAMPLE OF A 5 0 4, UH, USAGE.
OKAY? THE NEXT, UH, LINE IS STUDENTS WITH DISABILITIES, THOSE THAT HAVE AN IEP AND RECEIVE SERVICES IN DISTRICT OR AT AN ALTERNATIVE.
AND IN AN ALTERNATIVE SETTING.
THERE WE'RE, WE'RE A LITTLE BIT HIGHER, STATISTICALLY THE SAME, BUT THAT'S A, A GROWING POPULATION OVER TIME, UH, WITH STUDENTS THAT HAVE AN IEP
WE MIGHT SEND A STUDENT, UH, WITH SEVERE BEHAVIOR, DISABILITY OR SEVERE BEHAVIOR ISSUES TO, LET'S SAY WEBSTER STREET ACADEMY AS AN EXAMPLE.
IT'S CALLED WEBSTER STREET ACADEMY.
SO SOMETIMES WE PLACE STUDENTS OUT, AND THE ONLY REASON TO DO THAT IS WE ARE UNABLE TO PROVIDE LEVEL OF SERVICES THAT STUDENT NEEDS.
AND SO WE ESSENTIALLY HAVE A CONTRACTED SERVICE WITH AN OUTSIDE ORGANIZATION TO PROVIDE THE EDUCATION, AND THEN WE, OF COURSE PAY FOR THAT.
SO THE LAST ONE IS, UH, STUDENT ALL STUDENTS WITH DISABILITIES, WHERE WE ARE THE DISTRICT OF RESPONSIBILITY.
AND AGAIN, FOR CLARIFICATION, THERE, SOMETIMES WE ARE THE DISTRICT OF RESPONSIBILITY, BUT THE STUDENT DOES NOT ATTEND HERE.
SO FOR, IN OTHER WORDS, WE MIGHT HAVE A STUDENT THAT IS FOSTER PLACED IN CENTERVILLE, BUT WE ARE THE DISTRICT OF RESIDENCE BECAUSE OF WHERE THAT STUDENT'S STUDENT CAME FROM.
AND THEN THEREFORE, WE ARE STILL THE DISTRICT OF RESIDENCE BECAUSE FOSTER PLACEMENT IS NOT A PERMANENT PLACEMENT.
SO WE DO PROVIDE, UH, FINANCIAL SUPPORT FOR DISTRICTS THAT ARE, UM, EDUCATING STUDENTS ON OUR BEHALF BECAUSE WE ARE THE, THE DISTRICT OF RESPONSIBILITY AND REALLY IS THE ENROLLMENT SUBGROUPS, UH, HISTORICAL, UM, PROJECTED NUMBERS, UH, REALLY TO KIND OF GIVE SOME CONTEXT TO THE IDEA OF GROWTH WHERE WE CURRENTLY ARE HERE IN THE DISTRICT, UM, AND PROJECT IT INTO THE FUTURE.
AND KIND OF HOW WE USE THAT DATA TO MAKE DECISIONS AS A DISTRICT ON HOW WE MOVE FORWARD YEAR IN, BY YEAR OUT.
AND A STUDENT CHOOSES TO GO TO, UH, ANOTHER SCHOOL THAT HAS OPEN ENROLLMENT.
ARE THEY STILL CONSIDERED UNDER
THE, THE, THE FUNDS TRAVEL WITH THEM, AND THEY ARE, THEY ARE, UH, STUDENTS IN THAT DISTRICT, DISTRICT.
THEY WERE NOT RESPONSIBLE IF THEY CHOOSE AN OPEN ENROLLMENT OPTION.
UM, MR. S YOU, YOU HAD MENTIONED, UM, YOUR FIVE YEAR FORECAST.
UH, I BELIEVE SIX NEW POSITIONS, THREE TEACHERS, THREE, I'M WANNA CALL 'EM ASSISTANTS.
UM, SO THAT'S, THAT'S 30 NEW POSITIONS OVER THE NEXT FIVE YEARS.
JUST OUTTA CURIOSITY, WHAT WAS THE HIRING PRACTICES, UM, PRIOR TO COVID, UM, AND EVEN LEADING, UM, DURING COVID, UM, WHAT WAS THE DISTRICT HIRING PER YEAR THAT PREDATES ME BEING HERE? I COULD LOOK THAT UP FOR YOU IF YOU LIKE.
UM, BUT, BUT IT WOULD BE BASED UPON A LOT.
MOST OF THE TIME I WOULD TELL YOU IT'S BASED UPON NEED.
UM, AND, AND IT'S NOT A LINEAR NEED.
WE PUT THREE AND THREE AS ALMOST A PLACEHOLDER.
YOU KNOW, WE MIGHT NEED FOUR TEACHERS AND TWO PAIRS.
WE MIGHT NEED ONE TEACHER AND THREE PAIRS, AND THEN WE DON'T, WE DON'T ACTUALLY ACTUALLY HIRE THE OTHER TWO.
SO WHAT I WOULD TELL YOU IS, IF YOU LOOK BACK HISTORICALLY, WHAT YOU'RE REALLY LOOKING AT IS, YOU KNOW, IDENTIFIED NEEDS.
AND I'LL GIVE YOU, GIVE YOU SOME OTHER EXAMPLES.
IT MIGHT HAVE BEEN DECIDED, I KNOW IT WAS DECIDED, UM, PREDATING ME THAT WE HAD A, A NEW POSITION CALLED CAREER PATHWAYS SUPERVISOR.
OKAY? THIS WAS A, A NEW POSITION THAT WAS LAST YEAR.
IT WAS IDENTIFIED AS A NEED TO SUPPORT STUDENTS AND THE CAREER PATHWAYS AVENUE FOR, FOR KIDS AS THEY'RE GRADUATING FROM HIGH SCHOOL.
[00:45:01]
A, A POSITION, THAT WAS AN ADDED POSITION TO THE DISTRICT.IT WAS AN ADMINISTRATIVE POSITION.
IT WAS DEEMED TO BE WORTHY OF DECIDING TO SPEND THE ADDITIONAL FUNDS ON THAT POSITION TO SUPPORT THE KIDS THAT ARE TRACKING THROUGH OUR DISTRICT AND LEADING TO, YOU KNOW, WHAT, WHAT THAT POTENTIAL CAREER PATH MIGHT BE.
NOW, LAST YEAR, THAT POSITION, NOT ONLY WAS IT STARTED AND IT CAME INTO EXISTENCE, BUT IT ALSO WAS ELIMINATED BECAUSE WE WERE FACING SOME FINANCIAL STRUGGLE.
BUT IT'S AN EXAMPLE OF MAKING DECISIONS AT THE ADMINISTRATIVE AND THE BOARD LEVEL, UM, AT ADMINISTRATIVE RECOMMENDATION FOR MEETING THE NEEDS OF OUR STUDENTS.
NOT JUST BECAUSE WE'RE DEALING WITH CLASS SIZES, BUT IT'S BECAUSE WE MIGHT NEED AN ADDITIONAL POSITION LIKE CAREER PATHWAYS, LIKE A SPECIAL EDUCATION TEACHER.
SO IT'S A LONG ANSWER TO SAY THAT'S HOW THAT WOULD'VE HAPPENED PRIOR TO COVID, OKAY.
BUT PENNY AND I HAVE, YOU KNOW, FEEL VERY STRONGLY AND HAVE TALKED WITH THE BOARD ABOUT HAVING TO PLAN FOR ADDITIONAL STAFFING AND IT, AND, AND IN HOPES THAT WE DON'T NEED IT.
WE PUT IT IN THERE BECAUSE WE WANNA USE IT AS A TOOL.
IF WE DON'T HAVE TO HIRE, THAT'S, THAT'S GOOD FOR US IN THE BOTTOM LINE, BUT WE DON'T WANT TO NOT PLAN TO HIRE FOR A NEED-BASED REASON.
AND THAT'S WHY YOU, YOU PUT THOSE, UH, STAFF MEMBERS IN, IN THE EVENT THAT THERE'S, YOU KNOW, AN INFLUX, WE, WE WILL ENROLL STUDENTS THAT ARE, YOU KNOW, A FAMILY OF STUDENTS THAT HAVE THREE OR FOUR KIDS AND THEY ALL HAVE AN IEP.
WELL, THEY GET ADDED TO OUR, THEY GET ADDED TO OUR, UH, CASELOADS.
AND SOMETIMES THOSE KINDS OF THINGS CAN TIP CASELOADS OVER TO BEING, YOU KNOW, OUTSIDE OF THOSE PARAMETERS WE HAVE TO WORK IN.
SO I, I WISH I HAD A BETTER ANSWER FOR YOU, BUT THAT'S REALLY HOW STAFFING WORKS IN ALL DISTRICTS.
AND IN EVERY FORECAST YOU'RE, YOU'RE GOING TO SEE THAT PERSONNEL IS SOMETHING YOU HAVE TO HAVE TO ACCOUNT FOR.
MY NEXT QUESTION IS THAT I, I THINK, UH, SEVERAL OF US HAVE SEEN THIS NUMBER BEFORE, UM, STUDENTS EXPERIENCING HOMELESSNESS.
WHAT QUALIFIES AS, UM, A STUDENT TO BE PLACED IN THAT CATEGORY? WHAT'S YOUR PARAMETERS THAT, THAT YOU HAVE IN THERE, UH, FOR THOSE 79 STUDENTS? SO IT'S, IT COMES FROM SELF-REPORT FROM THOSE FAMILIES.
UH, IF THEY DO NOT HAVE A PERMANENT ADDRESS, IF THEY ARE, UH, LIVING WITH RELATIVES, IF WE'VE, WE HAVE ENROLLED STUDENTS WHO, UH, DO NOT HAVE A RESIDENCE.
UM, AND THERE ARE SPECIFIC LAWS AND REQUIREMENTS THAT KIND OF MOVE THOSE STUDENTS ALONG THE REGISTRATION PROCESS AS QUICKLY AS POSSIBLE.
SO BECAUSE SCHOOL CAN BE SEEN AS A KIND OF THAT SAFE HAVEN AND SOME STABILITY.
AND SO THOSE STUDENTS ARE MOVED IN WITHOUT REALLY ANY QUESTIONS ASKED, WITHOUT RECORDS, WITHOUT ANYTHING TO GET THEM INTO A SCHOOL ENVIRONMENT.
SO, SO THAT PART OF THEIR LIFE BECOMES STABLE.
UH, BUT THE CRITERIA CAN BE, IT CAN BE EVERYTHING.
YOU KNOW, YOU CAN HAVE, UH, SOMEONE WHOSE RESIDENCE IS AT A, AT A SHELTER, AGAIN, LIVING WITH RELATIVES, YOU, YOU NAME IT.
THOSE, THERE ARE, AND THERE ARE LOTS OF PROTECTIONS FOR THOSE STUDENTS AND THOSE FAMILIES.
HOW MANY DIFFERENT LANGUAGES DO BECOME HAVE C ENGLISH FARMERS? 29.
SOMEBODY ASKED ME THAT THE OTHER DAY.
MR. SHAFER
BUT YEAH, WE'RE, WE'RE SIGN LANGUAGE AND ENGLISH.
SIGN LANGUAGE ENGLISH WOULD MAKE THAT 31, BUT YET 29 SPOKEN DIFFERENT LANGUAGES THAN ENGLISH.
SO HOW ARE YOU HANDLING THAT IN A CLASSROOM? YOU HAVE A TEACHER, YOU MIGHT HAVE FOUR LANGUAGES IN THE CLASSROOM AT LEAST.
SO, SO WE HAVE SEVEN ENGLISH LANGUAGE LEARNER, UH, TEACHERS.
THEY ARE NOT FLUENT IN 29 LANGUAGES, I ASSURE YOU.
WHAT THEIR ROLE IS, IS TO ASSIST WITH STUDENTS IN THE ACQUISITION OF CONTENT.
THEY'RE NOT NECESSARILY TEACHING THEM ENGLISH, RIGHT? SO IF YOU ARE, YOU, YOU, ACQUISITION OF LANGUAGE IS AN IMMERSION MODEL.
SO STUDENTS ARE ATTENDING THE DAY, JUST LIKE EVERYONE ELSE, THEY ARE GETTING THE SUPPORT AS THEY CAN FROM SEVEN STAFF MEMBERS ALONG WITH ONE, I THINK ONE ADDITIONAL PARAPROFESSIONAL THAT SUPPORTS THOSE STUDENTS.
UH, GOOGLE TRANSLATE IS A WONDERFUL TOOL, BUT IT'S NOT PERFECT.
UM, AND THAT'S, THAT IS THE WAY TO, TO PROVIDE THE SUPPORTS AS NECESSARY.
OUR STAFF HAS BECOME EXPERTS AT GOOGLE TRANSLATE.
UH, WE ALSO OFTEN WILL UTILIZE, UM, PEERS WHO DO, OR WHO ARE DUAL LANGUAGE TO SUPPORT THOSE THAT ARE, YOU KNOW, NEW INTO THE ENGLISH LANGUAGE.
IT IS, I WOULD SAY PROBABLY ONE OF THE GREATEST CHALLENGES THAT, THAT TEACHERS FACE, ESPECIALLY WITH THE, THE VOLUME OF DIFFERENT LANGUAGES THAT ARE BEING SPOKEN.
YEAH, FIVE SEVEN INTO FIVE TWO
[00:50:03]
AND IT'S NOT EVENLY DISPERSED EITHER.SO, YOU KNOW, WE, WE CAN SAY SEVEN FOR THE SEVEN BUILDINGS, BUT IT DOESN'T WORK OUT QUITE THAT WAY.
THERE'S, THEY'RE SHARED ACROSS BUILDINGS.
SOME BUILDINGS HAVE MORE THAN OTHERS.
UH, CHARLES HUBER IS THE LEAST, UH, NUMBER OF STUDENTS THAT HAVE OTHER ENGLISH LANGUAGE LEARNERS.
WE HAVE WRIGHT BROTHERS THAT'S HAS A HIGHER NUMBER.
UM, OF COURSE WAYNE'S A MUCH LARGER BUILDING, SO IT'S, IT'S NOT A ONE-TO-ONE MODEL, BUT WE HAVE SEVEN TOTAL AND PLUS THE ONE PARAPROFESSIONAL.
SO THERE ANY OTHER QUESTIONS ON, UH, ON GROWTH AND WHAT THOSE DISTRICT IMPLICATIONS ARE? I THINK WHAT'S INTERESTING TO READ IS THAT YOU HEAR A LOT OF PEOPLE HAVE THOUGHT BECAUSE OF ALL OF THE GROWTH, UM, MYSELF INCLUDED, THAT IT WAS GONNA MEAN THIS HUGE INFLUX OF STUDENTS.
AND WHILE WE HAD THAT LAST YEAR, IT COULD HAVE BEEN FROM VARIOUS REASONS.
AND THE CROPPER GIS STUDY, IT'S JUST THAT, IT'S JUST, IT'S A STUDY.
WE HOPE THAT IT'S ACCURATE, BUT AS OF NOW, IT DOESN'T NECESSARILY PROJECT THE SKY IS FALLING FOR THE DISTRICT.
AND I THINK THAT THAT'S A GOOD THING, BUT I, FOLLOWING IT AND UPDATING IT AND OBSERVING IT CONSTANTLY ON A YEARLY BASIS IS WHAT WE'RE GONNA HAVE TO DO TO MAKE SURE THAT THOSE NUMBERS ARE CONSISTENT.
