It is 305, finance committee meeting 40, Detroit Public School Committee.
Today is Wednesday, May 14, and it
is like to do a call, yes,
we respect the rights of all persons to participate in this public meeting of the board and kindly request that everyone engages in behavior that supports the same in the event anyone engages in behavior that is not in support of the good, we request that you refrain from that behavior.
Thank you. May we have
agenda. Item number two is approval of the agenda.
Either do you have any objections to the agenda? Nope, I support
and distribute
it at this point in time, it is now 306,
and registration for public
comment.
Would you like to finance report? Yes,
all right, so we are reviewing the finances for the month of April to begin with. So for DPS, we receive cash collections on both the 13 and 18 mills. As a reminder. We receive the large collections generally in February and March. Those are from the winter tax collections. We then get a little bit in April and in May, and then we get the final reconciliation. The city holds back 10% to do the final reconciliation, so we get those in June. So we're not expecting much in terms of collection. We We did make all of our bond on the capital debt, bond debt payments in the we did borrow $52.9 million significantly down from the 100 plus million dollars we've been doing in previous years. On the 18 Mills continue to collect revenue. There are no debt payments until
next. So the question I have is, last month we had to devour from Cerf. Is this the same amount that's reflected here, or is this an additional amount?
So last month, we were giving you a projection when we and this is the actual amount. So it was slightly less. I think we, last month have projected to be 54 and now the actual amount, once we did the borrowing, was 52.9
so it's not an addition. It is. This is the actual number. I
of going on to DPSCD for the month of April, so revenue is still running slightly ahead of projection, primarily due to our local revenue. So we have one time reimbursements from Wayne reset that continue to push up our local revenue, and then interest earning, interest earnings continue to boost that for the month, state was slightly below. There's two factors related to that, the state still has grants, and they have not allocated that to the district, so we are not receiving that money yet. And secondly, the mentors payments, the passion payments, were lower as part of this year's budget. So the this is one of the things that the state has been doing for the last several years. They give money to districts, but then invoice them at the same time, so the money comes in and goes out at the same time to fully pay for those were lower revenue and expenses were lower. Federal revenue was down slightly for the month, but that was just due to a timing issue in the drawdown from federal revenue. On expensive side, expenses were slightly higher for the month, primarily being driven by school based services. Purchase services that were happening. Additional supply and textbooks, as well as technology, were purchased for the month, leading to higher
which then you can see those details on the
next slide. So have we figured out the benefits differential that we need to do that we did
in March and March, we'll continue to do that all the way through
October. Is the final payment,
and the reason is, it's a reimbursement. So for that, what we did in March caught everyone up from October to February, and now every month, we're reimbursing employees based on their contribution. So if you were to resign tomorrow, you would get no more contributions. But if you work all the way through next year, you would continue to get contributions every month into September, yes, through september 30, the final payroll, which would be, I believe, October 12, right after that, september 30, very tough for those days after that. This is where the state law was a little complicated. One year we had to reimburse employees. And then, starting October one, employee no longer contribution, so we no longer have to reimburse employees. Okay,
any questions regarding the gpsdd, we have new and expense reviews.
Okay? And then this, the summary is just highlights what I captured and just previously said, overall, we'll get to this when we get to budget amendment two. We are projecting a surplus at the end of the year. So again, we are on track, and we are still projecting a surplus for the end of the year, as I look at expenditures by function, hire and student instruction, as I mentioned, the school based programs are coming in higher there additional technology that came in earlier is pushing that up on the other expenses, transportation were slightly slower. Are lower, lower for the month. This was just a timing of when the invoices came in. We expect to be caught up in the next month. And then in terms of available cash, we continue to have about 14 weeks of available cash. You will see the accounts changing at the end of the year. We pay everything out of DPSCD, and then we do a reconciliations at the end of the year. So for example, the facility master plan. Those expenses are paid for district. And then we do all the transfers here. So those, that's what you see coming up in June, are those transfers from DPS to DPSCD, from the facility master plan to the district general fund. Lastly, moving on to the Food Service report. So revenue was slightly lower for the month, but that was offset by lower expenses, so we still had a net surplus for the month. Expenditures are on the supplies and equipment continue to come in lower. We have not experienced the highest cost yet, at least in the month of April, in terms of on our costs, that may still happen, but we did come in lower for the month. We are still projecting a surplus at the end of the year of approximately $300,000 that is a minimal surplus, but we continue to project a surplus
that's better than the original loss project correct a couple of months ago. Yes,
it is so happy about that
that concludes the Finance Report. Any
questions? Yes, no, because the rest of this is the budget. Okay, no. Dr
Taylor, would you like us to be in the budget presentation, doing an overview of that? Doing an overview of
that? Yes. Is there no other questions?
Sure. I am requesting that the first part of June that we have special meetings for the finance committee to approve budget today, just to go through it, so that everybody has a chance to get their questions out, you can do any follow up, if necessary, and then actually have the approval before the budget hearing meeting that has to take place for the community, which will be the second Tuesday of the month. So your arrange meeting to come back for the only agenda item to be to approve the budget. Hello, okay, okay, okay. And so Kia, would you get that scheduled as soon as possible so everybody's counters can get clear? Thank you so much. Okay, go ahead.
Okay, so reviewing the budget we're going to start with, as we always do DPS. So we're beginning with the first budget amendment, one for DPS. So we always do a conservative estimate when we're looking at revenue, and then we update a final budget amendment, so you can see last year's actual audited numbers on the local side was $86 million we're actually coming in pretty right, right on track with where we had projected in budget amendment one sort about $90 million in revenue. So not a lot of significant really. No change there. The only change is related to the expenditure side. So we did have the the operating millage hold harmless operating millage renewal for the referendum that happened this fall. And so we had roughly a million dollars in cost that DPS is paying for. So we're amending the budget to account for those costs related to the hold harmless millage. Additionally, we have about $300,000 in anticipated legal fees based on the current lawsuit with the state over how the operating millage are handled. So you'll see that reflected there. Otherwise, just as a note, we did make about $65 million in accelerated supplemental payments on the emergency loan. We have about $4.5 million remaining on the emergency loan that will be repaid September 2026
any questions of DPS
for the next one for DPS, for FY 26 for DPS, you'll see a slight increase in revenue. This is based on a three and a half percent increase in property values. That is, again, based on what we've seen over the past several years, as well as a collection rate of approximately 90% we'll continue to have a budget of about $1.4 million depending on what happens with the lawsuit. We may have to hold a election, special election for DPSCD, for the operating millage to go back to DPSCD If we're not successful in our lawsuit. And so this accounts for the cost of holding an election. It also accounts for the cost of continued legal fees as this lawsuit continues on. So those are the costs there. We don't have. The only debt payment we have would be the 54,000 in scheduled payments before the final payment again in September 2026 so you'll see this increase, so roughly $142 million they're not allowed to use that money, per statute. If we win our court case, that money would go to repay the slurp. So paying that down faster, if not, it would remain in DPS until DPS dissolves, and then it would revert to DPS.
DPS wouldn't dissolve until if we lose our court case, 2040, depending on what interest happens to interest rates. But if we win the court case, then DPS would resolve and all the debt would be repaid by 2031 2032
I have a couple of questions. Under Support Services, they say it includes expenses for audit. That's my first question. So what are we spending on audit? And I know you may not have it today, but I'd like to know who are the auditors, the contract, copy of the contract for the auditors and the timeline for them to do the audit. We have to do it every year, but you know, so I want all that. And next you say staff expenses associated with administration of DPS. My question is, why isn't this broken out? I don't understand why you with the budget here and DPS legacy taxes paid to IRS. So in the actual budget, the categories you have here, I don't see the specifics, that's what I'm asking for. So
this is the required format that we have to report to the state, and so the board is required to adopt it in this format. We could provide any other format that you request, but the we provide it in the format that the resolution will contain. And so this is all those items are included in that one line support service, and that's how we're required to report it. We could break it out and provide it to you as a document, as supplement.
I would like it because we need what I need to know, who are the auditors, how much we're paying them, and the contract, the actual contract, archers
are plant Moran. That's their second year of a five year contract.
Yeah, Doctor, I said that you days ago. You emailed me about it or copied a couple people. I all the information. Need your passport
contract.
Okay, all right, all right. And the next thing you say, DPS, I think you've answered this 120. 26 you've answered this
one. Okay, thank you. And I
will just for the record, we're required by law to audit DPS and DPSCD, DPS must continue to have an annual audit until it dissolves. And so that burden is the responsibility of the operating millage, which is this 18 mills to be collected. And so it's paid from DPS. And so the auditors planet Moran do a separate audit, and we're issue a separate report for DPS every single year it's published to our website, and just for the public.
As we go on to DPSCD Next,
we'll begin with the budget amendment for FY 25
and so the budget amendment, as I mentioned earlier, project that is continues to remain balanced. So we're projecting our ninth consecutive year of balanced budgets. We're projecting a surplus of approximately $36.7 million this is based on one time supplemental revenue that we've received from Wayne resa that's offsetting our general fund lot obligation, as well as additional interest earnings that we have and we didn't, but it's not spent this year, so there'll be an additional $36.7 million we also know we did receive additional $6 million in state grants that allowed us to leverage some of our title one and pick up additional eligible title one costs in Title One as Part of the 20 3t grant, that is a one time grant that has not been included in right now, a continuation in the Senate version so that would not continue on. It's not included in our FY 26 budget. The budgeted revenue overall on the state side is projected to decrease. That is based on the pass through mentors reimbursements that I was saying the state in their final budget reduced the pass through amount, so we get less money, but we also have less expenses. So you'll see a decrease on both of those and that update I just mentioned on expenditures being lower
so the net between the two of them, excuse me for interrupting why you're talking a bit easier to ask the question. So the decrease in the increase the delta between the two, it's the same.
It's just been a way for the state to fully fund the pensions. So I believe it was about $50 million that had been there last year that we thought was going to be here, the state informed us that they were not going to be making these pass through payments. So we are removing it from budget amendment to 50 million less in revenue, 50 million less than expenditures. Got it.
Okay. Great. I have a question
regarding the RESA ese um
so what this is just, this is just Risa ese, who
cost no money coming in. This is coming recent has extra money. Yeah, I understand, and they are providing it to the district.
I said it well, thinking expenses with this grant. Yes, all right.
And so as we then look after we did the $35 million allocation to facilities field last year, that left us with a net fund balance of about $188,000,000.48 of that is in the rainy day fund. This $36 million surplus will take us to a fund balance of approximately 220 $5 million per the board policy, the Rainy Day Fund is tied to per pupil allocation, your general fund dollars. So that's projected to increase to $50.6 million leaving $174.8 million in unrestricted that can be assigned by the board. This number will be finalized and confirmed through the audit,
and just for a reference for
the policy says Iran D funds that be 10%
of state aid, which are general fund, state aid, your foundation allowance,
okay? So she's clear how that how that got calculated, okay?
And that number is also confirmed every year by our auditors, and it sits in a separate reserve account. So overall, you can see the changes we talked about here, just summarized. And again, this is the required format that we're required to submit to the state. Next up, as we look at our food service account, as I had mentioned, we are projecting a surplus. Overall. You'll see an increase in federal revenue. This is one time revenue that we are receiving, so we have an increase there. And then, as I mentioned, supply costs, that's where our cost of food is, is under supplies that is lower, as we just haven't had the higher impact of inflation or tariffs impacting the food cost right now. So again, overall, you'll see we've projected that $4.8 million deficit. It is now at approximately half a million dollar surplus. It's the projection for the end of the year.
Any questions? A little less than half $1,300,000 right? It should be, it's $537,000
is the surplus, right there? I think
537 530
all. Right, so we're going to pick up some additional dollars over the next month. Yes, okay,
in the month of June, we have lower salary costs as school in June, 9, 10th, and so most of those hourly staff work a day or two after but then we don't have the full salary cost for the full year. So salary costs come in a little bit lower in June, and so that will lead to the increase we're anticipating in June. Okay, that takes us to FY 26 and I'll pass over to Dr media.