I THINK LOOKING AT THE ENROLLMENT SLIDE THAT YOU HAD WITH THE CLASS, THE CLASS SIZES, IT LOOKED LIKE WRIGHT BROTHERS AND MONTICELLO WERE, WERE THOSE THE TWO, THE TWO LARGEST IN FIRST GRADE? SO I THINK JUST, I MEAN, IN, IN LOOKING AT, AT PART OF WHAT WAS IN THAT STUDY, SO I DON'T SEE WRIGHT BROTHERS IN TERMS OF ANY PROJECTS.
'CAUSE WRIGHT BROTHERS IS IN, YOU KNOW, WARD FIVE, THAT'S IN THE, THE OLDEST SECTION OF THE CITY.
THERE'S NOT A LOT OF NEW CONSTRUCTION, NOT A LOT OF NEW HOUSING DEVELOPMENT HAPPENING IN WARD FIVE.
SO NEW CONSTRUCTION ISN'T THE RESULT OF LARGER CLASS SIZES AND WRIGHT BROTHERS.
AND THEN AT MONTICELLO, THAT IS ALSO, I THINK THAT'S WORD FOUR, I BELIEVE THE, AND THEN LOOKING AT THE, UM, AT THE PROJECT ON, ON PAGE 40 OF THE STUDY, THE ONLY SUBDIVISION THAT'S EITHER UNDERWAY OR APPROVED IS THE NEW WAVERLY SUBDIVISION THAT'S GONNA BE GOING TO MONTICELLO.
AND THAT HASN'T EVEN STARTED UNDER CONSTRUCTION YET.
SO THE TWO ELEMENTARY SCHOOLS THAT HAVE THE HIGHEST CLASS SIZES, NEW CONSTRUCTION DEVELOPMENT CAN'T HAVE ANY REGARD TO WHAT THOSE CLASS SIZES ARE.
SO, AND I FEEL LIKE WE, WE LOOKED AT THIS SAME SLIDES LAST YEAR THAT SHOWED THOSE ENROLLMENT BASED ON CLASS SIZES, BUT I MEAN WAS WERE THOSE TWO SCHOOLS THE SAME? 'CAUSE NOW LAST YEAR, THOSE KIDS ARE NOW SECOND GRADE, NOT FIRST GRADES.
AND THEN WHAT THE KINDERGARTEN NUMBER WAS THAT THOSE ARE NOW FIRST GRADE WHERE THOSE CLASS SIZES ARE NOW BALLOONED.
AND I KNOW WE'RE NOT, WE'RE NOT GOING INTO HOMES AND, AND ASKING, HEY, HOW MANY KIDS ARE IN THIS HOUSE? BUT I MEAN, YOU KNOW, THERE'S SOME EXPLANATIONS TO WHY FIRST GRADE AND THOSE TWO SCHOOLS, THOSE CLASS SIZES ARE BIGGER AND NEW DEVELOPMENT CONSTRUCTION ISN'T THE ANSWER BECAUSE THERE IS NO NEW DEVELOPMENT OF CONSTRUCTION HAPPENING THAT WOULD FEED THOSE TWO SCHOOLS, THOSE KIDS.
SO ONE, ONE JUST CLARIFYING POINT FROM MONTICELLO, TOTAL NUMBER OF STUDENTS IN MONTICELLO IS 5 58 THIS YEAR.
AS OF RIGHT NOW, THE REASON THAT LOOKS DIFFERENT AT MONTICELLO IN FIRST GRADE IS THE NUMBER OF TEACHERS IN FIRST GRADE IS THREE, WHEREAS THERE ARE FOUR AT WRIGHT BROTHERS.
SO IF WE HAD A FOURTH GRADE SAID, GRADE TEACHER SAID, OKAY, THEN THOSE CLASS SIZE NUMBERS WOULD BE SIGNIFICANTLY LOWER.
BUT THE DECISION WAS TO NOT DO THAT FOURTH TEACHER AND, AND WRIGHT BROTHERS IS SIGNIFICANTLY THAT THAT'S A, I MEAN, ALMOST.
SO YOU JUST LOOKED DOWN THE LINE, RIGHT? THAT'S RIGHT.
THE LARGE, PROBABLY THE LARGEST POPULATED SCHOOL, RIGHT? 688 STUDENTS.
THE NEXT LARGEST IS 6 41, WHICH IS CHARLES HUBER.
AND THAT'S THE OLDEST SECTION OF TOWN AND KIND OF THE NEWEST, THE NEWEST PART OF TOWN.
SO I THINK JASON, WE'RE, WE'LL GIVE OUR AGE AWAY, BUT WE'RE, AND AND SHANNON WE'RE ABOUT THE SAME.
WE WERE, WE WERE COMING TO THIS DISTRICT ABOUT THE SAME TIME 30 YEARS AGO.
AND YOU KNOW, BACK THEN, JUST WANNA THINK ABOUT WAYNE AS A DISTRICT.
WAYNE ONLY HAD THREE GRADES AT THE HIGH SCHOOL, BUT IT SEEMS TO ME LIKE WE HAD SIX AND 700 KIDS IN OUR GRADUATING CLASSES 30 YEARS AGO.
WITH THE POPULATION OF THE CITY THAT WAS SMALLER THAN IT IS NOW.
KATE, HOW MANY DO YOU HAVE IN YOUR GRADUATING CLASS? MORE THAN SIX, EIGHT? YEAH, SO WE HAD MORE KIDS IN THE HIGH SCHOOL 30 YEARS AGO THAN WE DO NOW, AND ONLY THREE GRADES 30 YEARS AGO.
THE MONTH THERE IS NOW IN FOUR GRADES.
AND IF YOU LOOK AT THE OVERALL ENROLLMENT, I
[00:55:01]
MEAN, YOU KNOW, SENIOR GRADUATING SENIOR CLASS HAS THREE HUNDRED FIFTEEN, THREE HUNDRED AND FIFTY.SO, SO SOMETHING'S HAPPENING OVERALL THERE.
THERE'S CLEARLY A DEMOGRAPHIC SHIFT OR WE HAVE AN AGING POPULATION THAT DOESN'T HAVE A LOT OF KIDS IN SCHOOL WHO ARE FINISHING HERE.
LIKE WHAT WE HAD 30 YEARS AGO.
I MEAN, THOSE ARE, I MEAN, SIGNIFICANT DIFFERENCES.
THERE WERE TWO TIMES THE CLASS SIZES WERE TWICE AS BIG AS WHAT THEY ARE NOW AND, YOU KNOW, 30 YEARS AGO, AND OUR POPULATION WAS SMALLER THEN.
HOW MANY, UM, SO THE SENIORS FROM 22, 23 TO 3 86, DOES THAT INCLUDE JBS STUDENTS OR CAREER TECHNICAL STUDENTS? THOSE STUDENTS ARE NOT IN THESE NUMBERS.
SO REMEMBER THESE ARE ACTIVE NON-RESIDENT STUDENTS THAT ARE WITH US, BUT THE CTC WERE LIKE 80 RIGHT ISH.
SO 80 ISH, ADD ON TO 22 THAT MORE OF A TOTAL POPULATION OF SO, SO PROBABLY THE BETTER WAY TO LOOK AT WHAT A CLASS SIZE REALLY IS AT THE HIGH SCHOOL IS NOT TO LOOK AT SENIORS.
IT'S REALLY TO LOOK AT SOPHOMORES, BECAUSE SOPHOMORES ARE WHEN YOU STILL HAVE ALL OF OUR STUDENTS ACCOUNTED FOR IN THE BUILDING.
AND THEN AS JUNIORS WE HAVE STUDENTS THAT LEAVE AND GO TO THE CTC.
SO YOU SEE THAT DROP OFF EVERY YEAR.
I WAS GONNA SAY THAT STEP UP, STEP BACK.
WELL, AND THAT WAS ANOTHER THING WE, WE HAD LIKE OWE AND SOME OF THOSE OTHER PROGRAMS WHEN WE WERE IN HIGH SCHOOL.
I DON'T KNOW IF THE CLASS SIZES WERE THE SAME THAT WERE GOING TO JBSI THINK IS WHAT IT WAS WHEN WE WERE IN HIGH SCHOOL.
IF THOSE WERE THE SAME SIZE CLASSES OR BIGGER, I'M WONDERING, DO YOU KNOW WHAT I MEAN? SO IF YOU, JUST, BECAUSE I'M WONDERING IF THAT'S WHY THE GRADUATING, I THINK WHEN YOU'RE LOOKING AT, AT OUR SOPHOMORE CLASS, AND I'LL AGAIN TAKE, TAKE THE 20 AND 21 YEARS OUT A LITTLE BIT BECAUSE THOSE WERE THE COVID YEARS.
YOU'LL SEE THOSE WERE SMALLER, BUT, BUT GOING BACK TO LAST YEAR, THE SOPHOMORE CLASS WAS 498.
IT'S PROBABLY A LITTLE MORE INDICATIVE OF A REGULAR CLASS SIZE FOR US.
BUT THEN THEY DROP OFF AS, AS, UM, JUNIORS THIS YEAR TO FOUR 17.
AND THEN WHAT YOU'RE SEEING THEN IS THE NUMBER OF STUDENTS WHO ARE NOT WITH US AND WHO ARE TRAVELING OUT TO THE CTC, THE NOT OUR CTC
OUR STUDENTS THAT ARE HERE THAT WALK ACROSS THE, THE PARKING LOT NOW TO OUR CTC STILL COUNT AS OUR STUDENTS, BECAUSE THEY'RE STILL ON OUR CAMPUS, BUT THEY ARE CTC STUDENTS HALF THE DAY FOR FUNDING PURPOSES.
I, WE GO DON, DON, JASON, UM, REGARDING CLASS SIZE VERSUS, UM, UM, PHYSICAL SPACE WITHIN THE SCHOOLS.
SO I, I SEE WHAT YOU'RE SAYING WITH CLASS SIZE ON YOUR SLIDE THAT SHOWED, UM, UM, FOR EXAMPLE, UH, WRIGHT BROTHERS, UH, IN RED, HOW DOES THAT EQUATE TO THE PHYSICAL, UM, SQUARE FOOTAGE AVAILABLE IN EACH SCHOOL? IS IT A STAFFING ISSUE OR IS IT YOU'RE BUSTING AT THE SEAMS AND THERE'S NO MORE ROOM? WELL, I CAN TELL YOU AT WRIGHT BROTHERS, THERE ARE NOT ANY MORE CLASSROOMS AVAILABLE.
WE'RE NOT, WE DON'T SITTING WITH EMPTY CLASSROOMS. SO IF, EVEN IF WE WERE TO MOVE FORWARD WITH A, A FIFTH TEACHER IN, LET'S SAY FIRST GRADE, UH, LEMME GET BACK TO THAT.
A FIFTH, A FIFTH TEACHER, THAT THERE'S NOT A A FIFTH CLASSROOM IN FIRST GRADE SITTING THERE WAITING FOR THAT.
NOW, CAN, CAN THAT BE, CAN, CAN WE DO SOMETHING ABOUT THAT? WE WOULD HAVE TO BE CREATIVE.
IN FACT, THAT WAS SOMETHING AT THE BEGINNING OF LAST SCHOOL YEAR.
WE WERE VERY SERIOUSLY CONSIDERING, DIDN'T END UP DOING IT, BUT IT WAS VERY SERIOUSLY CONSIDERING IT.
AND IT WOULD'VE REQUIRED, YOU KNOW, CHANGING AROUND SPECIAL ED CLASSROOMS. IT COULD HAVE BEEN PUTTING A TEACHER ON A CART.
THAT'S NOT IDEAL, BUT THAT'S, HEY, WE ALL HAD TEACHERS ON CARTS AT ONE POINT, RIGHT.
UM, THAT, THAT WAS SOMETHING THAT COULD HAVE HAPPENED.
SO WE, WE ARE VERY TIGHT ON SPACE, CERTAINLY IN SOME BUILDINGS, UM, WOULD TELL YOU AT, AT VALLEY FORGE, WHICH IS ONE OUR SMALLER BUILDINGS, UM, BECAUSE OF A GROWING POPULATION OF SPECIAL NEEDS STUDENTS THAT REQUIRE THEIR OWN CLASSROOM SPACE.
WE DID REFIT ONE OF OUR CLASSROOMS INTO A, AN ADDITIONAL SPECIAL EDUCATION, UH, UNIT THIS YEAR BECAUSE OF THAT ACCOMMODATION.
SO THE NUMBER OF STUDENTS YOU CAN PLACE IN THOSE CLASSROOMS ARE SIGNIFICANTLY SMALLER THAN FROM THE REGULAR EDUCATION POPULATION.
SO, I REMEMBER WHEN I WAS TALKING ABOUT OUR SPECIAL EDUCATION POPULATION GROWING, THAT ALSO HAS A SPACE CONSTRAINT PIECE TO IT.
IS IT SAFE TO SAY THAT WEISSENBORN IS PRETTY MUCH OUTTA SPACE AS WELL? WHAT WEISSENBORN IS? I MEAN, WE'VE HAD CONVERSATIONS WITH WISE INBORN IS PRETTY FULL.
REGARDING ADDITIONS AND COST OF THAT.
AND IF WE GOT TO THAT POINT, IT'S, IT'S PRETTY FULL TOO, WHICH DOES MAKE SENSE.
ASSUMING THAT A STUDENT STARTS HERE AND THEY WORK THEIR
[01:00:01]
WAY THROUGH, EVERY STUDENT IN THE DISTRICT IS GOING TO GO TO WISE ANDOR.AND THEY ALL COME TOGETHER AS SEVENTH GRADERS, RIGHT? YEAH.
HOW HAS THAT CHOICE AFFECTED IT? IT HAS AN IMPACT, NOT, NOT AS MUCH AS YOU MIGHT THINK.
THERE ARE, THERE ARE OBVIOUSLY SOME STUDENTS THAT, THAT UTILIZE THAT OPTION, BUT IT'S, IT'S NOT A MASS EXODUS OF THE DISTRICT.
UM, THOSE, THOSE DOLLARS FOLLOW THOSE KIDS.
SO THAT DOES HAVE AN IMPACT TOO.
BUT THE COST OF EDUCATING A STUDENT IS ROUGHLY, WHAT, 14,000 OR SO, UM, AS CALCULATED BY THE STATE.
SO, YOU KNOW, THEY DON'T SHOW US ON OUR, UH, FUNDING REPORTS ANYMORE, HOW MUCH MONEY WE LOSE FOR OPEN ENROLLMENT OR ANY OF THAT STUFF.
ALL OF THAT GOES STRAIGHT TO THOSE DISTRICTS.
WE DON'T KNOW WHAT WE'RE LOSING.
VOUCHER, CHARTER OR ALL OF THAT ANYMORE.
THAT'S ALL SEPARATED OUT BY DESIGN, I'M SURE.
SO IF WE GO BACK TO POPULATIONS, THE HIGH SCHOOL, WOULD, SOME OF THOSE JUNIORS AND SENIORS ALSO BEING COUNTED LIKE THEY'RE NOT IN THE POPULATION BECAUSE THEY'RE A COLLEGE PLUS PROGRAM AT SINCLAIR, MAYBE ALL DAY OR AT SINCLAIR, THERE'S, OR MAYBE JUST DOING IT AT HOME.
THEY'RE STILL COUNTING US IN THAT POPULATION.
AND WE PAY, WE PAY FOR THOSE HOURLY CREDITS.
[ City/School District - Financial Future]
OKAY, SO LOOKS LIKE WE CAN MOVE ON TO ITEM FOUR B, WHICH IS THE CITY AND SCHOOL DISTRICT, UH, FINANCIAL FUTURES.YOU WANNA SWITCH OR YOU WANT ME TO JUST KEEP IT UP THERE WHILE WE HAVE IT? WE CAN SWITCH.
I ONLY HAVE ONE SLIDE AND I'LL MAKE IT QUICK.
UH, IF WE WANNA GO BACK TO MINE, AND YOU CAN KEEP THE CLICKER THERE IF YOU JUST WANNA GO, I THINK FOREHEAD.
SO, UH, I MET WITH OUR FINANCE DEPARTMENT THIS WEEK.
UM, THIS IS BASICALLY THE PAYMENT IN LIEU OF TAXES OR PILOTS THAT THE CITY HAS PAID OVER THE LAST FOUR YEARS TO HUBER HEIGHT CITY SCHOOLS.
NOW, THIS IS NOT THE CITY BEING GENEROUS.
THIS IS LEVY, UH, FUNDS THAT ARE DUE TO THE SCHOOL DISTRICT, UH, BUT THAT ARE CAPTURED BY THE CITY THROUGH TWO MEANS.
EITHER, UH, COMMUNITY REINVESTMENT AREAS WHICH, UH, RETURN, UM, OR PROVIDE TAX ABATEMENTS TO PROPERTY OWNERS, UM, TO INCENTIVIZE THEM TO BUILD OR MOVE INTO THE CITY OR OUR TAX INCREMENT FINANCING DISTRICTS, WHICH INCENTIVIZES BUSINESS TO MOVE TO THE CITY.
SO, UH, AS YOU'LL SEE, IT'S BEEN A STEADY, UH, STREAM OF GROWTH OVER THE LAST FOUR YEARS.
UH, IN 2020, THE CITY, UH, RETURNED $477,000 TO THE SCHOOL DISTRICT.
UH, NEARLY DOUBLING IN 21 TO 939,000, UM, UP TO ABOUT 1.18 MILLION IN 22.
AND THEN WE ESTIMATE THAT BY THE END OF THIS YEAR, UH, THE CITY WILL RETURN TO THE DISTRICT 1.4 MILLION, UM, IN PAYMENTS, IN LIEU OF TAXES COMING FROM, UH, VARIOUS ABATEMENTS THAT WE PROVIDE TO PROPERTY OWNERS, BUT THAT WE, UM, OBVIOUSLY WANT TO MAKE THE, THE DISTRICT TOLL, UH, FOR ITS FINANCIAL NEEDS.
SO THAT'S REALLY THE ONLY INFORMATION I FELT NECESSARY TO PROVIDE TONIGHT.
BUT I'M SURE, JASON, YOU'VE GOT A LOT OF, UH,
SO, YOU KNOW, WE'VE, WE'VE OBVIOUSLY GONE THROUGH A, A CHALLENGING YEAR, UH HU RIGHT? STUDY SCHOOLS.
UM, AS WE ALL KNOW, WE WERE ON THE BALLOT IN MAY AND WERE UNSUCCESSFUL.
UM, DID A LOT OF WORK LAST YEAR.
KNOWING THAT OUR FINANCIAL FUTURE WAS, WAS CHALLENGING.
AND KIND OF GOING BACK TO THIS TIME LAST YEAR AT THE FORECAST, THERE WERE SOME PRETTY SIGNIFICANT CHANGES TO THAT FORECAST THAT HAPPENED TO REALLY, AGAIN, UTILIZE IT AS A, AS A REAL TOOL FOR PLANNING.
AND IT REALLY CREATED A, A STEEPER DROP OFF OF OUR DEFICIT SPENDING, WHICH REALLY CREATED A, A VERY MAJOR CONCERN, UM, IN THE SHORT AND THEN MUCH, MUCH MORE CONCERNING IN THE LONG TERM IF WE DIDN'T DO SOMETHING DIFFERENTLY.
SO, ONE OF THE THINGS I WANTED TO, TO JUST KIND OF SHARE AS A HISTORICAL FROM THE PAST YEAR, UH, LOTS OF HARD WORK WENT INTO THIS, UM, ACROSS THE BOARD, BUT THERE WERE, THERE WERE THREE THINGS THAT WE, WE HAD TO DO THAT HAD TO DO DIFFERENTLY.
OKAY? NUMBER ONE, WE HAD TO MAKE SOME REDUCTIONS.
WE DID THAT LAST YEAR AS PART OF BEING ON THE BALLOT.
UH, THAT WAS, THAT WAS A STINGING BLOW TO THE DISTRICT, UH, WITH PERSONNEL, PRIMARILY BECAUSE WE ARE HEAVY IN PERSONNEL OF OUR BUDGET.
WE CUT BACK ON CURRICULUM SPENDING.
WE, YOU KNOW, THERE WERE A NUMBER OF THINGS WE HAD, WE, UH, CHANGED SOME OF OUR TITLE FUNDING AROUND.
WE DID SOME CREATIVE THINGS, BUT AT THE SAME TIME, WE LOST PERSONNEL.
SO THAT WAS $1.7 MILLION, AND THAT WAS ABLE TO BE FACTORED INTO THE FORECAST
[01:05:01]
OVER THE NEXT FIVE YEARS.SO IF YOU THINK ABOUT WHAT THAT LOOKS LIKE, THAT'S EIGHT AND A HALF MILLION DOLLARS OF SAVINGS, MEANING EIGHT AND A HALF MILLION DOLLARS BETTER ON THE BOTTOM LINE AS A RESULT.
THAT WAS ONE ITEM THAT THAT CHANGED.
ONE OF THE THINGS THAT WE ALSO DID LAST YEAR IS WE UTILIZED OUR ER DOLLARS, THOSE FEDERAL PANDEMIC RELIEF FUNDS, AND INSTEAD OF EXPENDING THOSE ON ADDITIONAL PERSONNEL PROGRAMS AND RESOURCES, WE WERE PERMITTED BY, BY LAW TO OFFSET CURRENT EXPENDITURES WITH SOME OF THOSE FUNDS.
WE HAD TO MEET CERTAIN THRESHOLDS FOR, UH, LEARNING LOSS RECOVERY, BUT WE WERE ABLE TO REALLOCATE, UH, TWO AND A HALF TO 3 MILLION.
UM, IS IT UP THERE DIRECTLY? I DON'T THINK IT IS.
UM, WE, LET'S CALL IT TWO AND A HALF TO 3 MILLION, SOMEWHERE IN THAT NEIGHBORHOOD OF OUR CURRENT, UM, EXPENDITURES.
AND WE PAID FOR, FOR TEACHING STAFF OUT OF ESTHER FUNDS.
IT WASN'T ADDITIONAL TEACHING STAFF.
IT WAS STAFF THAT WERE CURRENTLY HERE.
AND WHAT THAT ULTIMATELY DID WAS IT CREATED A, A A, AN IMPROVEMENT TO OUR BOTTOM LINE.
AGAIN, IT WAS TAKING THOSE DOLLARS, PAYING, PAYING OUR SALARIES AND BENEFITS WITH THOSE DOLLARS, NOT TAKING IT OUTTA THE GENERAL FUND.
THAT WAS A POSITIVE TO OUR BOTTOM LINE.
THE THIRD ITEM THAT WAS UNKNOWN UNTIL MAY, AND REALLY JUNE, OFFICIALLY JULY, I SUPPOSE, WHEN THE GOVERNOR SIGNED HOUSE BILL 33, THE BUDGET BILL, IT WAS NOT ANTICIPATED THROUGHOUT THE ENTIRE BUDGETING CYCLE THAT SCHOOL DISTRICTS WERE GOING TO RECEIVE ADDITIONAL FUNDS FROM THE STATE.
THAT CHANGED VERY, VERY LATE IN THE PROCESS.
SO WE DID SEE AN INCREASE IN STATE FUNDING.
SOME OF THOSE INPUTS CHANGED TO FISCAL YEAR 22 INSTEAD OF FISCAL YEAR 18.
UM, I SAID THAT THIS ALL ALONG LAST YEAR, AND SO DID PENNY.
THEY LOOKED AT US STRAIGHT IN THE FACE AND SAID, YOU CAN'T EXPECT TO GET ANY MORE MONEY.
AND THEY TOLD US THAT, AND THEY TOLD US THAT OUR PROFESSIONAL ORGANIZATIONS WERE TELLING US THAT IT DID NOT GO IN THE FORECAST PROJECTING ANY ADDITIONAL MONEY.
SO AS THAT HAPPENED IN THE SUMMER, OBVIOUSLY THAT HAD A VERY POSITIVE IMPACT ON OUR BOTTOM LINE.
SO WHEN WE ARE GETTING READY NEXT WEEK TO SUBMIT THE FIVE-YEAR FORECAST FOR APPROVAL, WE ARE IN SIGNIFICANTLY BETTER SHAPE THAN WE WERE THIS TIME LAST YEAR.
NOW, WHILE IT'S NOT OFFICIALLY APPROVED YET, SOME OF THE, UM, KEY ITEMS, AS I JUST MENTIONED, UM, WE ARE IN MUCH BETTER SHAPE.
IT'S MUCH MORE IMPROVED WITH THE STATE BUDGET, THE ESSER FUNDING AND REDUCED SPENDING.
UM, WHAT WE'VE BEEN ABLE TO DO WITH THE COMBINATION OF ALL THREE OF THOSE THINGS IS TO MITIGATE THE DEFICIT SPENDING FOR THIS FISCAL YEAR AND NEXT.
SO WE ARE NOT SPENDING MORE MONEY RIGHT NOW THAN WE ARE BRINGING IN, BUT DEFICIT SPENDING DOES RETURN IN FISCAL YEAR 26 AND WILL CONTINUE AS IN MOST FORECASTS.
IT WILL CONTINUE TO GET WORSE OVER TIME UNLESS WE EITHER MAKE REDUCTIONS OR WE SEE AN INCREASE IN REVENUE.
BUT THE, THE BOTTOM LINE IS THE VERY GOOD NEWS THAT, THAT WE'VE BEEN ABLE TO DO SOME THINGS INTERNALLY AND WE RECEIVED ADDITIONAL STATE FUNDING THAT REALLY PUT US IN A MUCH DIFFERENT FINANCIAL POSITION THAN WE WERE THIS TIME LAST YEAR.
AND OBVIOUSLY WE'RE ALL GRATEFUL FOR THAT.
SO, AGAIN, NOT, NOT OFFICIAL YET, BUT, UH, THE, THE PROJECTIONS AND WHAT'S BEING SUBMITTED FOR BOARD APPROVAL NEXT THURSDAY, UM, IS, IS A, IS A POSITIVE DIRECTION FOR US AS A DISTRICT.
HAVE YOU ACTUALLY REALIZED THE FUNDS? YES.
JASON, COULD YOU, UM, MAYBE EXPLAIN, 'CAUSE I KNOW THAT THERE'S BEEN SOME COMMUNITY MEMBERS AND EVEN SOME PEOPLE ON THE BOARD WERE KIND OF SURPRISED BY THE CHANGE IN THE WAY THE SCHOOL FUNDING HAPPENED AND WHAT HAPPENED, OR PENNY OR BRIAN, EITHER ONE.
IF I WANNA EXPLAIN WITH HOUSE BILL 33, HOW AT ONE POINT WE WERE CAPPED, AND I KNOW THERE'S A LOT OF PEOPLE WHO STILL THINK WE ARE.
SO IF YOU COULD EXPLAIN A LITTLE BIT ABOUT THAT AND IS THIS A PERMANENT CHANGE OR IS THIS SOMETHING THAT COULD CHANGE, YOU KNOW, WITH EACH BI BUDGET? OKAY, SURE.
UM, SO WHAT WE ARE SEEING NOW IS THAT WE ARE ON WHAT THEY CALL THE FUNDING FORMULA.
WE'RE ON THE FUNDING FORMULA NOW.
AND WHAT ESSENTIALLY WAS HAPPENING IS IN FISCAL YEAR 22, SO THEY CAME UP WITH THIS FUNDING FORMULA AND THEN THEY DIDN'T FUND IT FULLY.
THEY WERE PHASING IN HOW MUCH OF THE FORMULA THEY WERE GONNA FUND.
SO THEY STARTED OUT WITH 16.66 AND 52 AND AND 22.
THEN THEY WENT TO 33%, THEN THEY WENT TO 50%, THEN THEY WENT TO, YOU KNOW, 66%.
SO THAT'S WHAT WE'RE SEEING IN THIS LAST BIENNIUM BUDGET, IS THAT THEY DID GO AHEAD AND FUND IT MORE FULLY.
SO THE QUESTION IS, WHAT ARE THEY GONNA DO IN THE NEXT BIENNIUM BUDGET? WELL, THEY CONTINUE TO FUND IT.
THAT'S HOW WE ENDED UP REALIZING, REALIZING ADDITIONAL STATE FUNDING FOR THIS FISCAL YEAR 24 AND FOR NEXT FISCAL YEAR 25 IN HOUSE BILL 33.
[01:10:01]
FORMULA, THE IDEA IS WHEN THEY HAVE A FORMULA AND THEY CAN CONTINUE TO FUND IT, THAT THEY ARE GETTING MORE AND MORE AND MORE DISTRICTS OFF THE CAP.SO THEY'RE GETTING MORE AND MORE DISTRICTS OUT OFF OF THE FLOOR OR THE CAP, EITHER ONE, SO THAT THEY REALLY ARE TRYING AND TRYING TO FUND IT TO WHERE THEY CAN GET MORE AND MORE DISTRICTS ON THE FORMULA, LET THE FUNDING FORMULA WORK SO THAT THE MORE STUDENTS YOU GET, REGARDLESS OF THEIR NEEDS, THAT THEY ARE GONNA GET FUNDED IN THAT FORMULA REGARDLESS OF WHAT CATEGORY OF, UM, NEED THAT STUDENT HAS.
SO THAT'S WHAT WHERE WE'RE AT NOW.
SO AS OF THIS YEAR, WE'LL BE AT 50%.
NEXT YEAR WE'LL BE AT 66%, ANOTHER 16.66%.
SO I'LL BE PRESENTING MORE OF THAT, UM, AT THE, UM, BOARD MEETING NEXT WEEK.
YES, YOU DID A GREAT JOB EXPLAINING IT TO ALL OF US.
I JUST KNOW THAT NOBODY ELSE HAS HAD A CHANCE TO HEAR ABSOLUTELY THAT EXPLANATION.
THAT'S WHY I SAID I'M NOT EVEN GONNA DO MY STANDARD POWERPOINT.
I'M GONNA DO, JUST EXPLAINING WHY IT CHANGED BETWEEN MAY AND NOVEMBER.
YOU KNOW, IT'S A, IT'S A LARGE SWING AND WE'VE TALKED ABOUT IT.
IT'S A LARGE SWING IN DOLLARS THAT WE'RE SEEING, BUT IT'S ONLY TWO POINTS.
THE ONE POINT IS WE UTILIZE ESSER FUNDS AND WE WAITED TILL WE COULD REALIZE THAT AND GET IT APPROVED BY ODE, MAKE SURE WE COULD SUPPLANT OUR GENERAL FUND EXPENDITURES.
SO WE DID THAT AND THEN SEE WHAT HAPPENED IN HOUSE BILL 33.
WE ARE NOT THE ONLY LOCAL DISTRICT THAT WAS ON IN MAY THAT DOES NOT HAVE TO BE ON IN NOVEMBER BECAUSE OF ADDITIONAL FUNDING AND UTILIZING THOSE ADDITIONAL FUNDS.