Okay, as we do every year, we don't have clarity on what the state budget will look like. You have proposed budgets from the Governor, the House and the Senate. So what we do is our best to try to forecast based on previous years, based on general fund increase or per pupil increases, categorical increases. So basically, you have a governor's budget that's very much similar to the Senate budget the House Budget. In some ways they're the same. The major concern with the House Budget is the elimination of at risk funding. But at the end of the day, with the governor having veto power and the Senate required to pass the budget along with the house, we don't anticipate all of average money to be cut, and probably if worse scenarios probably stay the same, most likely higher as the House and the Senate negotiate. So the way we thought about building our budget, which obviously has to be adopted by the end of June, before the legislature finishes their budget, is to adopt the governor's budget as a guide post. And remember, we balanced a budget, or we create a budget on revenue assumptions, and then after enrollment comes in, account comes in, we do a budget amendment. So that happens about October, November, which then reconciles what we budgeted and what we adopted and to reconcile with the budget amendment one. And then, like we're doing now, we do budget amendment two at the end of the year, to reconcile any changes in revenue and expenditures with the end of the year. So this is what we're doing now. Jeremy went over the budget amendment two, that's at the end of the year. We'll do a budget amendment one after count at the beginning of the year. So with using the governor's budget, and governor's budget from a revenue point of view, as a 4.1 increase in people funding taking us above $10,000 per student for DPSCD, that's about $19 million we're also anticipating a 1% increase in enrollment. That also would increase our revenue. Our revenue for literacy lawsuit would be as planned, spending 38 million next year, or I mean, 38 million of literacy lawsuit being used and being spent. That money is already in our coffers. That's how we would plan to allocate it, a modest increase in special education funding to the governor's budget, continuation of a lot of the state grants that we're using for mental health support for nurses and some other things that we were able to continue after the pandemic and not having COVID funding. Some we have some, I think, clarity on the federal budget and some other questions based on our understanding, unless Congress plans to break the law, which I would not pass, but then completely passed. But technically the title one budget for the upcoming year, which would be the 2526 years already set. Congress basically approves the title one budget for two years in advance. So the second year of that would be this upcoming year. So we're really looking for the federal revenue numbers to be relatively stable as compared to last year. Legally, the only opportunity that the federal government has, Congress to change K 12 funding is in maybe title two and Title Three. They possibly could eliminate that. They could move money somewhere else. We are going to budget on the assumption that the dollars will be there. That's a total of about nine to ten million if that is cut after we adopt the budget, then we would protect all employees that are funded out of those two funds and student programming. We would use existing revenue in other areas to pick up the difference we have in this budget, about a 10 million what I would call cushion between expenditures and revenues, and we do that purposely for unexpected expenditures. So that's how we would manage if title two and Title Three are cut going into the year, or if anything else lightly changes in the federal budget. The other challenge in next year's budget may be the reduction or elimination of Medicaid reimbursement. That's about 9 million and again, that's a reimbursement structure, so those things were already funding. We just get we just reimburse our budget through that process. So the expenditures for special education would stay the same, and then obviously we just wouldn't be reimbursed. So that would have to be absorbed within the budget, if it came down to it, to protect employment, student programming. Then again, we use existing revenue. We would reduce funding for professional development, or would reduce funding for events incentives, or go back to the board and dip into the fund balance to sustain those things. Going into next year. I don't think we're going to have to do that based on what we know, but that's an overview of on the revenue side. At the end of the presentation, I'll talk about what we may be looking at two years from now, and how we might deal with that. But as we move into next year, that's how we're thinking about revenue. I have
as it relates to the end the 1% increase in student enrollment. How do we, how do we get to that projection?
Yeah, well, one, we're just looking at trends over the last two years. We're also looking at the expansion of pre K, those pre K students enroll in kindergarten at about 80% so that's how we're that's how we're predicting a 1% based on those two, three factors.
My other question is, what are we doing to market DPS and our special programs to help with increasing the student population. And I ask that because some of the charter schools have started, like a month or so ago, in advertising their schools, and even some of the close in public schools are advertising, and they're even putting advertisement. What do you call it? Posters or billboards, inside of Detroit proper boundaries? So what are the plans for marketing DPS, and particularly our special programs? We have so many different wonderful programs. As I mentioned
last time, I'm going to provide the board with just some examples of how we have tried to promote our schools, so the board just doesn't always see those things that happen and get some feedback on how we can do more from a strategy point of promoting. But at a high level, we'll run commercials like we always do on on TV. We run commercials on the radio. We also will pay school based personnel to do canvassing in the area. We'll give some schools that we're targeting that if this all drop enrollment or have a large number of students who live in their boundary that aren't attending that school, more money for marketing, we'll obviously buy billboards. We're even planning on doing what they do to us. So buying billboards in other cities, I've had direct conversations with the mayor about how that's possible that other school districts can promote in city limits, and my understanding is it's a free speech issue. You can't limit it to other districts, but we'll do the play cards at the Art signs, like we've always done in the areas that we're enrollment sound or the market the neighborhood students number attending that neighborhood school is low. So that's that's where we target. So those are just some of the things that we plan on this year. We'll also have some open houses at schools over the summer to promote those schools as well. And then every school does an event in the summer, whether it be a barbecue field day, to just promote and create some energy before the school year starts at a high level, those other things that we have planned,
I can only encourage us to get these commercials on TV as soon as possible, and the radio showing not just, you know, the traditional kind of DPS, you know, and all that stuff, but we have some very special programs that most people don't know about. I mean, really and truly they don't. And when you start talking about because, oh, I didn't know DPSCD had this program. In addition to that, I think another thing we can do to market. I've been over at drew a couple of times. Drew, and I'm sure some of us didn't know what I'm getting. Ready to tell you, Drew has programs where the students there actually have businesses. There are five businesses there, and they make their own, for example, they make their own spice,
like you have barbecue
sauce,
spice, spices put together, not sauce, but spices. They have one, and I have those. And I thought, My goodness, we could market this. We can sell this at Meijer and Krogers and all these other places. So these students can make money. They have a floor there. They they have another program where they sell food that they grow through hydroponics, those you didn't know hydroponics, and through the other program where they when you have fish, I don't remember the name of it, but, but you grow your food anyway. They have two programs. Do you know they're selling that food, particularly lettuce, to two five star restaurants, I can't remember the name of right now. So we need to promote all the wonderful things that we have, in addition to bright halls, in addition to our pilot school. That's what I want to see in the commercial where we're showcasing and slashing these different programs, because the average person doesn't know that they're
that they could have these different
things. Some of that has happened definitely can happen more. As I said, I'm going to show you some examples of what we've already done, and then just give individual board members time to spend time with MS Wilson to just say, directly, look, I'd like to see more of this, whether it be promotions of drew promotion of bright off, and then it's our responsibility to then do it and show you examples of what we've done. So that's that's the plan moving forward. Okay, let
me make sure I understand what you're saying to me. You want me and whoever else is interested to meet with Miss Wilson to help help steer the campaign, the marketing campaign.
Right before
that, though, I will show you things that we've already done this past year, from a marketing point of view, just so you can see what's already been done. Because I don't think it's impossible for the board to see all the things that have already gone out, whether they're previous commercials or billboards that we already did. So more of the what have we done? And then what do we still need to do? Okay, I've
seen a lot, but I'll be willing to make it with you.
So for expenditures, all positions, whether all fully funded. The budget, from a expenditure point of view, funds all the second year increases in bonuses that have already been negotiated with all of our unions. We have a two year agreement with all of our unions, one so working on the one, we're close, but that is fully funded. All all programs, all this discretionary funding, is at the same level as it was last year, so no decreases, whether it be central office or at the school level. The staffing model for schools is the same to continue to protect student achievement and improvement of climate and culture. The literacy Lawsuit Funding, positions and programs are there as well. We're maintaining the extra money that we gave to schools last year to just promote climate and culture through special events, food celebration school incentives, mainly food for family and staff, for events, to get together, to celebrate, get to know each other more outside of the work day and school day. The high school student incentives are included in the budget at the same funding level as it was last year. We also are including volunteer stipends that has to be negotiated, but through board requests, we're adding volunteer stipends at the school level so there could be one designee at each school to then help organize volunteer events and try to recruit more people to volunteer, really, that just is a process that administration takes on after school, and this is one of many things. This will give it an owner to follow up. It includes a pilot for yellow bus transportation at Henry Ford and East evenings Village at Finney. It adds a small number of staff, and the Office of the Inspector General, the homelessness office, ese and the procurement office to improve services
and
and then, as we implement the budget next year, as we do every year, when we see that we are spending at lower levels than anticipated, or revenue is higher than we anticipated, because additional grants come in per pupil ends up being funded at a higher level and long increases, then we will shift dollars to in a one time, way to add more professional development, more facility investments in roofs, fencing, signage, fields, marketing, large curriculum refreshes or it we do this over the last eight years, just make sure we're maximizing the ballots that are in the budget that may not be able to be funded at the beginning of the year. I
have some questions
when it comes to the negotiated salary increases and bonuses. My question is, is it wide at this point to offer that, since we don't really know what the funding is going to be like, as opposed to holding it, and then, if the funding comes in, give it as opposed to potentially going into a hole or going into the other funding. But I don't know what the board members thoughts are about it.