AND IT WASN'T JUST ESTHER FUNDS, IT WAS PREDOMINANTLY ESTHER FUNDS, BUT WE DID A LOT MORE WORK IN MANAGING ALL OF OUR GRANTS BETTER TO RELIEVE OUR GENERAL FUND.
SO YOU'RE SAYING STAY TUNED OR TUNE IN THURSDAY FOR YOUR HOUSE BILL 33 LESSON AND THAT WAS THE TRAILER.
ANY OTHER QUESTIONS? YES, NANCY, DO UM, YOU HAVE YOU REFERENCE UP THERE TO STATE SCHOOL SAFE ROUTES TO SCHOOL? MM-HMM.
ARE WE GONNA TAKE ADVANTAGE INTO THOSE GRANTS? UH, YEAH, WE'RE GONNA LOOK INTO THE GRANTS THAT CAN FEED INTO OUR COMPREHENSIVE PLAN IN ALL AREAS.
BUT, BUT DEFINITELY SAFE STREETS TO SCHOOLS.
THERE'S FAIR SHARE MONEY TO DO THAT.
AND I THINK THE GOAL IS TO MAKE, FILL IN THE SPACES WHERE WE DON'T HAVE SIDEWALKS DRIVING A BICYCLE OR WHATEVER.
DON, UH, JASON POORLY, THIS SLIDE, UH, YOUR BOTTOM BULLET POINT THERE.
CAN YOU GIVE SOME EXAMPLES OR WHAT YOU THINK, UM, WOULD BE CHANGES FROM THE PROJECTED BUDGET? SURE.
UM, SO WHAT'S IN THE, AS AN EXAMPLE, THE PROJECTED BUDGET, AND WE GO BACK TO OUR STAFFING, WHICH IS 85% OF OUR, OUR, OUR BUDGET.
IF ANYTHING CHANGES FROM THE THREE CERTIFIED AND THREE CLASSIFIED STAFF THAT WE HAVE IN THE BUDGET.
IF WE SEE A, A LARGE BUBBLE CLASS COME THROUGH THAT CLASS SIZES ARE SUDDENLY 30 OR 32, AND WE HAVE TO START ADDING STAFF SO THAT WE CAN HAVE MORE REASONABLE CLASS SIZES, THEN THAT WOULD HAVE A NEGATIVE IMPACT.
AND AGAIN, I, YOU HAVE TO THINK ABOUT AGAIN, THAT ONE TEACHER SALARY OVER A FIVE YEAR FORECAST ON AVERAGE RIGHT NOW, ISN'T THAT ROUGHLY $450,000 RANGE? SO ANYTHING THAT HAPPENS TO WHAT THE PROJECTION IS, WOULD HAVE A NEGATIVE IMPACT.
NOW ON THE POSITIVE IMPACT, YOU KNOW, IF WE WERE TO SEE ADDITIONAL GRANT FUNDING, PERHAPS THAT WE COULD OFFSET PLANNED EXPENSES THAT MIGHT HAVE A POSITIVE IMPACT ON THE, ON THE FORECAST, UM, IT COULD BE THAT, UH, WE DON'T UTILIZE THOSE THREE AND THREE IN OUR BUDGET.
AGAIN, THAT'S NOT SAYING WE'RE GOING TO TO TO HIRE THREE NEW TEACHERS AND THREE NEW PARAPROFESSIONALS, BUT WE HAVE THEM IN THE FORECAST IF WE NEED THEM.
THAT'S A POSITIVE IMPACT ON THE, ON THE BOTTOM LINE.
SO ANY CHANGES, AND WHEN I SAY NEGATIVELY, IT'S PRIMARILY THINKING ABOUT ADDITIONAL EXPENDITURES, UM, THAT WOULD HAVE A NEGATIVE IMPACT.
BUT THERE ARE CERTAINLY POS POSSIBLE POSITIVE IMPACTS TOO ON A YEAR IN, YEAR OUT BASIS, DEPENDING ON THE CIRCUMSTANCES EVERY YEAR.
ANY OTHER QUESTIONS? I, ANITA, AND I KNOW JUST I'M, I'VE GOT A COUPLE MESSAGES THAT SOME THEY'VE GOT MICROPHONES, BUT MAKE SURE YOU USE THE MICROPHONE 'CAUSE PEOPLE CAN'T HEAR.
WE CAN HEAR EACH OTHER IN THE ROOM, BUT IF YOU DON'T USE THE MICROPHONE, YOUR VOICE ISN'T
[01:15:01]
PROJECTING THROUGH THE RECORDING.UM, AND I HAVEN'T LOOKED OVERALL IN THE COUNTRY, BUT EVERYBODY WAS SAYING, YOU KNOW, COVID BABIES AND THAT WERE BORN IN 20 AND 21, THE POPULATION WENT UP.
SO ARE YOU PLANNING FOR MORE KINDERGARTNERS IN 25 AND 26 DUE TO MAYBE THE CODI WOULD REVERT BACK TO OUR PROJECTIONS FROM CROPPER GIS TO ACCOUNT FOR THAT.
UH, I CAN'T ADEQUATELY SPEAK TO THE NUMBER OF BABIES THAT WERE BORN DURING COVID, UH, BUT THAT LIVE BIRTH DATA, WELL, I, THAT'S WHAT YOU HEARD WAS WELL KNOW DID, THERE WAS MORE BABIES BORN.
BUT, BUT AGAIN, THE LIVE BIRTH DATA THAT WAS DONE AS PART OF THE STUDY THAT LOOKED AT HISTORICAL NUMBERS FROM COUNTY RECORDS AND THOSE WERE ALL PART OF THE, THE CALCULUS OF THE PROJECTIONS THAT, THAT GO IN.
SO YES, WE HEAR THOSE THINGS, BUT WE DON'T NECESSARILY SEE THEM IN THE NUMBERS AS PROJECTED INTO NEW ENROLLMENT IN THE DISTRICT AT THIS TIME.
BECAUSE I WAS LIKE, THAT COULD REALLY THROW OFF A BUDGET IF THAT WASN'T IT.
AND AGAIN, IT'S WHY IT'S REALLY A GOOD PRACTICE TO ENGAGE IN POPULATION DEMOGRAPHIC STUDY SO THAT YOU CAN START LOOKING AT WHAT THOSE POTENTIAL NEEDS MIGHT BE.
SO WHEN YOU MA YOU MARRY THAT WITH FIVE YEAR FORECASTING, IT REALLY DRIVES DECISION MAKING THAT, YOU KNOW, WE CAN, WE CAN LOOK AT IN ADVANCE.
WE HAVE A CONVERSATION AS, YOU KNOW, BOARD SUPERINTENDENT, TREASURER AND, AND START USING THIS AS A PLANNING TOOL.
SO, UM, NOT, NOT TOO DISSIMILAR FROM WHAT YOU DO AS CITY COUNCIL EITHER.
UM, JUST LOOKING AT WHAT, WHAT YOUR NEEDS MIGHT BE AND WHAT YOUR BUDGET IS AND HOW YOU START PLANNING FOR THAT AND MAKING DECISIONS ABOUT WHAT THE PRIORITIES ARE.
THAT DATA WAS AT THE VA VERY TAIL END OF THE DATA THAT WAS IN THE ANALYTICS.
SO IT IS ALREADY, IT IS CONSIDERED IN THAT DATA FROM THE ACTUARIES.
ACTUALLY, I HEARD A NEWS ARTICLE, NEWS RADIO THIS MORNING.
THE LIVE BIRTH RATES ACROSS THE ENTIRE COUNTRY WERE, WERE DOWN LIKE FOR THE FIRST TIME IN DECADES.
I THINK THERE WAS ONLY TWO STATES.
UH, WYOMING AND UTAH WERE ONLY TWO STATES THAT HAD, UH, AN INCREASED BIRTH, LIVE BIRTH RATE, UH, OVER, OVER THE LAST DECADE.
SO THOSE NUMBERS THAT YOU HAD KIND OF HERE WOULD TAKE ACCOUNT INTO, UH, COVID NUMBERS.
BUT WHAT WE KNOW NOW BASED ON JUST RECENT NEWS ARTICLE, LIVE BIRTH RATES ARE, ARE DIMINISHING.
ANYTHING ELSE? IF I COULD JUST SHARE ONE PIECE OF INTERESTING INFORMATION FOR ALL OF YOU.
UH, THAT DOES, JUST TO GIVE YOU SOME PERSPECTIVE, UM, IN SEPTEMBER, I WAS AT OUR COUNTY SUPERINTENDENT MEETING, AND ONE OF THE TOPICS OF CONVERSATION WAS STAFFING.
IT'S REALLY PART OF ALMOST EVERY CONVERSATION,
UM, WE JUST, WE ARE NOT EVEN QUITE FULLY STAFFED THIS YEAR.
WE'VE BEEN, YOU KNOW, NOT QUITE BEEN ABLE TO GET THERE IN THE, IN THE CLASSROOM WE'RE, WE'RE MANAGING.
BUT ONE OF THE KIND OF REALLY IMPORTANT THINGS TO UNDERSTAND ABOUT WHERE WE ARE STAFFING AND EDUCATION IS IN SPECIAL EDUCATION.
UM, IN SEPTEMBER, AT THE TIME OF THAT, AT THAT SEPTEMBER MEETING WITH SUPERINTENDENTS ON THE CONSORTIUM, ALL THE VACANCIES THAT ARE OUT THERE ACROSS THE ENTIRE REGION IN SPECIAL EDUCATION, THERE WERE 53 VACANCIES.
MEANING THAT THOSE ARE JOBS THAT HAVE GONE UNFILLED THAT ARE NEEDED IN, IN DISTRICTS FOR SPECIAL EDUCATION.
IN CONTRAST, AT WRIGHT STATE UNIVERSITY, THE ENTIRE EDUCATION DEPARTMENT AT WRIGHT STATE HAD 11 SPECIAL EDUCATION MAJORS.
THE REASON I SHARE THAT IS THERE IS A REAL CHALLENGE COMING WITH STAFFING, AND PARTICULARLY IN CERTAIN AREAS OF THE TEACHING PROFESSION, SPECIAL ED BEING ONE OF THEM.
UH, WE KNOW HIGH SCHOOL PHYSICS AND COMPREHENSIVE SCIENCE HAS ALWAYS BEEN A CHALLENGE.
UM, I HEARD I WAS TELLING YOU ABOUT, UH, AN A SUMMER MATHEMATICS POSITION THAT HAD SIX APPLICANTS THAT USED TO BE 35 APPLICANTS.
THERE USED TO BE HUNDREDS OF APPLICANTS FOR AN ELEMENTARY TEACHING POSITION.
THOSE ARE NOT IN THE SAME WAY AS IT USED TO BE.
SO I SHARE THAT BECAUSE WHEN WE TALK ABOUT STAFFING, IT IS SUCH AN IMPORTANT PIECE TO BE ABLE TO KNOW, UNDERSTAND, AND ADEQUATELY USE DATA TO, TO MAKE DECISIONS ABOUT STAFFING SO THAT YOU CAN GET OUT THERE AND HIRE WHO YOU NEED TO MAKE SURE YOU SUPPORT THE STUDENTS OF THE DISTRICT.
UM, BUT THAT WAS JUST A VERY REMARKABLE PIECE OF INFORMATION TO LEARN.
UH, WHAT'S AND NOT THAT WRIGHT STATE'S THE ONLY UNIVERSITY, BUT A LOT OF DISTRICTS AROUND DO PARTNER WITH WRIGHT STATE.
AND FOR A, A UNIVERSITY OF THAT SIZE TO HAVE 11 IN THE SPECIAL EDUCATION PROGRAM IS REALLY REMARKABLY LOW AND A REAL, AND A REAL CONCERN GOING FORWARD.
SO I'LL, I'LL LEAVE IT AT THAT.
I THOUGHT IT'D BE INTERESTING TO SHARE WITH ALL OF YOU.
[01:20:01]
WELL, WE'RE, WE'RE FORTUNATE THAT ONE OF THOSE 11, I BELIEVE IS SUBSTITUTE TEACHING IN OUR DISTRICT RIGHT NOW.UH, ANY OTHER QUESTIONS? I DON'T HAVE A QUESTION.
UM, TALKING ABOUT THIS WHOLE FINANCIAL PICTURE, I MEAN, THERE'S SOME PIECES OF THIS.
WE DIDN'T REALLY DIRECT THE CONTROL OF THE STATE FUNDING, BUT I WANNA EXPRESS MY APPRECIATION FOR PENNY AND FOR JASON AND THEIR STAFFS FOR ALL THE WORK THAT WAS DONE, EVEN TO PREPARE FOR, UH, THE SITUATION PREVIOUSLY.
AND MARK AND I, THIS IS PENNY'S THE FOURTH TREASURER WE'VE HAD, AND JASON'S A FIFTH SUPERINTENDENT DURING OUR TENURE.
AND WE'VE HAD VARIOUS DEGREES OF COLLABORATION AND, AND, UH, VISION FOR, FOR FINANCES, HOW TO RUN THE DISTRICT AND SO FORTH.
AND THE PARTNERSHIP WE'VE SEEN THIS LAST YEAR IN PARTICULAR HAS JUST BEEN REMARKABLE FROM MY PERSPECTIVE, IS BEEN LOOKING AT ALL THE, THE VARIABLES AND MAKING OUR FINANCES WORK AND ALL THE THINGS WE WANT TO DO AS A DISTRICT, THE THINGS WE CAN AFFORD TO DO AS A DISTRICT.
AND BALANCING ALL THOSE, UH, THOSE PIECES OF THE, OF THE PUZZLE.
YOU KNOW, EVEN EVEN PARTS OF THIS, WE HAD THIS DISCUSSION THROUGHOUT THE YEARS WHEN MARK AND I FIRST CAME ON THE BOARD, HE WERE LOOKING ABOUT WHAT CAN WE ADD TO THE DISTRICT? WHAT ARE THE THINGS WE NEED AND GUESS THE POINT OF NO.
KINDA MUCH, MUCH TIGHTER FOCUS.
WHAT ARE THE THINGS WE HAVE TO DO? WHAT ARE THE THINGS WE DO WELL? AND THE FACT THAT WE'RE ABLE TO BE IN THIS POINT AND SUSTAIN.
WE HAVEN'T REALLY ELIMINATED ANY, ANY PROGRAM RECENTLY.
AND FOR A WHILE, WE WERE BACK IN 2013, 2014, WE'RE ELIMINATING ALL KINDS OF THINGS IN THE PRO IN THE DISTRICT.
SO AGAIN, WE JUST WANTED TO PUBLICLY THANK THEM FOR THE WORK THEY'RE DOING TO, SO WE JUST GETTING INTO THE SITUATION OR THIS POSITION WE'RE IN NOW.
ANYTHING ELSE BEFORE WE MOVE ON? OKAY.
[ Key Initiatives/Collaboration Opportunities/Safety And Security Collaboration]
UH, WE'LL MOVE TO ITEM FOUR C, WHICH IS, UH, KEY INITIATIVES, COLLABORATION OPPORTUNITIES, UH, AND THEN SAFETY AND SECURITY COLLABORATION.SO THIS IS ALWAYS, UM, BEST PART OF THE MEETING 'CAUSE WE TALK ABOUT HOW WE CAN WORK TOGETHER, UM, AND WHAT THE CITY CAN DO TO SUPPORT THE SCHOOLS AND, UM, AND SEE WHAT THOSE KEY AREAS ARE, WHERE, WHERE, WHERE WE CAN HELP.
SO, JASON, ALL I HAVE IS DATA ON SAFETY.
I DON'T KNOW IF YOU WANTED TO START WITH THE OTHER AREAS FIRST.