Yeah, two things. One, you know, based on our revenue projections, we look to increase based on the state funding model, so we're not going to be losing funding state level. There are some grants we may lose at the federal level, but for the most part, those federal grants don't pay for salaries here and there, but not at a level. The second major issue is we're under a two year agreement. We're bound to pay the increases. Okay, second year agreement. Things are different. Don't going into the 26
My next question is, you have maintained school funding at last year's level to continue to promote improved climate and culture. You're doing it through special events, celebrations, blah, blah, blah, but my question and concern is, what are we doing for the day to day when we have parents? I mean, I get so many complaints, and I've been on the phone today with folks with complaints about the way that parents are being treated, etcetera. So my question is, what are we doing to improve the culture and climate for the people who run into the public runs into when they go into these well,
so more about customer service issues with parents. Yeah, I can't speak to anything in the budget that we're adding in this. The only thing about I would say, you remember we talked about the ESE program changes. I do think we will have better customer service for ese parents because our programs will be more consolidated. We are adding an EE at schools with larger number of ese students for follow up, I think, and we're adding staff and the ESE department to help with follow up on complaints and issues that's on the ESE side, not on the generalized side. But I do think those are examples of how we improve customer service on the ESE side, on the on the on the generalized side. Admittedly, I can't speak to anything about that. I can think more about it and think about it, but I do feel we should do better on the ESE side, but I'd have to think more about the general side.
Actually, we need to do better on both sides the ESC, as you know the well. You don't know, but the article that came out about the ESC those, those are the parents and the community folks that I have been working with for the last two or three months. Now, I don't know how the newspaper got a hold of and wrote that article, because I wasn't quoted in there she was. But my point is, is that we as, which is somewhat embarrassing when I go to the charter schools and they say, and I mean the ones that we we are charters that and they say, DPS has a climate and culture issue.
I can't respond to
them, because I know we do, and I'm not going to get into a conversation with them about it, but I think this is a in order. When you talk about enrollment and increasing enrollment, they go hand in hand. You cannot increase enrollment when you have parents and grandparents running around saying negative things about the school, because friends are very important, I'm going to listen to her because I trust what she says and all these other folks. So we really have to work work on this and how people are treated, and get us back to treating people the way we ourselves really want to be treated with dignity and respect. But that's all I have to say about that.
I mean, we not from a budget point of view. I do think we've, we've done a bit better on resolving conflicts between parents and staff at schools. The faith department has now mediated some conflicts and kept parents at school that staff is more inclined to be more of a third party negotiator on the issues between parents and mainly administrators. That's helped, especially now that that team is doing more on the enrollment side. But and you know, at least at a high level, this isn't the human touch that you're talking about. But I do think once we build that AI system where people can, you know, write questions and complaints, I think some answers will, you know, possibly, you know, maybe some questions and issues can be resolved faster through that. And I think that might help some of the volumes, and may allow for more human interaction, because some of the questions that are really frequently asked, questions can be answered differently. I mean that that's a bit more theoretical, but I'd have to think more about your other points, and it's really more about when there's a conflict, how do we resolve it? I think that's the main issue.
It's not just that is when parents go into the school, how are they treated when they go in? You know, from the very beginning, from the it's not just I got a problem and you're not going to help me with the problem, but it's also our staff knowing the parents and the students rights and responsibilities. So the group that was in the newspaper, some of those parents were told that they didn't have to follow the student code of conduct. So what did I end up doing, having them print the student code of conduct and taking them to my parents so they can see what their rights were. Then they went back to that school and said, here, here, we know what our rights are, blah, blah, blah, but to have a staff tell parents I don't have to follow the Student Code of Conduct, that's a bit much.
So I'll have to give more thought on that from a budget point of view. I mean, just so I check the boxes, doesn't mean it. You know, we do give parents access to the code of conduct that we do all that, but it doesn't mean that everyone always knows it, but that's part of our processes. So the staff allocation of schools, this is what it looks like last consistent with last year. This is just shows you how
deans
and then it shows you, by grade level, how we allocate. So this is, this ensures that there is quality of resource deployment across the district. This is something that we built years ago that didn't exist, but this makes sure that, you know, everyone is getting the same based on the number of kids that they have. There are some differences around security guards, attendance agents. But other than that, there is a quality in how generated now we will, every year, look at unexpected increases in enrollment. We'll look at increases in class size. Some schools may be dropping significantly in second grade, and we want to lower class size, so we go through an add on process where principals sit down, show us their master schedule and say, Look, this allocation plan doesn't work to address this issue, and we do make exceptions, which you don't see here. Now we've limited that, but that's how we ensure that this plan is not one that isn't flexible and can address problems based on the previous year or the upcoming year when enrollment level.
Madam Chair, thank you. I've been trying to wait and write some of these. I just want to tell today a couple of things. Few things today, many of you probably saw the announcement from the state board of education regarding resolution to reduce class size and potentially looking at legislation to mandate reduce class size. Based on this calculation we have right here. Number one, how have we done thus far throughout the school year and adhering to the model that we've put forward?