YEAH, IF YOU WANNA GO AHEAD, THAT'S FINE.
I DON'T HAVE ANYTHING DIRECTLY, UM, UH, ON SLIDE PRESENTATION.
I, I, MAYBE I'LL START OFF THE, THE DISCUSSION THOUGH IS, UM, CONTINUING TO BE INCREDIBLY GRATEFUL FOR THE PARTNERSHIP AND COLLABORATION THAT WE AS A DISTRICT SHARE WITH THE POLICE DIVISION AND THE FIRE DIVISION.
UM, THE RELATIONSHIP THERE IS TRULY OUTSTANDING.
UH, THEY ARE ALWAYS THERE TO SUPPORT US IN A VARIETY OF DIFFERENT NEEDS THAT WE MAY HAVE.
UM, THEY'RE WILLING TO TO BE IN BUILDINGS, THEY'RE WILLING TO BE THERE ON THE SPOT IF NEEDED.
THEY ARE THERE ON FRIDAY NIGHTS AT FOOTBALL GAMES AND INCREASE NUMBERS IF, IF REQUESTED, WHICH THEY WERE LAST FRIDAY.
UM, AND WE ARE APPRECIATIVE OF THAT.
SO AGAIN, IT'S A GREAT PARTNERSHIP.
UH, WE ARE, UM, I WOULD SAY THE SECOND TO NONE IN TERMS OF THAT RELATIONSHIP BETWEEN DISTRICT AND, AND OUR, UH, POLICE AND FIRE DIVISION.
SO I WILL START OFF WITH THAT BECAUSE, UH, WE WOULD REALLY BE IN DIRE STRAITS WITHOUT THAT RELATIONSHIP.
AND THANK YOU TO ALL OF THEM, ALL OF YOU, AND TO ALL OF THEM FOR THE WORK THAT THEY DO IN THE DISTRICT.
SO YES, I DID REACH OUT TO THE FIRE CHIEF.
UH, KEITH KNISELY ASKED IF HE HAD ANYTHING HE WANTED TO UPDATE ON.
YOU GUYS HAVE A GREAT WORKING RELATIONSHIP AND NOTHING WE NEEDED TO COVER, AT LEAST ON THE FIRE SIDE.
FIRE EMS THIS MEETING, UH, I DID ASK CHIEF LIGHTNER TO GET ME SOME DATA FOR THE BOARD, UH, WHEN IT COMES TO, UM, SAFETY AND SECURITY, UH, NAMELY THE ACTIVITIES OF OUR SCHOOL RESOURCE OFFICERS, UH, OF WHICH THERE ARE THREE.
SO, UM, THESE ARE THE CALLS FOR SERVICE SO FAR THIS SCHOOL YEAR FROM AUGUST 1ST TO OCTOBER 29TH.
AS YOU SEE, UM, YOU KNOW, THE HIGHEST ACTIVITIES AT WAYNE HIGH SCHOOL.
THAT'S TO BE EXPECTED, UM, SLOWLY WORKING ITS WAY DOWN THROUGH, UH, OUR ELEMENTARY SCHOOLS.
SO TOTAL INCIDENCE THIS YEAR, JUST SHY OF 500.
UH, THE BREAKDOWN HERE, THIS IS NOT COMPREHENSIVE.
THERE'S A LAUNDRY LIST OF OTHER, UM, INCIDENCES THAT COULD COME UP, BUT THESE ARE, ARE SOME OF THE MAIN ONES, OBVIOUSLY FIGHTS, UM, AND ASSAULTS ARE, ARE VERY SIMILAR.
UH, DISORDERLY, UH, DRUGS, HARASSMENTS, JUVENILE COMPLAINTS, THEFTS AND SEX OFFENSES.
NOW, I DID ASK THE CHIEF TO REALLY DEFINE WHAT A SEX OFFENSE IS.
WE'RE REALLY TALKING ABOUT INAPPROPRIATE TOUCHING, UM, OR, UM, MAYBE SOME SEXTING OFFENSES, THINGS LIKE THAT.
SO, UM, BASICALLY, UH, THERE ARE CURRENTLY THREE SCHOOL RESOURCE OFFICERS, UH, ONE AT WAYNE HIGH SCHOOL, ONE AT WEISSENBORN MIDDLE SCHOOL, AND THEN ONE ASSIGNED TO THE FIVE ELEMENTARY SCHOOLS.
UM, BUT ALSO, UH, OFFICER RECKNER ASSISTED THE HIGH SCHOOL WHEN NEEDED.
TYPICALLY WITH SOME OF THOSE FIGHTS THAT THAT COME UP, UM, THERE IS A RECOMMENDATION.
THIS IS SOMETHING THAT I THINK, UM, I WOULD WELCOME JASON, YOU AND THE POLICE DEPARTMENT TO WORK ON.
[01:25:01]
WITH WHATEVER WORKS WELL FOR THE SCHOOLS.UM, THEY'VE THOUGHT ABOUT MAYBE BROACHING THE IDEA OF PUTTING TWO SROS AT THE HIGH SCHOOL, ONE AT THE MIDDLE SCHOOL, AND THEN FLOATING TO THE ELEMENTARY SCHOOLS AS NEEDED, JUST BECAUSE A LOT OF THE TIME, UH, THEY ARE PULLING THAT ELEMENTARY SCHOOL SRO OVER TO THE HIGH SCHOOL.
SO, UH, JUST FOOD FOR THOUGHT REALLY UP TO WHATEVER WORKS BEST FOR THE SCHOOL DISTRICT.
UM, BUT THAT DID COME UP IN MY DISCUSSIONS WITH THE CHIEF AND HIS, UH, HIS THREE SROS.
UM, A FEW ADDITIONAL RECOMMENDATIONS IF WE DECIDE TO MOVE THAT ROUTE.
THEY WOULD, UH, YOU KNOW, LIKE TO PUT A SECOND WORKSTATION, UH, AT THE, UM, HIGH SCHOOL, UM, YOU KNOW, MONITOR THE POTENTIAL FOR SCHOOL OVERCROWDING AND IMPACT ON SAFETY, WHICH I KNOW WE TALKED A LITTLE BIT ABOUT, UM, SPACE AVAILABILITY EARLIER TONIGHT.
UM, THEY'VE RECOMMENDED THE POTENTIAL OF INSTALLING VAPE DETECTORS IN BATHROOMS. I'M GUESSING THAT'S BEEN A, AN ISSUE, UM, OVER THE PAST YEAR OR SO.
UM, THERE'S A FEW IMPROVEMENTS WE CAN MAKE WHEN IT COMES TO SOFTWARE, UH, AT LEAST AS IT RELATES TO OUR DISPATCHING RADIO SYSTEMS. AND THEN THEY SAW A LOT OF SUCCESS UTILIZING BARRIERS AT, UH, BETWEEN THE HOME AND VISITOR SECTIONS AT, AT HOME FOOTBALL GAMES.
SO, UM, PRIMARILY THAT'S, THAT'S ALL THAT CAME OUT OF OUR, OUR POLICE DEPARTMENT.
BUT I'M OPEN FOR ANY QUESTIONS.
IF I CAN'T ANSWER IT, I CAN GET SOME ANSWERS FROM THE CHIEF, UM, TOMORROW.
UM, WHEN IT COMES TO THE LEVY THAT YOU GUYS HAVE ON THE BALLOT, UM, I KNOW WELL, OH, AND FIRST I WANTED TO SAY CHIEF LIGHTNER IS ACTUALLY ON OUR STRATEGIC PLANNING COMMITTEE.
AND I THINK THAT HE HAD A LOT OF REALLY GOOD INPUT AND INSIGHT AT OUR FIRST MEETING LAST WEEK.
SO IT'S REALLY NICE TO HAVE HIM INVOLVED, UM, AND ACTIVE WITH THE SCHOOL DISTRICT.
SO, BUT I RECALL WITH INITIAL CONVERSATIONS ABOUT THE LEVY THAT I BELIEVE THERE WAS TALK OF, IF THE LEVY DOESN'T PASS, ONE OF THE THINGS THAT WAS GONNA HAPPEN.
'CAUSE I'VE HAD PEOPLE ASK ME ABOUT THIS, IS THE CITY WAS GONNA PULL THE SROS FROM THE DISTRICT.
CAN YOU SPEAK AS TO WHETHER OR NOT THAT'S TRUE? RUMOR? I'LL TACKLE THAT FIRST AND THEN IF, OBVIOUSLY I'VE ONLY BEEN HERE TWO MONTHS.
THIS IS THE FIRST I'VE HEARD OF PULLING SROS, SO, OKAY.
EVERY PLAN THAT I'VE HEARD OF, UM, SHOULD THE LEVY NOT PASS, UM, FOCUSES ON PRESERVING PUBLIC SAFETY, PROBABLY AT THE EXPENSE OF OTHER CITY SERVICES.
SO I HAVE NOT PERSONALLY HEARD, UH, FROM ANYBODY THE CONCEPT OF PULLING SROS TO BRIDGE THAT GAP.
BUT AGAIN, I'VE ONLY BEEN HERE TWO MONTHS, SO HAS ANYBODY ELSE HEARD THAT? I SEE A LOT OF, I HAVEN'T HEARD THAT, BUT I WOULD SAY, I CAN'T IMAGINE THAT ANYBODY ON CITY COUNCIL WOULD EVER BE IN FAVOR.
I CAN'T IMAGINE THAT CITY COUNCIL WOULD BE OF, OF REDUCING OR KNOWING ALL OF YOU.
UM, I BELIEVE IT'S BECAUSE SOMEBODY SAID THAT THERE WAS AT 1.1 OF THE ADVERTISEMENTS THAT WAS STATED IN ONE OF THE VIDEOS.
NO, THE, THE MAIN, I MEAN, THE MAIN PURPOSE OF THE, THE RENEWAL LEVEE IS TO MAINTAIN OUR STANDARD OF SERVICE, UM, WHILE ALSO MAINTAINING OTHER CITY SERVICES.
I THINK SHOULD THE LEVEE NOT PASS, WE'RE GONNA DO EVERYTHING IN OUR POWER TO MAINTAIN OUR PUBLIC SAFETY SERVICES TO WHERE THEY'RE AT TODAY, BUT IT'S GONNA HAVE A NEGATIVE IMPACT ON ALL OF THEIR CITY SERVICES.
AND I'M FAMILIAR WITH THAT, AND I WAS 99% CONFIDENT THAT THAT WAS GONNA BE THE ANSWER.
BUT I FIGURED IT WAS A GOOD OPPORTUNITY FOR ANYBODY LISTENING TO KNOW THAT THAT IS NOT SOMETHING THAT THEY NEEDED TO BE CONCERNED WITH.
UM, JUST OUTTA CURIOSITY, I USED TO, UH, VOLUNTEER AT MENLO PARK WHEN IT STILL EXISTED FOR A NUMBER OF YEARS, AND I DON'T, AT THAT POINT, I DON'T REMEMBER SEEING THE SROS AROUND THERE VERY MUCH.
I'M A LITTLE DISTRESSED BY THE NUMBER OF, UH, VISITS BY THE SRO TO THE ELEMENTARY SCHOOLS.
CAN YOU GIVE SOME INSIGHT INTO, IS THIS JUST A PRESENCE TO MAKE THEM COMFORTABLE WITH THE FLEET, WITH THE SROS? OR ARE THESE ACTUAL PROBLEMS, WHAT TYPE OF PROBLEMS? UM, THE ANSWER TO THAT IS YES FOR BOTH.
UM, YOU KNOW, THE, THE REVOLVING, YOU KNOW, VISITS TO THE ELEMENTARY IS INTENDED TO BE BRIDGE BUILDING AND ACCESSIBILITY, THOSE KINDS OF THINGS TO BE A PART OF THE DISTRICT.
THAT WAS PART OF OUR DISCUSSION LAST YEAR ABOUT BRINGING THE THIRD SRO ON BOARD.
UM, BUT THERE ARE OFF, THERE ARE TIMES WHERE THE SRO IS REQUESTED, UH, FOR SITUATIONS THAT TAKE PLACE AT A, AT A BUILDING.
UM, AND THAT'S, YOU KNOW, IT'S PART OF IS THAT, IS THAT WHAT COMPRISES THOSE NUMBERS THAT WHEN THEY'RE ACTUALLY CALLED FOR A PROBLEM? SO, I DON'T KNOW, A AND FIRE, AREN'T THEY QUESTION? I'M SORRY.
AREN'T THOSE NUMBERS POLICE AND FIRE? I DON'T KNOW.
I BELIEVE THOSE ARE POLICE, BUT I DON'T KNOW EXACTLY WHAT CONSTITUTES CALLS FOR SERVICE AS OPPOSED TO, AGAIN, IF OFFICER ELLIOT, YOU KNOW, IS AT, IS AT WAYNE HIGH SCHOOL AND HE IS PART OF ANY,
[01:30:01]
ANY ISSUE AT ALL, IS THAT COUNTED AS A CALL OF SERVICE? I DON'T KNOW IF IT'S, IT WOULD BE CONSIDERED SEPARATE.SO I, I WOULD, I WOULD WONDER ABOUT THOSE NUMBERS JUST OUTTA CURIOSITY.
BUT YEAH, LET ME DIG INTO THAT AND I WILL TRY AND GET AN EMAIL OUT TO EVERYBODY.
MY INTERPRETATION WOULD BE CALLS FOR SERVICE COULD BE EMS OR CORRECT.
BUT I, I COULD, YEAH, IT COULD CASE AS WELL WOULD BE AS WELL.
SO AND SO A CALL FOR SERVICE COULD ALSO BE OVER THE RADIO AT WAYNE.
SO I GUESS THAT MIGHT, IT COULD BE M CALL MY QUESTION.
YEAH, IT COULD BE AN EMS CALL FOR A DIFFICULTY BREATHING.
IT DIDN'T LOOK LIKE THERE WERE 209 OF, JUST BASED ON THE, ON THE POLICE THINGS ON THE NEXT SLIDE THAT I DIDN'T, JUST DID A QUICK MATH.
THOSE NUMBERS PROBABLY, BUT THAT'S, THAT'S ONLY THREE MONTHS.
I WOULD HAVE TO IMAGINE THAT SOME OF THOSE ARE FOR EMS AS WELL.
I, I CAN JUST TELL YOU, MY HUSBAND'S A PARAMEDIC, SO WE HAVE A SCANNER IN OUR HOUSE, AND I HEAR CALLS FREQUENTLY FOR SEIZURES OR FOR THIS OR FOR THAT.
SO I KNOW THERE ARE MEDICAL CALLS THAT GO OUT TO THE BUILDINGS PROBABLY ON A DAILY BASIS AS WELL.
I WILL, UH, GET THAT, I'LL GET THE DETAILED BREAKDOWN FOR EVERYBODY HERE TODAY.
UM, 'CAUSE I WOULD TEND TO AGREE WITH EVERYBODY HERE THAT THOSE SHOULD INCLUDE EMS AND FIRE CALLS.
BUT, UM, OBVIOUSLY I HAD THE POLICE CHIEF PULL THE DATA, SO HE FOCUSED ON LAW ENFORCEMENT.
ANOTHER QUESTION ON THE, THE NEXT SLIDE.
UH, SO SOME OF THESE THINGS, IT'S KIND OF CLEAR WHAT THEY'RE TALKING ABOUT.
THIS IS A BROAD CATEGORY CALLED JUVENILE COMPLAINT.