Well, I mean, think we are, our strength is definitely k3 somewhat k5, I think the class sizes get a little higher, 689, 12. That's probably where most people would say they're most frustrated. But unlike other districts, one, we have a model. A lot of districts don't have this. We they there's more discretion to have schools of how many teachers they want to purchase through their dollars, we standardize it. And one, to make sure that there's equality. And two, we standardize it to keep class sizes low. By doing it this way, we also monitor class sizes from the beginning of the year, especially up until count and a little after, because this model will generate a number of teachers, but you never know the number of kids at a grade level. So you may this doesn't work out perfectly. I know. I mean, yeah, you might have 20 new kids show up in third grade that weren't there the year before. So when that happens, this is when we do the add on process. So we'll see an unexpected number, and then add a teacher that's not generated in the allocation to keep the class size low, what we try to do is stay about five students over the 2530 35 so we usually add a teacher at anywhere from five to six students over. And then we then we had the conversation with the principal, okay, how does the teacher feel about the number of kids in the classroom? Do they want to split the class, or are they good? And then we give a stipend for an over class size situation, right? And we're very generous above what even the contract says we have to give to the teachers. So they actually make more if they take more than or if, let's say it's a new teacher, a struggling teacher, then we add a position, and then the principal through HR tries to hire an additional principal, additional teacher. So our systems are are strong here, and our class sizes have gone down significantly, and mainly in the lower grades. So I think we're well positioned to meet the class size requirement. Now, I will say it's a double XOR. I can go in the weeds in Florida, they passed this, and it sounds great, and there's a lot of logistical challenges to it, because it's not always fully funded, right? They'll say they're got to do this so I have money, but it's not the the ratio of class to teacher is not always perfect. So then you're dealing with, I don't even want to begin to tell you all the things that you have to deal with in Florida to manage this, but it is the right policy decision. It just, I've never really funded, which then puts a lot of pressure on on districts to implement it, because teachers and then parents will say, Well, you're over class size, then you're into can we hire an additional teacher? Is there another classroom that moves the kids to separate. And these are factors that sometimes a policy like this doesn't Well,
in Michigan, I don't know about Florida, Michigan, it would be a Headly violation. You can't ask for unfunded mandate. So if they're going to do it, they would have to put the proper approach appropriation with it. Just, just thinking through what that is. It's probably not realistic even for the fall, I would see something like this happening until maybe next year or the following, depending on what the makeup of the legislature is after the election. So I get it, but just want to be have some forethought. And then
it's about recruiting teachers, absolutely across the state of Michigan. So great to lower class size, the right investment, but then you got to get real. You got to get much more serious about developing and recruiting teachers, because then you just have empty classrooms. Absolutely.
I want to go back to a couple of things, and I don't want to labor the hour with it, but I want to make sure that we do get the schedule of canvassing early as board members, so that some of us can potentially go out and canvas. I'm proud to say that I did it even when the emergency managers were here, Jack Martin and I at least came to agreement on that we walked together and knock doors for our kids. We still laugh about that. Yes, I do, actually, you know, like, you know, you know I have pictures. Yes, I do. The open house schedules would be good, getting those to our team, our staff early the summer events that you mentioned, oftentimes in some kind of coordinated way. Last year, I was trying to make it to a number of them. I know DFT was doing their things, and they had schools on the if they just somehow people communicate with each other in advance, because it's good for them to have them, but having them and not having them fully well attended. You know, trying to swing from one side of town to the next, it just doesn't make a whole lot of sense. And so we're not really getting the best bang for our buck. I won't go into all the AI but, but there's so much opportunity with using AI. And so as as we get ready to move with our mailers, I didn't hear you say mailer. I hear you talked about scheduling, open house, billboards, etc. I won't belabor the hour now, but I'm hoping to see models that reflect our alumni, that reflect our board members and things like that, because we do all have our own individual following to make sure that we get people in and utilizing us, even in social media. What are we doing about early childhood? That's one of the biggest growth areas we have, and one of our State Board of Education members reached out earlier this week with, you know, some complaints from parents over in the university district, I think Indian village as well, they want to see more opportunities for that opening up. So what are we doing with respect to our early childhood?
So early child is defined lower than pre K, yes. Well, pre K, thank you. Yeah, yeah. So pre K, we continue to expand. I don't have the numbers in front of me, but I'll send it as a follow up. So we're aggressively expanding, not so much from last year to this year. We did so the year before our what we're trying to do is fully to get all the seats filled. It's a high number, but not 100% and then the other strategy going into this year is five day pre K. That's the big thing that we're doing.
They're looking for more slots. I think there's, like, a waiting list I'll look at, I'll get that specific for it. In addition to that, we talked early on about Mom and Pop early childhood centers in some instances, especially those that are, you know, in somehow near our schools, our K, 12 school, k3 or k5 schools, k8 schools, to look at even partnerships with them. I know that I believe Edison, maybe, but I know for sure Edison, the parent was taught, I went over and a parent was talking about after school having more expanded after school opportunities. And I mean, there are early childhood centers that would be immediate, an immediate access point for that community, North Rosedale, grandma, all, all those communities over there, like, what are we doing to make sure we have those partnerships? And we talked about sharing curriculum as well, because there would be a benefit to making sure that their kids, you know, they're coming to kindergarten, are getting what we're teaching or or should be teaching, you know, so they're on pace. Yeah,
there are some school, individual schools and principals that do a better job than others in recruiting at the centers. What I'll make sure that the enrollment team is intentional about that, and I'll follow up on that. Just to go back, there is funding we talked about this before it's in the budget for next year to do photos of alumni and school board members for alumni, but for the media centers, libraries that'll be in the budget as a follow up, we'll have to talk about the mailers, and I got to get a better sense of that there was I last year, you asked about doing more education, partnership work and professional development, early childhood. And so the the landscape is and Miss Campbell Williams, I don't know you can remind me. I know we did a follow up. I know I wrote you, but there was some, there was some obstacles in going directly to them, mainly because I think there's already funding exists, and there's an agency that exists to do the professional development which and then then puts us in a situation where we're overreaching. But do you remember the details of that
video? CEO, really, those of us in community
based. So we were able to follow up. Essentially, it's the government, like the state, and their rules and regulations around what those organizations can do. So really, we can collaborate to your point and talk about the curriculum that we use with our students and how we're getting from kindergarten, but the state has their own measures for when they go into the organization and what resources they need to have and how they need to follow up. So really, we did it for more about the lack of this conversation.
Particularly kindergarten, and that was really the angle that they call, like the kindergarten, right? So that's
so that's helpful, but I do want, I just want to think that there is in these, in expanding or thinking outside the box with these partnerships, there is a great return on investment if we if we have after school deficits at some of our schools, and we have an after school program that is immediately available to assist with the after school program in turn, those kids, it's an easy transition to also help enroll their children into our school. So whatever that might look like, we don't have to get into, you know. Well,
I What I'll do is make sure that elementary I mean, you can see them, you know, as you go through the neighborhood, but be more intentional about the elementary schools, knowing where they are and then making sure that there's at least contact with them to try to create
a partnership right
open houses, drop off flyers, whatever. So I think that that is happening in some places, but not consistently. So I will make sure that that's in part of the Summer Enrollment recruiting plan for going into next year. Okay?
I find when you look at the schools that we take, we should be very intentional, because they don't usually have high school,
right? Absolutely, we're definitely, definitely doing that. We're definitely doing that that is been happening since the pandemic, where there is intentionality about helping someone from our team does visit their eighth graders have walked through the admissions process. Of course, mainly they're interested in the exam school. So that has been happening and continues to happen.
So this just one last thing I want to say that was on the whole marketing and recruitment, the I know you spoke to a culture and climate piece, and as we think about the can you go back to that staff? Yeah, so, so you have security, you have clerical, what I don't what I don't see listed is our janitorial team, and I know that that is contracted out, but I have to say, and we have to be more intentional about using that. What did you say? Physical, touch, hand, touch, relationship, touch, whatever it is. I'm glad that I pushed myself yesterday I was asked to come to speak and give remarks to SEIU members, and they were all at Ibu room full of purple and yellow. And they were so pleased. And both staff from GDI and RNA were there, and they were so thankful that everybody want to take pictures. It was thankful that we came. Some told me which companies they love working for some time, we have some challenges, but nonetheless, they were thankful that they were thought of, and I really thank them, on behalf of DPS, for the work that they do, but they're part of our culture, and so just want to be mindful that we do that, but make sure that we even strengthen that partnership when we have, when they have more events, because It was a room full of folks that you know that that are there, you know that do the janitorial services for our schools, and they are part of our culture,
so that you don't see here, because you said it's contracted, these are all, yeah, I know. I know, yeah, we, we at different points the board is asked for an update on the on the staffing model. It is not it is lower than best practice, and it's lower than best practice because we're trying to reduce cost, maintain cost, or isolate cost in that area. But one of the challenges, admittedly, with the implementation of the contract services is the need for more custodians. So it's not, it's not, it's partially finding people to do it on their end. But it's also, I mean, if you look at what is industry standard with the number of custodians in building, it is lower than the highest level, if you will. If you're looking at the different levels of how you fund it, it is not at the highest level. But the question is, do we want to put more money into that to then have more contracted custodians? I can show the board that I have not. We have not done that since the pandemic, during the pandemic, or as we were getting out of it. We did extend that because of COVID, yeah,
but for me, I'm not gonna I'm not so much talking about the expansion. I'm just being mindful, yeah, engaging them and letting them know that they are a part of us, regardless of how they are there. And I just have to say that any time that I've interacted with most of our janitorial team, they've been very pleasant, very engaged, and whatever way you can let people know that they're appreciated, is important. I like the model that we came up with in allowing the principals and the school team to give an evaluation of what it looks like for them, so that they get the feedback. They know their buildings better than anybody. Yeah, we
just did a survey with principals asking if they want to continue to do that. They do good. So the literacy lawsuit, we talked about this at the last meeting, and it's frequently asked. So basically, the things that we funded link to staff will continue next year, continue to fund the key to additional academic intervention this next year, this is year two of the literacy Lawsuit Funding will continue to fund the bonus pay based on performance the thing. And these are color coded, because it's not as if we're not doing some of these things. We just shift the funding forward. And so the foundational skills, when they produce one time money for a one time purchase that's done, the differentiated pay for more literacy, professional development, will still be done, but not through this grant. It'll be done through another grant, we'll continue to try to lower class size if a teacher is available at the schools where we funded that, we'll try to release master teachers based on the school that we did last year, and maintain that we'll still fund the City Year expansion assuming that City Year times alternatives to the AmeriCorps funding that's cut, we'll still continue to fund the less stipend. Still fund additional reading intervention programs across the district, the additional AIS for the English Language Learners will continue, continue to fund the summer program, but the PD one time cost mainly go to other grants, and the one time curriculum purchases go to other grants, and then lastly, continue to pay parents extra for attending literacy courses. That will all continue next year. Jeremy we'll just go over the revenue expenditures, and then I'll go over the forecast, and that'll complete the budget
conversation. As we mentioned, we are going to project your revenue surplus for next year for another budgeted surplus, local revenue. This is the Wayne resa and private grants remains relatively flat. We are looking to have less interest income next year. The FMV projects are spent down, so we'll have less money there, but we're anticipating additional one time recent money and then private grants to offset that. The state sources is lower, and this goes to what I was talking about in budget amendment. Two, the pass through money, and then the minutesrs, rates are being lowered, and so those are being accounted, and we'll have less state money there. The federal money is higher. This assumes that the FEMA money is paid out next year, and so it is included, and that is one time revenue on the expense side, starting in the bottom. So again, salaries and benefits are lower. The midsers pass through and the rates are lower. So that's the offset there. The remaining items are generally the same, slightly lower on purchase, services and supplies, all those schools have. They modify their budgets throughout the year, and so they may shift money. We they have that through their title one, school based, discretionary budgets. Utilities are slightly higher due to increased rates, and again, as the HVAC come online, higher consumption. That takes us then to the overall projected and you can see that broken out the various categories. Here I will highlight that COVID said ten million surplus. That's the recurring surplus. The 80 million includes the FEMA. So that's why 10 plus them, they just use the $80 million
surplus increase the utility costs. Is that projected that we will
it just projects based on this summer's facility project linked to HVAC is anticipates an increase in cost. So based on this summer's work, H, H, back related summer work for implementation, fall implementation schedule.
So this summer, we will have
overall
by at the end of the summer? How many schools, including those that currently have AC, plus any work that's done over what's the updated number?
About 28 schools. About 35 roughly, a
long way to go. Yeah. Okay, so this
next slide is always difficult to do. The FRC requires us to do a five year budget forecast. You can imagine how difficult this is, because we don't have revenue that's predicated on the state budget per pupil and in the federal budget. But what we did here is basically, we should be fine over the next five years. Obviously, there are some challenges that may be on the horizon, not this year, but the following year, based on Congress's passing of the K 12 budget. But the deficit that you see moving into year three or five from now easily can be dealt with. It's about point seven five of the budget. And so this would be a matter of adjusting the expenditures to match revenue, but you can see the assumptions on the slide. This is assuming enrollment continues to go up about one year, that per pupil funding would increase by 2.5 and any salary increases would be aligned with that 2.5 again, this is looking ahead that we get the FEMA reimbursement, obviously, no recent money or Esser money. It also assumes that the federal grant rates are flat and they say the same. It also means that we continue the literacy lawsuit money. It also continues. It also assumes that once the literacy lawsuit money is spent, that our revenues don't say that our expenditures don't say the same. So right now, I don't we really on the horizon. Should not be concerned about revenues and expenditures unless there are dramatic decreases in enrollment, dramatic decreases in state funding or federal funding. I mean, I think those are the three big risks right now. But there's nothing really internally in our budget that would lead to challenges. The other other challenges at a high level is obviously, once the literacy Lawsuit Funding is spent, we have to decide what we do with the extra AI. That's going to be something that either we let those people go, or we try to absorb them in the budget by cutting other things. Our literacy rates are improving. I think we're going to see another increase in literacy rates at the end of this year, we'll show you the impact of the literacy Lawsuit Funding through a third party analysis this summer. But that are, those are the things that I would just put in the back to your heads as moving forward, and then when we negotiate the next contract, we just have to be careful with what's happening federally so that we don't put ourselves in a position that we can't afford the increases with next year's contract negotiation. So at a high level, that's what things look like. Lastly, I said most of this already, but when we think about two years from now, remember going into this year, we shouldn't anticipate any major federal cuts, maybe. Title One, title two, about 10 million. If that happens, we have enough in our reoccurring revenue. Do I think absorb student programming employment in that area? If necessary, we'll cut professional development events. Who incentives to balance the budget, or go back to the board at the budget amendment to go in the fund balance, to continue those things funded out of Title One, title two, we may not see Medicaid reimbursement. I don't know if Congress is going to cut Medicaid or not, and we don't know if that's going to affect K 12. That's about $9 million but again, that's not going to completely turn the budget upside down. That's a reimbursement, not a direct payment, so the expenditures still happen. We just aren't reimbursed. So that means that that that that funding that we once received reimbursement would have to be absorbed within the budget, what we're hearing is that they're not going to change the community eligibility for the food program. We would absorb that in the revenue budget, and if we can't, and we come back to the board and the budget amendment and dip into the fund balance, whether it be the food nutrition fund balance, or the general fund balance. The other thing to look out for is we know that the health and resource the health resource advocate grant, was cut. That was 2 million has already happened. We've absorbed those costs in this year's budget. We'll absorb those costs in this year's budget that mainly funded the vaccine program and some nurses, and then medic the AmeriCorps. Members of the AmeriCorps funding we didn't receive, but that funds City Year, or helped fund City Year. So as I informed the board, they were removed from schools for a couple days they returned. We'll see where City Year will be going into next year. I'd also name not an impact of our budget, but you're seeing dramatic decreases in funding for nonprofits, for for just general government organizations and services throughout the community. So a lot of the support that we receive outside of the district that we don't directly fund could be in jeopardy. So some of the for example, a lot of our partnerships that provide free medical support through the health hubs or free mental health services. We don't pay for that because those companies are nonprofit to use Medicaid reimbursement. That could be cut on their side. It could still be cut on our side. So that would be something we would have to problem solve for if, if that happens, but that's not a direct impact on our budget, but could affect our services. So not something
direct, but something that the Board should have on the
radar. Do we have systems in place where we're having conversations with those partners, as Medicaid is particularly for children, significant? Is that going to be cut?