WHAT, WHAT IS THAT? IS THIS SOMETHING LIKE A COMPLAINT AGAINST A JUVENILE OR A JUVENILE'S COMPLAINT ABOUT SOMETHING THAT THEY'VE WITNESSED? I DON'T, WHAT'S, WHAT'S IT? THAT'S PRETTY, SO THERE'S, THERE'S A LOT OF BROAD CATEGORIES AND WE HAVE CALLS FOR SERVICE, AND THAT THAT IS PRIMARILY JUVENILES HAVING A COMPLAINT ABOUT ANOTHER JUVENILE.
IT COULD BE BULLYING, IT COULD BE A, A VARIETY OF THINGS.
YOU KNOW, THERE'S, THERE'S A LOT OF CATCHALL CATEGORIES THAT THEY HAVE TO USE JUST BECAUSE YOU CAN'T BREAK DOWN EVERY PARTICULAR
SO, UH, JUST REALLY ANYWHERE WHERE EITHER A JUVENILE'S COMPLAINING ABOUT ANOTHER JUVENILE, IT COULD ALSO BE AN ISSUE BETWEEN A STUDENT AND A TEACHER AS WELL.
SO IF WE LOOK AT THOSE NUMBERS REAL QUICKLY, THAT DOESN'T ADD UP TO THE 4 99 ON THE PREVIOUS SLIDE.
SO THEREFORE THE GAP BETWEEN THOSE IS SOMETHING ELSE.
YEAH, I ASKED THE CHIEF ABOUT THAT.
HE SAID HE PICKED THE PRIMARY INCIDENCES THAT, UM, BUT HE COULD BE LEAVING OFF THE EMS INCIDENT AS WELL AS WE TALK ABOUT.
ARE THE, UH, INCIDENTS GRADED FOR LEGITIMACY? IN OTHER WORDS, IF YOU GET A JUVENILE, YOU GET THE JUVENILE COMPLAINT.
UM, ARE THESE ONLY THE ONES THAT ARE PROVEN AS BEING LEGITIMATE AND NECESSARY CALLS THAT AN OFFICER NEEDS TO BE, OR SOMEONE NEEDS TO BE DISPATCHED? OR DOES HE LOOK AT THAT AND SAY, THAT WAS A WASTE OF OUR TIME, THAT WE, IT'S EVERY INCIDENT.
SO THERE'S REALLY NO GRADING SYSTEM ON LEGITIMACY.
IT'S IF THEY GET CALLED FOR A COMPLAINT, THEY DO A REPORT ON THE COMPLAINT, IT SHOWS UP AS A, A DATA POINT PERIOD.
DOES THAT CALL COME FROM THE PRINCIPAL OF THE SCHOOL? DOES IT COME FROM, OR IS KEN THAT, I DON'T KNOW, FROM A FOURTH GRADER WITH A CELL PHONE IN THEIR POCKET, TURN AROUND AND CALL 9 1 1 AND I'LL HAVE TO FIND THAT INFORMATION OUT.
I MEAN, IT DOESN'T SEEM LIKE THE HIERARCHY OF AUTHORITY WOULD SAY THAT THEY GO TO THE TEACHER, THE TEACHER GOES AND SOMEONE ADULT MAKES THAT DECISION THAT INTERVENTION'S REQUIRED VERSUS I WOULD THINK SO.
I MEAN, THAT MIGHT BE AN ISSUE OF SCHOOL POLICY.
SO JUST FOR MAYBE A LITTLE BIT OF CLARITY TOO, UM, YOU KNOW, THERE'S OUR, OUR, OUR PRINCIPALS ARE IN REGULAR CONTACT WITH DAVE FORD, OUR SECURITY SUPERVISOR, GARY DAHL, DIRECTOR OF OPERATIONS.
UM, THEY COLLECTIVELY WILL HAVE TO MAKE DECISIONS ABOUT WHEN A POLICE OFFICER IS CALLED TO ADDRESS A CERTAIN SITUATION.
I WAS A PART OF ONE OF THOSE TODAY.
UM, AND WE COLLECTIVELY DECIDED TO MAKE THAT CALL AND ASK FOR ONE OF OUR SROS TO GO TO A CERTAIN BUILDING TO DEAL WITH A CERTAIN SITUATION.
SO AGAIN, WHAT WE THINK OF IN TERMS OF THESE CALLS, IT IS, IT CAN BE A VARIETY OF REASONS TO DO SO.
UM, BUT IT'S NOT GONNA BE DONE WITHOUT IT BEING PURPOSEFUL ON OUR END AS, AS ADMINISTRATION, UM, TO ADDRESS WHATEVER THAT ISSUE IS, WHETHER IT'S A PARENT ISSUE, WHETHER IT'S A STUDENT ISSUE, WHETHER, AGAIN, I I WOULD HAVE TO BELIEVE THAT, YOU KNOW, WHEN WE HAVE A, YOU KNOW, A, A MEDICAL SITUATION, THAT THAT WOULD BE A CALL, UH, THAT WOULD BE INCLUDED HERE.
YOU KNOW, WHETHER IT'S A BROKEN ARM ON A PLAYGROUND OR A, YOU KNOW, A SEIZURE OR SOMETHING LIKE THAT.
YOU KNOW, THOSE ARE, THOSE CALLS DO HAPPEN WITH SOME AMOUNT OF FREQUENCY, UM, BECAUSE WE HAVE 6,000 KIDS IN THE DISTRICT, AND SO THINGS ARE GOING TO HAPPEN.
UM, BUT NO, THE, OUR, DAVE FORD
[01:35:01]
IS OUR, OUR LEAD PERSON ALONG WITH GARY, AND WORKS VERY CLOSELY WITH OUR BUILDING PRINCIPALS TO, TO ADDRESS SAFETY AND SECURITY CONCERNS.AND THAT ALSO INCLUDES, YOU KNOW, CONTACTING POLICE OFFICERS IF NEEDED.
AND AGAIN, MOST OF THE TIME THAT'S OUR SROS THAT ARE RESPONDING TO ISSUES IN THE DISTRICT.
DON, RICK, DO THE NUMBERS ON THIS SLIDE ARE, ARE THEY REFLECTIVE OF THE SAME, UH, TIME PERIOD ON YOUR OTHER SLIDE? CORRECT.
THIS WOULD BE FROM AUGUST 1ST OF THIS YEAR THROUGH OCTOBER 29TH.
SO, UH, THERE'S, OH, GO AHEAD, RICHARD.
NO, MS. RENICK, I GUESS ONE OF THE QUESTIONS I HAVE, UM, AND IT'S VERY IMPORTANT TO ME, NOT ONLY BECAUSE I ATTEND, BUT BECAUSE MY SON PLAYS FOR WAYNE FOOTBALL.
UM, WHAT KIND OF, UM, ENHANCEMENTS, UM, IS THE DISTRICT PLANNING, UH, MOVING FORWARD, UH, FOR SAFETY AND SECURITY OF NOT ONLY THE ATTENDEES, UM, AT THE GAIN FOR WAYNE, OUR VISITORS, UH, STUDENTS AND STAFF THAT ARE THERE? UM, I KNOW WE'VE HAD SOME UNFORTUNATE INCIDENTS THIS YEAR, UM, MANY OF WHICH I WAS ABLE TO WITNESS SOME IN THE STANDS THAT DIDN'T QUITE MAKE THE, THE NEWS THANKFULLY.
UM, I DO UNDERSTAND THE PLASTIC BARRIERS WERE THERE.
UM, I I THINK THERE WAS A, A PART OF SUCCESS ON THAT, BUT I, IN MY OPINION, I DON'T KNOW IF THAT'S OUR FINISHED PRODUCT.
UM, I DO KNOW THAT A LOT OF OUR OFFICERS HAVE ATTENDED THOSE GAMES, SOME OF WHICH ON, ON OVERTIME.
UM, AND, AND ADDITIONALLY, AND CORRECT ME IF I'M WRONG, UM, THOSE OFFICERS THAT ARE COMING IN EVEN ON OVERTIME IS IN ADDITION TO YOUR, I'M GONNA CALL PRIVATE SECURITY THAT'S ALREADY THERE.
SO YOU'RE ALREADY DOUBLING UP ON THAT EFFORT.
UM, YOU KNOW, WHAT OTHER COLLABORATIONS CAN THE CITY AND THE SCHOOL WORK TOGETHER TO MAKE SURE THAT NOT ONLY THAT SPORTING FUNCTION, BUT ALL OF THE SPORTING FUNCTIONS, VOLLEYBALL GAMES, WHATEVER THE CASE MAY BE, UM, TO BE, UH, A SAFER SITUATION FOR ALL OF OUR COMMUNITY AND, AND OUR STUDENTS ALIKE? WELL, I, I WILL START BY SAYING THAT, YOU KNOW, NEARLY EVERY GAME THERE WAS AN ATTEMPT TO ENHANCE THE SAFETY, SECURITY, AND GAME ATTENDANCE FOR EVERYBODY INVOLVED BECAUSE OF CERTAIN THINGS THAT HAVE HAPPENED.
ONE OF THE REAL BARRIERS THAT WE HAD, UM, IN, IN COMPARISON TO OTHER DISTRICTS IS THE STADIUM CONFIGURATION DOES NOT HAVE PERMANENT RESTROOM FACILITIES ON THE VISITOR SIDE THAT ARE, YOU KNOW, THAT'S A REQUIREMENT TO KEEP THE SEPARATION OF, OF ATTENDEES CORRECT.
SO THAT WAS PART OF THE ISSUE THAT WE, WE KNEW WE HAD TO GET ADDRESSED, AND PARTICULARLY AFTER ONE OF OUR GAMES WHERE WE SAW A CROSSOVER OF, OF SCHOOL, UH, FANS, UH, IF YOU WILL.
AND IT REALLY DID CREATE A, CREATE A CONCERN.
SO THAT WAS A, THAT WAS A MAJOR CHANGE IF YOU WERE GOING TO GAMES BETWEEN WEEK FOUR AND WEEK FIVE IS, OR WEEK SIX I THINK IT WAS, UH, WHEN WE MADE A CHANGE TO THOSE BARRIERS, UM, ADDED THE, THE PORTABLE RESTROOMS. WE, UH, PUT THE BARRIERS UP.
WE HAD GAME PERSONNEL FUNNELING, UH, HOME IN A WAY.
BUT I WOULD TELL YOU THAT THAT IS AS, AS, AS GOOD AS THAT CAN BE.
WE DON'T KNOW ALL THE FACES THAT COME TO A WANG HIGH SCHOOL FOOTBALL GAME.
THEY'RE NOT ALL HUBER HEIGHTS RESIDENTS, AND THEY'RE NOT ALL, UH, FROM THE VISITING TEAM.
WE, YOU KNOW, WE HAVE OTHERS THAT COME INTO TO WATCH OUR FOOTBALL GAMES TOO.
SO WHAT WE ARE, WHAT WE HAVE ALSO IMPLEMENTED, OF COURSE, IS A STUDENT ENTRANCE GATE WITH OUR, WITH OUR ADMINISTRATORS TO MAN THAT, UH, MAKE SURE THAT THEY ARE WEIGHING STUDENTS WITH THEIR STUDENT IDS.
STUDENTS ARE NOT PERMITTED TO BRING BAGS THROUGH THAT STUDENT GATE.
UM, AT THE MAIN ENTRANCE WE HAVE OUR VISITORS, WE DO BAG CHECKS THERE TOO.
AGAIN, NO BAGS PER SE ARE PERMITTED IN, BUT YOU KNOW, CERTAIN SMALL ENOUGH BAGS ARE, AND THOSE GO THROUGH BAG CHECKS.
ALL OF THIS REQUIRES ADDITIONAL PERSONNEL, ADDITIONAL TIME.
BUT IT'S SOMETHING THAT WE'VE ALL FELT WAS AN ADDED LEVEL OF, YOU KNOW, HEIGHTENED SECURITY AND SAFETY THAT WAS NEEDED AT OUR GAMES.
UM, THE ONE VARIABLE THAT YOU REALLY DON'T HAVE A LOT OF CONTROL OVER IS BEHAVIOR IN THE STANDS.
AND, AND THOSE ARE, THAT'S WHERE THE SECURITY, THE SROS, THE HIGH SCHOOL ADMINISTRATION, ARE ALL THERE TO, YOU KNOW, PROVIDE THAT SUPERVISION.
UH, WE CAN TAKE IN FIVE, SIX, 8,000 FANS IN A NIGHT.
AND SO THERE'S A, THERE'S A NEED TO HAVE A HIGHER LEVEL OF, OF SUPPORT FOR, FOR SUPERVISION.
AND ALL OF THAT IS STILL TO SAY, IF YOU GO TO A PROFESSIONAL EVENT OR WHATEVER, YOU'LL SEE QUADRUPLE THE NUMBER OF SECURITY THAT YOU SEE AT WAYNE HIGH SCHOOL ON A FRIDAY NIGHT.
SO IT IS A BIT OF A PERSONNEL STRUGGLE.
AND FOR OUR HOME FOOTBALL GAME OR OUR PLAYOFF GAME ON FRIDAY NIGHT, I BELIEVE WE HAD EIGHT OFFICERS
[01:40:01]
THAT WERE THERE THAT WERE FROM, FROM US.I THINK WE HAD THREE FROM SPRINGFIELD THAT CAME OVER IN ADDITION TO THE SECURITY PERSONNEL THAT WERE, WERE ADDITIONAL.
THEY ARE NOT, I MEAN, THEY'RE, THEY'RE NOT POLICE OFFICERS.
SO THEY DO SOME MANAGEMENT OF FACILITY TYPES OF THINGS.
BUT, BUT TO HAVE THAT NUMBER THERE, PROVIDED ANOTHER, YOU KNOW, AN ADDITIONAL LAYER OF SUPPORT AND SECURITY, YOU'RE RIGHT.
UH, THEY'RE, THEY'RE GREAT HELP AND THEY'RE THERE IF THEY NEED, IF WE NEED IT.
UH, BUT ON ANY GIVEN NIGHT, NOT HAVING EIGHT, YOU KNOW, YOU'RE TALKING ABOUT THREE OR FOUR THAT ARE ASSIGNED AND ARE THERE, AND IT GETS TO BE A CHALLENGE.
UM, SO I THINK THAT'S A LONG ANSWER TO SAY WE ARE CONSTANTLY LOOKING AT OUR, OUR SECURITY AND GAME MANAGEMENT TO TRY TO, TO SHORE THAT UP.
UM, SIGNIFICANTLY DIFFERENT, DIFFERENT THAN WHAT WE DID LAST YEAR.
I THINK IT WILL CONTINUE TO CHANGE AND EVOLVE INTO NEXT YEAR.
UM, BUT SHORT OF A MAJOR CONSTRUCTION PROJECT AT HIDE CAMP STADIUM, UH, WE WILL NOT BE ABLE TO DUPLICATE WITH PERMANENCY.
WHAT YOU MIGHT SEE AT A MIAMISBURG OR A NORTHMONT THAT REALLY IS KIND OF A FORTRESS MODEL OF THIS IS THE VISITOR SIDE AND THIS IS THE HOME SIDE, BUT YOU'RE STILL TRYING TO MANAGE WHO'S COMING IN AND, AND HELPING THEM GET TO THE RIGHT SPOTS IN ALMOST AN IMPOSSIBLE TASK.
YOU JUST DON'T KNOW ALL THE PEOPLE.
SO WITH THAT BEING SAID, AND, AND I WAS TRYING TO COUNT HOW MANY TIMES YOU HAD, UH, SAID PERSONNEL AND I HAD LOST COUNT.