Not yet, not not that I'm I'm able to report to the board yet, but we'll start having those conversations, because it's going to mainly impact to help out. Yeah, so we got to start having those houses. But right now, I could tell you that we have a contingency plan. Right now.
We need to put in place processes for how that comes that conversation. There are multiple partners, not a single partner, correct? They're supplying that
Speaking of which, maybe not directly related, but somewhat related, as those who are uninsured grapple with even mental health services, maybe perhaps Madam Chair, you can highlight, how do we interface, if at all, with D, when and or how do we make referrals for our parents or to connect them with resources that are available. I think oftentimes there are resources that the community just don't know how to properly access.
Ideally, the most smooth way to do is do it directly through the health house, because Okay, next is chacha, all of those scopes within the referral band that they had, but D when is still funded and charged with the care of mental health services for Wayne County, right? And so in, my only concern with the comment on last night was whether or not it was an undocumented situation, right? Because in that category, services are still provided, but it's not as accessible, and is also a trust issue, right, getting those services, if that's the case, and I didn't have an opportunity to have a one on one when I got down to that, that area, that person was not there anymore. So that's another thing that I think I like to refer to the health hubs to look at and so what services are provided for those that are undocumented, because we have a fairly sizable population down in southwest, choices that may be the case, absolutely, but the Health Hub, I would say, would be the perfect way to manage that for DPSCD, so that we not only have efficiency in getting better, we have a system in place that documents and traces. The referral absolutely, I love it. Got connected, and then what happened once they got connected? Are there brochures
for our health hubs? Yes,
that are okay? We do have brochures now
how widely we've been distributing and how much are still out there? Gotcha, there's always finally a refresh that we could do in that area.
And are you all doing that event again? I know it wasn't directly the Health Hub, but the event last year with the health department that was in the street, yes, okay, I would love to have a date early that that's something we need to push out harder as well. Great event.
Well, we do start so
that we can be even though school DPS will have immunizations internally. But,
you know, sometimes a great event, we just have, we have great stuff, but we just gotta get the
word out. Yeah. Okay.
Yes, food service. So just as a reminder, we always build conservative budgets. We don't include unknown. So the revenue here is a little bit lower. That includes the one time revenue that we received this year. So it assumes flat on the federal side, on inside, we are assuming that the tariffs start to have an impact. So you're seeing an increase there, and then it does reflect the increased salary and bonus payments that are negotiated in the contract. So your increase is there. So we are projecting a deficit. But again, there are a lot of opportunities so that deficit decline again. Tariffs aren't there. We're able to increase participation rate through the use of the meal cards or collecting that data, or we get one time federal revenue. Last is we're required by law to adopt the activity budget so schools all have their own checking accounts where they do the fundraisers and other disbursements. This is just reflects those fundraisers. The money comes in and then it's paid out in the same year
that concludes the budget.
I have a question about this.
The fundraising money is this the money by the parents who sponsor one thing or another to raise money. This
is not the PTA so the PTAs have their own separate account. Each school has their own account where they can do a fundraiser. For example, number of trips are on the calendar, right? Those schools are raising money to pay for those trips. It goes they get an approved fundraiser. We train everyone. Once they're trained, they can do an approved fundraiser. They collect the money, it goes in their school account, and then it pays for those expenses. So REM comes in, matches the expense out. They're not allowed to use the money for anything else, except for what it was done. But athletics has fundraisers for the athletics teams, field trips, other activities, grade levels, debate teams, Chef teams, all the school activities, robotics teams.
Well, this money is going to the school. It's a school.
It's collected by the school, and stays at the school, and it's been at the school. And so we have trained staff. The principal is the administrator in charge, and then there are bookkeepers who are trained. So
in other words, if they wanted to have a cookie sale for their trip to Chicago, they could have a cookie sale. It could only be spent for the trip for Chicago, and it goes into a separate account just for school X, until that event occurs. And then once that trip occurs, you know,
and the PTA funds are, we don't hope we don't touch the PTA funds. That's all separate.
Is that title? One different. Something different, different, different. Okay, I got two more questions. One, it has. The other question that I have has to do with all this stuff in the press about Martin Luther King, so I don't need to discuss it here, but there's some confusion on my part about how the issue with the money. So we can talk about that later. But the other thing is that I have is the
the funding
for some of the schools. It might be that this is approved, I don't know, but we have stores at some of the schools, whether it's where they're selling popcorn and whatever else is in the shop. So that money is going to be collected, and the principal is in control of that money too. That
would be that, that would be, that would be part of a school's activities account. So still do things linked to, probably what you saw, positive for reinforcement, attendance and tenants. But that would be what would be called petty cash that's handled at school level in their accounts.
But it's no cash,
because there's some of these
open every day. It's just a term that educators use because it's not a can be 1000s, usually hundreds, but not millions of dollars. So that's just a term that's been used before.
Okay, that gets in terms of,
yeah, and I have one more question. So with this budget here, of all this money, how do you determine which schools get what amount
the so each school has their own fundraisers and those I'm talking about this here. This is the school's money. It's all we have to do, one budget
for.