'CAUSE I UNDERSTAND THAT IS, THAT IS A KEY ISSUE.
AND IF MEMORY SERVES CORRECT, WE SAT HERE, UM, LAST YEAR, UM, VARIOUS TIMES AND HAD THOSE SAME CONVERSATIONS ON PERSONNEL WITH SCHOOL SAFETY.
AND AT THAT POINT IN TIME, UH, YOU KNOW, WE HAD MOVED ON AN ADDITIONAL SRO IN COLLABORATION BETWEEN THE TWO BODIES.
UM, IS IT YOUR OPINION THAT WITH THE NUMBERS THAT WE'RE SEEING HERE TODAY WITH SAFETY AND SECURITY, UM, SOME OF THE, UM, ADDITIONAL ISSUES, UH, WITHIN THE DISTRICT ARE MORE SROS NEEDED? UM, AND IF SO, IS THAT A CONVERSATION THAT YOURSELF OR THE BOARD OR YOUR, UH, DIRECTOR OF OPERATIONS HAS HAD? UM, AND YOU KNOW, IF NOT, WHAT IS THAT COLLABORATIVE EFFORT THAT, THAT WE CAN MOVE FORWARD ON, UM, WHEN IT COMES TO PERSONNEL? UM, BECAUSE OBVIOUSLY WE'RE NOT, I, I, I DON'T THINK ANY OF US WOULD EXPECT A, AN ADMINISTRATOR TO STEP IN, UM, ON, ON A SAFETY AND SECURITY ISSUE UNLESS IT WAS ABSOLUTELY WARRANTED WHEN WE HAVE LAW ENFORCEMENT AND SECURITY PERSONNEL THERE.
SO WHAT IS THAT ANSWER? WELL, I DO WISH I HAD THE ANSWER FOR YOU.
UM, I, I DON'T, WE'VE NOT HAD ANY CONVERSATION ABOUT ALLOCATING ADDITIONAL FUNDS FOR ADDITIONAL SROS.
AND EVEN IF THERE WAS AN INTEREST IN THAT FROM THE CITY, YOU KNOW THAT THERE ARE BARRIERS THERE WITH PERSONNEL IN THE, IN THE POLICE DEPARTMENT TOO.
UM, IT'S NOT AN EASY ANSWER AND IT'S NOT A UNIQUE SITUATION TO HUBER HEIGHTS CITY SCHOOLS.
UM, THIS IS, UH, SOMETHING THAT I WOULD SAY IS CONSISTENT ACROSS THE AREA, YOU KNOW, WHEN YOU TELL THEM WITH DISCIPLINE ISSUES, WITH ANYTHING THAT WOULD REQUIRE, UH, POLICE INVOLVEMENT, AGAIN, WE ARE, WE'RE GRATEFUL TO HAVE THAT SUPPORT BECAUSE WE ARE, YOU KNOW, WE NEED THAT, THAT'S A DIFFERENT, THAT'S ANOTHER LAYER THAT OUR ADMINISTRATION REALLY, REALLY CAN'T DO.
UM, IS THAT MY OPINION, I I I WOULD REALLY NOT WANT TO NECESSARILY GIVE AN OPINION TODAY.
I KNOW THAT WE ARE GRATEFUL FOR WHAT WE HAVE, UM, AND WE HAVE GREAT ADMINISTRATION TO SUPPORT WHAT'S GOING ON AT THE HIGH SCHOOL JUNIOR HIGH AND ELEMENTARIES, BUT ARE THERE SITUATIONS WHERE WE NEED ADDITIONAL SUPPORT? ABSOLUTELY.
NOW, AGAIN, WE'VE NOT HAD ANY CONVERSATION ABOUT THAT AS A DISTRICT OR, OR WITH THE BOARD ON ANY ADDITIONAL SRO, UH, YOU KNOW, REQUIREMENTS OR NEEDS.
AND I, I'M NOT AGAINST THE CONVERSATION, BUT I, I THINK THAT PROBABLY STARTS WITH, UH, OUR DIRECTOR OF OPERATIONS WITH DAVE FORD WITH CHIEF MYSELF, AND TO TALK ABOUT THAT, YOU KNOW, TO SEE WHAT THAT MAY MAYBE COULD LOOK LIKE.
I'M NOT, AGAIN, NOT AGAINST IT, JUST THAT WE'VE HAD NO DIALOGUE ABOUT THAT AT THIS TIME.
NANCY, UH, DIDN'T, DID YOU SAY THAT AT FRIDAY'S GAME THERE WERE SPRINGFIELD POLICE OFFICERS? THERE? THERE WERE.
IS IS THAT A STANDARD PRACTICE? NO.
UH, SHOULD IT BE, EVEN IF IT SHOULD BE, THERE'S NO GUARANTEE THAT WE CAN MAKE THAT HAPPEN.
BUT I MEAN, DID WE, THERE WAS A VERY, VERY SIGNIFICANT, YOU CAN ALWAYS ASK, BUT I CAN TELL YOU THAT, YOU KNOW, THERE WAS A VERY SIGNIFICANT COLLABORATION BETWEEN HU BRIGHT CITY SCHOOLS AND SPRINGFIELD CITY SCHOOLS.
BASED ON WHAT HAPPENED EARLIER IN THE YEAR TO MAKE SURE THAT THAT GAME WAS AS MANAGED AND AS SECURE AND SUPPORTED AS IT COULD POSSIBLY BE.
I WAS ON THE PHONE WITH THE SUPERINTENDENT, UH, BRENT CARE WAS ON, ON THE PHONE WITH THE HIGH SCHOOL PRINCIPAL.
UH, WE WERE WORKING VERY CLOSELY WITH THE POLICE DEPARTMENTS.
IT WAS A HUGE COLLABORATIVE EFFORT SURE.
[01:45:02]
RUN AND FUNCTION THE WAY THAT IT IS.BUT ON ANY GIVEN FRIDAY NIGHT, I DON'T ANTICIPATE THAT BEING SOMETHING THAT WE CAN COORDINATE WITH ANY VISITING TEAM THAT COMES IN.
NO, BUT DON'T WE HAVE, EXCUSE ME, CERTAIN RIVALRIES THAT IT'S NOT JUST SPRINGFIELD THAT WE HAVE THAT KIND OF A ISSUE WITH, WE ARE ACTIVELY PREPARING FOR THE WINTER SEASON.
IT'S NOT JUST FRIDAY NIGHT FOOTBALL, YOU KNOW? YEAH.
BASKETBALL, THEY'RE GONNA BRING IT.
THIS CREATES A DIFFERENT CHALLENGE YEAH.
AND A DIFFERENT, YOU KNOW, SCHEDULE DIFFERENT TEAMS THAT COME IN.
UM, IT'S PART OF IT IS PART OF WHAT WE DO IN PREPARATION FOR ATHLETIC EVENTS AND SEASONS, AND THAT'S, THAT'S, THAT PIECE IS COMING SOONER RATHER THAN LATER.
IT, IT JUST SEEMS LIKE THEY SHOULD BE RESPONSIBLE FOR THEIR OWN TEAM MEMBERS TO MAKE SURE THAT THEY BEHAVE, YOU KNOW? WELL, SO, SO BY, BY OHSA BYLAWS AND G WALK BYLAWS.
SO ANYTIME YOU GO TO ANY AWAY GAME, YOU'LL SEE ONE OF OUR HIGH SCHOOL ADMINISTRATORS THERE.
AND THAT'S PART OF BEING A PART OF THE GWA.
UM, SOMETIMES YOU'LL SEE MORE THAN ONE THERE, UM, CERTAIN SCHOOLS AND CERTAIN RIVALRIES ALL HANDS ON DECK EVERY FRIDAY NIGHT, THAT'S THE CASE.
UH, BUT ON, UH, HOME BASKETBALL NIGHT, CERTAIN GAMES, ALL HANDS ON DECK.
AND THEN THAT, THEN ON THE VER ON THE REVERSE SIDE.
SO WE GET MORE THAN ONE ADMINISTRATOR TRAVELING TO CERTAIN SCHOOLS ON CERTAIN NIGHTS OF BASKETBALL.
IT'S, IT REALLY IS ABOUT HELPING TO ASSIST WITH GAME MANAGEMENT.
BUT, BUT AGAIN, ON A FRIDAY NIGHT, THERE'S, THERE'S ZERO EXPECTATION THAT, YOU KNOW, UH, UH, BECAUSE IT'S NOT, LET'S SAY CENTERVILLE AS AN EXAMPLE, IT'S NO EXPECTATION CENTERVILLE IS SENDING THEIR POLICE OFFICERS TO SUPPORT THAT GAME.
THERE, THERE'S NOT REQUIREMENT.
AND AGAIN, IT'S A, IT'S AN ADDED COST.
I MEAN, THERE, IT'S A, IT'S A MUCH ADDED COST TO, TO HAVE THE NUMBER OF PEOPLE WE HAD THERE, NUMBER OF OFFICERS WE HAD THERE ON FRIDAY NIGHT, BUT IT WAS, AGAIN, THAT WAS A PLAYOFF GAME TOO.
SO IT WAS O-H-S-A-A SUPPORT FOR THAT.
YEAH, I WAS GONNA SAY WITH THAT, IF WE WOULD START THAT PRECEDENT, THEN WE WOULD HAVE TO RECIPROCATE BACK TO THOSE OTHER SCHOOLS, WHICH IS AN ADDITIONAL CAUSE TO ALL OF US.
SO, I MEAN, IF WE GO THAT WAY, WE HAVE TO BE PREPARED TO DO IT BACK TO THE OTHER SCHOOL DISTRICT.
YEAH, KINDA GOING BACK TO THE QUESTION ABOUT THE, I DON'T KNOW IF THE WORD WAS EFFECTIVENESS OF THE NUMBER OF S SO R SROS AND WHERE THEY'RE GOING AND STUFF.
I THINK THIS IS A GOOD SNAPSHOT OF THE START OF A SET OF DATA THAT MAYBE IF WE LOOK BACK IN TIME AND WE KNOW WHERE THE S SO R SROS WERE, WE KNOW HOW MANY THEY WERE, YOU KNOW, WE HAD AT THE GIVEN TIMES.
I DON'T KNOW WHAT THE DATA WOULD SAY, 'CAUSE I DON'T KNOW WHAT THE DATA IS.
MIGHT BE INTERESTING TO SEE, IS THERE A TREND IN THERE THAT WE CAN SEE THEN MAYBE THAT DEFINES WHETHER OR NOT WE HAVE A LITTLE BIT MORE PRESENCE AT THE ELEMENTARIES TO GET THAT RELATIONSHIP GOING.
IT MAY TO KIND OF LEAD US TO THE ANSWER THAT WE'RE, OR, YOU KNOW, LEAD US TO ANSWER THE QUESTION THAT IS BEFORE US TODAY, IF WE MAYBE LOOK BACK AT THAT HISTORICAL DATA AND WHAT WE HAVE DONE WITH THEM.
COULD YOU GO BACK TO THE, UM, UM, THE SLIDE, UM, ANOTHER ONE THAT WAS, UH, THE PROPOSALS, UH, THE RECOMMENDATIONS, UH, IN PREVIOUS DISCUSSIONS.
IN FACT, AT OUR PREVIOUS, UM, JOINT MEETING WHEN WE TALKED ABOUT SROS, WE TALKED ABOUT ONE OF THE BIGGEST BENEFITS OF SROS.
UH, OUR BIGGEST BANG FOR THE BUCK WITH SROS WAS PRETTY EVIDENT THAT IT WAS THE ENGAGEMENT AT THE ELEMENTARY SCHOOL LEVEL.
THAT THE SROS AT THE ELEMENTARY SCHOOL LEVEL PERHAPS HAD, UH, AN EVEN GREATER IMPACT.
SO THAT BY THE TIME, UH, STUDENTS WERE ENTERING, UH, JUNIOR HIGH AND HIGH SCHOOL, THEY WERE COMFORTABLE WITH, UH, FAMILIAR WITH, ABLE TO WALK UP AND TALK TO THEIR SRO.
AND DURING THAT TIME, WE HAD EVEN DISCUSSED, IF I REMEMBER RIGHT, UM, THE POSSIBILITY OF ADDING ADDITIONAL SROS AT THE ELEMENTARY SCHOOL, UM, RIGHT UP TO THE POINT OF ONE PER SCHOOL.
AND THEN I THINK WE ALL DISCUSSED THAT, UH, NO, BUT A FEW MORE AT THE ELEMENTARY SCHOOL LEVEL MIGHT BE VERY BENEFICIAL.
THE REASON I BRING THAT UP IS BECAUSE WHEN I LOOK AT THIS, I UNDERSTAND THAT 50% OF THEIR TIME IS SPENT HANDLING FIGHTS AT THE HIGH SCHOOL OR WHAT HAVE YOU.
[01:50:01]
I, I KNOW WHERE THE CALLS ARE POINTING FOR THE NEED FOR AN SRO, BUT I'M WONDERING IF THE, THE REAL NEED FOR THE SROS ISN'T, AS WE DISCUSSED BEFORE.AND THAT IS THAT ENGAGEMENT AT A YOUNGER LEVEL TO GET THINGS MOVING A LOT SMOOTHER.
SO I, I'D LIKE TO HAVE THAT DISCUSSION AS FAR AS ARE THERE BUDGET CONSTRAINTS THAT WOULD PREVENT US FROM, UM, DOING, AS WE SAID BEFORE, PERHAPS ADDING ADDITIONAL SROS AT THE ELEMENTARY SCHOOL LEVEL, UH, AS OPPOSED TO, UH, WHAT I'M SEEING HERE, MOVING THAT SRO TOTALLY OUT OF THE ELEMENTARY SCHOOLS AND ONLY HAVING HIM FLOAT DOWN, UH, FROM TIME TO TIME.
WELL, I KNOW, UM, EVEN WHEN, SO MOST OF YOU KNOW, OR HAVE MET MY SON, UM, THE SROS WERE SUPER VALUABLE TO HIM WHEN HE WAS IN ELEMENTARY SCHOOL.
HE'S QUIRKY, HE'S ON THE AUTISM SPECTRUM.
HE SOMETIMES HAD BEHAVIORAL CHALLENGES, OR THE FLIP SIDE OF THAT, KIDS KNEW HE WAS DIFFERENT, SO THEREFORE THEY LIKED TO PICK, POKE PROD.
AND THERE WERE A FEW DIFFERENT TIMES WHEN THE SROS WOULD COME OVER AND JUST DO GENERAL TYPE ASSEMBLY, ANTI-BULLYING, LIKE DIFFERENT THINGS LIKE THAT JUST TO TALK IN GENERAL TO AN ENTIRE CLASS OR A GRADE LEVEL OR, AND I THINK THAT THE SROS AT THE ELEMENTARY SCHOOL HAVE A HUGE VALUE.
THAT'S JUST MY PERSONAL OPINION.
TO THAT SAME POINT HERE, WE TALK ABOUT THE BALANCE.
YOU KNOW, WE LOOKED AT THE DATA WITH THE NUMBER OF STUDENTS IN THE BUILDING.
THE MOST DENSELY POPULATED IS THE JUNIOR HIGH, BUT WE'RE SHARING NSRO.
SO KIND OF THINK ABOUT THAT'S THE MOST DENSELY POPULATED, PROBABLY PRONE TO BEING ABLE TO HELP PRONE TO POTENTIAL ISSUES.
ONE OF THE, THE DISCUSSIONS I'VE HAD WITH, UM, THE SRO OFFICERS IS JUST, UM, SIMPLY ON THE SEE SOMETHING, SAY SOMETHING, UH, PROGRAM.
AND THAT IS SOMETHING THAT HAS TO START AT ELEMENTARY SCHOOL BECAUSE BY THE TIME THEY'RE IN JUNIOR HIGH HIGH SCHOOL, THEY HAVE EITHER, UH, BEEN ABLE TO FORM A RELATIONSHIP OR FEEL LIKE THEY CAN WALK UP AND, AND SPEAK TO THAT OFFICER TO SCHOOL, OR THEY'VE GONE 180 AND, AND, UH, ARE NEVER GONNA CONNECT WITH THE SROS.
I JUST, IT SEEMS LIKE IT'D BE A STEP BACKWARDS TO PULL AWAY FROM, UH, THE ELEMENTARY SCHOOLS IN ANY WAY.
I ASKED THIS LAST YEAR, AND THIS MIGHT BE SOMETHING TO FIND OUT BY, UM, CHIEF LEER, BUT YOU GUYS MIGHT HAVE IT.
UM, WRIGHT BROTHERS HAS SUCH A HIGH AMOUNT OF CALLS.
IS THIS JUST A HANDFUL OF KIDS THAT ARE GETTING IN TROUBLE A LOT? OR IS THIS REALLY A BIG PROBLEM ACROSS THE SCHOOL THAT IT HAS SUCH HIGH INCIDENTS BECAUSE YOU WOULD, YOU KNOW, HANDLE IT DIFFERENT IF IT'S, YOU KNOW, FIVE KIDS THAT ARE JUST CONSTANTLY GETTING IN TROUBLE VERSUS THERE'S JUST A LOT OF PROBLEMS AT THE SCHOOL.
I SPEAK REGULARLY WITH PRINCIPAL AND I KNOW THAT THERE'S JUST A SELECT, YOU KNOW, YOU KNOW, JUST LIKE EVERYWHERE ELSE, THERE ARE SELECT FEW, FEW ISSUES THAT ARE, YOU KNOW, THAT TAKE A LOT OF TIME.
I DON'T, I CAN'T SAY THAT THOSE DIRECTLY RESULT IN THESE, UH, NUMBERS.
UM, I, I DON'T KNOW THE ANSWER TO THAT.
I MEAN, IT'S MORE THAN DOUBLE OF ALL YOUR OTHER ELEMENTARY SCHOOLS.
SO THAT'S WHY I WAS LIKE, WOW, SHOULD WE REALLY FOCUS ON ASRO THERE AT THAT SCHOOL BECAUSE THAT IS DOUBLE EVERY OTHER ELEMENTARY SCHOOL.
YOU KNOW, WHAT I FOUND AT WEISSENBORN IS THAT YOU HAVE A LOT OF ELEMENTARY SCHOOLS COMING TOGETHER AND YOU BRING YOUR BUDDIES WITH YOU, AND SO YOU HAVE CONFLICT WITH THE ELEMENTARIES.
AND WHEN THEY COME INTO THE MAIN BUILDING, THAT'S WHAT I HAVE SEEN TO BE A PROBLEM, IS THAT THE ELEMENTARIES BRING THEIR OWN.
AND SO THERE'S CONFLICT UNTIL YOU MOVE OUT TO THE HIGH SCHOOL.
THEN YOU BEGIN TO WORK IT OUT.
AND, AND I THINK WHAT I CAN DO IS I CAN HAVE THE CHIEF AND HIS STAFF WORK ON A, A BETTER DATA ANALYSIS.
I KNOW WE PULLED TOGETHER SOME NUMBERS FOR THIS WEEK, BUT, UH, MAYBE WE CAN DO A MORE COMPREHENSIVE DIVE INTO, UM, SOME OF THIS DATA HERE.
WE KNOW PEOPLE THAT LIKE NUMBERS, SO NEED HELP CRUNCHING THEM.
SO A QUESTION I HAVE IS, IT SAYS 50% OF THE TIME SPENT
[01:55:01]
HANDLING FIGHTS AT, AT HIGH SCHOOL, AND YET YOU GO TO THAT NEXT SLIDE AND IT ONLY SHOWS SIX FIGHTS AT THE HIGH SCHOOL.HOW CAN SIX FIGHTS AT THE HIGH SCHOOL ACCOUNT FOR 50% OF THE TIME? S RO SAYS TIME.
YOU SEE WHAT I'M SAYING? YEAH.
AND YET ON THE TWO SLIDES IN FRONT OF IT SAYS THAT ACCOUNTS FOR 50% OF THEIR TIME.
WHEN YOU LOOK AT ALL THESE OTHER NUMBERS ON HERE, AND IT SOMEHOW THAT THIS DOESN'T, IS THAT SOMEONE'S GUT INSTINCT SAYING IT'S 3% OF THEIR TIME DOING THAT? IS THAT A, A TRUE DATA POINT THAT'S BEEN EVALUATED BECAUSE IT JUST DOESN'T SEEM LIKE THAT? NO.
SO I THINK WE TOOK THE DATA HERE AND THEN WHEN WE GOT TO THE RECOMMENDATIONS, WE WERE USING SOME HISTORICAL EXPERIENCE FROM OUR SROS BASED ON PAST YEARS.
SO WE'RE LOOKING AT A THREE MONTH SUBSET OF DATA, WHEREAS I THINK THEY'RE TAKING INTO ACCOUNT WHAT'S HAPPENED OVER THE LAST MAYBE SCHOOL YEAR EVEN.
UM, BUT AGAIN, I'LL HAVE TO DIG A LITTLE DEEPER INTO THAT BECAUSE, UM, YOU'RE RIGHT, SIX FIGHTS DOES NOT SEEM LIKE A LOT, ALTHOUGH I'M GUESSING IT'S A MORE, UM, INTENSIVE INCIDENT THAN MOST OF THE OTHERS.
SO I'M SORRY, I YEAH, I I GET IT.
WHERE UNFORTUNATELY, YOU KNOW, UH, THE SQUEAKY FEET WHEEL GETS OIL RIGHT.
THAT, THAT CAUSES THE MOST DISTRESS, SEEMS TO CAPTURE YOUR ATTENTION AND TIME.
AND I JUST WONDER IF THAT'S THE CASE HERE, BECAUSE THAT'S A DANGEROUS THING TO SAY 50% OF THE TIME IS SPEND THE HIGH SCHOOL HANDLING THE FIGHTS WHEN THERE'S SIX FIGHTS AND, YOU KNOW, AND YOU'RE GONNA MAKE A DECISION ON RESOURCE ALLOCATION BASED ON THAT.
MY THOUGHT ON THAT WAS I'M WONDERING IF, UM, THIS IS A TYPICAL TOTAL NUMBER OF MAN HOURS THROWN AT A PROBLEM.
SO IF, UH, A FIGHT CALLS FOR ALL THREE OF THEM, NOT ONLY THE THREE SROS, BUT AN ADDITIONAL COUPLE OF OFFICERS COMING IN, SO NOW WE HAVE, UH, PER FIGHT, I'LL JUST THROW A NUMBER, A HUNDRED MAN HOURS PER FIGHT.
THAT'S WHY IT'S A JACKED UP NUMBER, BUT WELL, YOU COULD, UH, IT HAS TO BE SOMETHING LIKE THAT.
YOU COULD SEE THAT AT THE, I MEAN, SERIOUSLY, THE SPRINGFIELD WING GAME WHERE THEY HAD THAT, WHATEVER CODE IT WAS THAT WENT OUT 99 AND WE SAW RIVERSIDE, WE SAW DAYTON, WE SAW HUB HEIGHTS, WE SAW, YOU KNOW WHAT I MEAN? I CAN SEE THE SEVERE ALLOCATION OF RESOURCES FOR THAT AND YOU KNOW, BUT I, I DON'T, DOES THAT COUNT? IS THAT ONE OF THE FIGHTS ON THERE? YOU KNOW WHAT I MEAN? THAT MIGHT EXPLAIN IT, BUT YEAH, AGAIN, I'LL HAVE TO DIVE DEEPER IN THE DATA.
I JUST KIND OF ASKED FOR SOME DATA POINTS, UH, TO BE ABLE TO BRING TO YOU GUYS TODAY.
SO MY GUESS WOULD BE ANY INCIDENT AT THE SCHOOL WOULD FACTOR INTO SOMETHING AT WAYNE HIGH SCHOOL.
UM, BUT AGAIN, I'LL HAVE TO, WITHOUT GOING THROUGH ALL SIX OF THOSE REPORTS, THERE'S NO WAY TO KNOW EXACTLY WHICH INCIDENTS THOSE ARE.
SO I DO HAVE ONE, ONE MORE THING, UH, I'D LIKE TO ADDRESS BEFORE WE LEAVE IS, UH, OUTSIDE ON CHAMBERSBURG, UH, WE KIND OF BROUGHT THIS UP BEFORE, AND, AND RICK, I'LL JUST SAY, I MEAN, IF IT'S OUR RESPONSIBILITY, IT'S OUR RESPONSIBILITY, BUT WE NEED TO FIX IT.
THERE'S A CROSSWALK BY THE BUS STOP, UM, ON CHAMBERSBURG, AND THEN YOU HAVE THE ENTRANCE TO THE HIGH SCHOOL ON CHAMBERSBURG AND WE HAVE SCHOOL SECURITY THAT'S OUT THERE IN THE MORNING TRYING TO DIRECT TRAFFIC.
AND I, AS I LIVE AND BREATHE AND SIT HERE, I CAN'T BELIEVE THAT WE HAVEN'T HAD MORE ACCIDENTS AND PEOPLE GET HIT WALKING FROM, WE, WE HAVE SO MANY WALKERS THAT ARE COMING TO THE SCHOOL FROM, EVEN FROM COMMUNITY PARK AND CROSSING OVER THAT AREA.
I'VE SEEN PEOPLE DRIVE AND STOP IN THE MIDDLE OF THE ROAD, LET THEIR KIDS OUT SO THE KIDS ARE WALKING AND THEN, THEN THEY KEEP DRIVING.
THEY DON'T PULL INTO THE, INTO THE SCHOOL.
WE NEED STREET LIGHTING ON CHAMBERSBURG ACROSS FROM THE SCHOOL.
NOW I REALIZE, YOU KNOW, THERE'S SOME PROPERTIES OVER THERE, BUT I KNOW WE HAVE, WE HAVE RIGHT OF WAY, BUT WE NEED TO FIND OUT WHAT IT'S GONNA TAKE TO GET MINE VALLEY LIGHTING OR SOMEBODY TO PUT UP SOME LIGHT POLES AND GET SOME LIGHTING ON CHAMBERSBURG TO BRIGHTEN THAT UP.
ESPECIALLY, YOU KNOW, YOU GET INTO WINTER AND IT'S, I MEAN, IT'S JUST, I MEAN, IT'S JUST DARK.
IT IS DARK THERE IN THE MORNING AND WE'RE PUTTING EVERYBODY AT RISK, INCLUDING THE SECURITY OFFICERS THAT ARE OUT THERE DIRECTING TRAFFIC.
'CAUSE YOU JUST CAN'T, YOU CAN'T SEE 'EM.
IN MY EXPERIENCE, IT SHOULD BE AS EASY AS REQUESTING LIGHTING TO BE INSTALLED AND IT COMES ON OUR BILL.
I MEAN, WHAT, WHATEVER NEEDS TO BE DONE, WE NEED TO TAKE CARE OF THAT.
KIDS WALKING AFTER FOOTBALL GAMES AND, AND MAYOR TO JUMP ON THAT ISSUE, NOT ONLY DID WE HAVE THAT CONVERSATION PREVIOUSLY, BUT ALSO ADDRESSING THE NEEDS DOWN AT WEISEN BOARD WITH THE CROSSWALKS, HAVING THAT MORE IDENTIFIED,
[02:00:01]
MORE LIT, UM, ADDITIONAL SIGNAGE, UM, AS WELL.UM, THOSE WERE TWO KEY AREAS I THINK WE DISCUSSED, UM, NOT ONLY LAST YEAR, BUT YEAR, YEAR, YEARS MOVING FORWARD IS HOW CAN WE, UM, BETTER IDENTIFY AND, AND LIGHT UP THOSE AREAS, UH, WITH ADDITIONAL MARKERS.
I, I THINK THAT IS A SAFETY CONCERN AND I KNOW, UM, I THINK PREVIOUSLY, UH, WE GOT SOME RUN AROUND THAT ODOT WOULD SAY SOMETHING TO US OR WHATEVER THE CASE MAY BE, BUT I, I THINK THERE, WHETHER THERE'S A WILL, THERE'S A WAY AND, UM, THAT NEEDS TO BE ADDRESSED AS WELL.
IT'S HOW WE JUST FIGURE IT OUT AND DO IT.
I MEAN, IT, IT NEEDS TO BE DONE.
IT'S TOO DARK WHERE PEOPLE ARE CROSSING OVER AND GOING INTO SCHOOL.
CHAMBERSBURG IS A, YOU KNOW, NOT EVERYBODY GOING DOWN CHAMBERSBURG IS GOING TO SCHOOL.
I MEAN, THAT'S A WELL TRAVELED ROAD, SO, UM, WE NEED TO MAKE SURE THAT THERE'S LIGHT DOWN THERE, WHATEVER WE HAVE TO DO TO GET THAT DONE, LET'S GET THAT DONE.
MARK, SWITCHING GEARS A LITTLE BIT.
AN OLD TOPIC THAT WE HAD TALKED ABOUT, UH, I BELIEVE WE WERE AT WEISEN POINT AT THE TIME.
WE TALKED ABOUT IT WAS, UH, WE BUY OUR DIESEL AND WE GET IT FOR A SIGNIFICANTLY LESS COST THAN, UH, HOW YOU GUYS ARE HAVING TO PURCHASE IT.
ARE WE STILL WORKING TOGETHER SO YOU CAN PURCHASE IT FROM US AT OUR REDUCED COST FOR THOSE VEHICLES THAT ARE USED IN THAT DIESEL? ARE WE STILL DOING THAT OR WE NOT DOING THAT ANYMORE? IT'S A GREAT QUESTION.
I'M NOT SURE WE EVER STARTED, IT WAS A COMMUNITY SAVINGS, SO I THINK IT WAS JUST A CONVERSATION.
I DO REMEMBER THE CONVERSATION.
I DON'T KNOW IF, IF ANY OF THAT WAS IMPLEMENTED, BUT UM, ABSOLUTELY IT'D BE WORTH EXPLORING TO SAVE OUR COMMUNITIES SOME DOLLARS SAVINGS.
WHAT'S THAT ANSWER? OKAY, SO EVIDENTLY WE'RE PROBABLY NOT
DO WE NEED TO SPEND AN ELECTRIC POWER STATION? OKAY.
ANYTHING ELSE? DID YOU HAVE ANYTHING ELSE, JASON OR PENNY? OKAY, WELL IT IS 8 0 3, SO THIS MEETING IS ADJOURNED.
WE HAVE NEED TO MOVE TO EXECUTIVE SESSION PURSUANT TO A HIGHER REVISED CODE SECTION 1 2 1 0.22 G ONE TO CONSIDER THE EMPLOYMENT, COMPENSATION AND DISCIPLINE OF A PUBLIC EMPLOYEE.
MAKE A MOTION TO MOVE AN EXECUTIVE SESSION AS STATED SECOND.
AND MS. RUCKER? MR. COMBS? YES.
OKAY, SO WE WILL RECESS DO AGAIN.
WE WILL RECESS SO WE CAN LEAVE AND THEN LEAVE YOU TO WHAT YOU NEED TO DO.