But if I raise the money,
yes, and it remains in your account. Sorry. So the this is the required reporting format that we have to do. It's a consolidation of every single school, but every single school money stays in their account. We never merge it. So cast this money is raised. Money that's raised the entire of all the school budgets is projected to be 3.1 million next year. And this is an estimate based on the trends that we've had, the increased number of fundraisers that schools are doing to collect those funds. The board is required to adapt a budget and approve, approve that them to be able to do that.
I thought this was the money that we are providing to the school. That's what I thought.
No, that's in our general fund operating budget, and so that's included there. This is nothing that the district is providing. It's all through the fundraisers.
Where is in the general fund budget? Is it in the one what you have here? It is, well, it's
based on per pupil. So,
so every going back to making sure that we try to provide funding equally to schools based on the number of students that they have, they'll generate what we consider discretionary funding, and so that that's allocated to schools, they'll have discretionary general fund money, And then they'll have discretionary title,
but that's, there's no line item for student activity
that would, that would be something that the individual school would do through their budget. We wouldn't, we wouldn't, we can provide that to you, but that that's done what we're doing here the you know, the larger Central, the larger district wide budget, but as a school, don't have the discretionary money, and then there are accounts that they can use for that, whether it be contracted services. You know, if they have enough, they can purchase additional teachers
or put it into field trips, data, culture.
That's why some schools have more than one or whatever, because they use their discretionary fund to decide I want to find a position. But it's also the reason that
some schools, some parents, are saying the schools won't help them with their activities, the activities they want for their students, because the school has the administration at the school has decided what they want to do with so that's why I asked they thought, I really thought this was what we're providing to the students, but apparently not okay.
We that we to try to somewhat address that issue we are we do require all schools to offer after school tutoring for reading and math, and then at the high school level for SAT so they can structure the way they want. They can do it Monday, Wednesday and Thursday, you know, and the teacher stay after school, or they use contract services to have someone come in after school to provide them. Okay, so that's standardized, but we talk about a rich after school program. No, not every school offers that,
but they do offer tutoring. I wasn't thinking about academic stuff. I was thinking student activities, meaning sports or any activities. So for example, the schools that are going abroad, those students who are going abroad, what money gives any fundraising money is but it's the money that they're providing who is not providing anything. Apparently,
no. Now some schools will do extra field trips. We fund certain field trips at the district level, so there's uniformity of exposure from pre K to fifth grade, and we pay for that through the cultural passport program. So we ensure every child goes to the zoo, every child goes to the DIA we do that. We standardize that. But if schools may want to do extra field trips, and, you know, go to a skating rink, go to Dave and Busters as an incentive, they get them extra money to do that, okay, but when it comes to like, international trips and things like that, that would all have to be fundraising activities.
So what about, what about the foundation, dpsc Foundation, what at what? What type of grants are being support are being provided for international travel and or otherwise student engagement.
We've asked them to do is put aside a certain amount and then create a competitive application process so that individual teachers parents can apply, and then there's a certain amount that will be given out every year for either international or statewide practice.
Anyway, there's $1 amount that the foundation is charged to raise and then provide those dollars available to available. All right, now we're down to action item again. What? As far as approval and recommendation of the Budget Committee, we're going to call for a special meeting in June, after having opportunities for the academic committee as well to contribute any comments, and then we'll come back with a finalized budget for the next fiscal year that we will recommend to the body for approval. And there is a community budget hearing that would occur about 30 minutes or so before the full board meeting, and then at the full board meeting is from the adoption of the budget. So Madam
Chair, should this be to this line item, state recommendation to approve the budget process, adoption process. Considering this is not just the first this is not the only part, 5.01 I'm saying, recommended to approve.
Oh, and that's what I was referring to right beginning of the before we adopted the agenda that we would
not do an approval. Oh, gotcha. Okay, okay, wait till the
academics next week. Okay, we come back in the special meeting, Gotcha, okay, okay, and then we'll have any recommended changes, gotcha. And then we'll be in a position to say that the Finance Committee has reviewed and is not recommending
this budget.
And 5.02
is that recommendation to approve the tax levy resolution, proposed resolution? I mean, because is it that contingent upon what
is the proposed resolution? Because we won't know, right? So
if we just talking about So number one, number two, now proposed
the
tax levy, yeah, yeah, that, obviously, that's required. That's how we generate our revenue. No,
I understand, but I'm saying it could potentially change. So figure could change, right? So it's the proposed resolution, okay,
well, the dollar amounts, right? Or the is that what you're asking like that did? Well, I'm saying give us flexibility,
because it's not concrete. The dollar amount may change. So it's if we're approving, we're approving, that the tax levy, proposed resolution. Is that more accurate? I think so.
Mr. Potato, I think that
required resolution that we provide the state the dollar amount won't change in submitting the day that we will be taxing at 18 mil.
Okay, so it is just the paperwork, Okay, gotcha, okay.
Collect those millages, you will then adopt the DPS budget. Gotcha. Okay,
no problem. So
I had asked.
Dr, I don't know why I keep on going. Dr, defeater, I had asked him to try to group our action items by subject matter, so that we can take them in grouping to tie our conversation.
So we will start with 5.02
when we get to out of school travel. So that would be 5.02 through 5.04 point 04,
Madam Chair. Madam Chair. Can we? I mean, I'm good with approving, although we're waiting for one of 10203, with no further discussion. We've already discussed it. I think jumping to 5.04 just to talk about that briefly, would be helpful. And then grouping all of the travels, 5.05 through 5.08 I don't think there's any discussion necessary. I do have, oh, you do. I'm sorry.
Well, just just for a second before we start. And then we could go 509, but always pull out any that you have already noted you have a question about.
These are all renewal contracts.
Probably just in the page. It's 529 then we'll pick it up over at 530 so having said that, starting with 502503 Is there a motion to approve as present, yes, yes, that's support. Okay. Hearing no dissent. Will consider those approved. 504 recommendation to approve a contract review for Detroit public schools, community conditions, foundation. Is there a motion
to approve. I just want to hear, I mean, I have all the information here, but for the sake of the public, we just talked about the 150,000
or potentially 150,000
that that's 504.
No, I'm looking for the the amount in the document itself. I don't see it 564,000
not to exceed
it's a real, I see it. It's a reimbursement contract, okay, just,
I mean, just brief overview of the work that and the scope of what we're reimbursing the foundation
for request of the district was essentially
imported a couple years ago, and in its restructuring, there's a reimbursement agreement. This is the second half of that reimbursed agreement for a three year period to do a reimbursement as they're rebuilding the infrastructure. The foundation is the sole philanthropic arm of the district. Its objectives and its targets are set by the district in terms of fundraising. Its priorities are set by the district in terms of what items they will fund raise for, including a request of allocated dollars for miscellaneous requests that may come from various schools.
So I'm sorry I'm not clear. What are we paying $564,000
for? Exactly, it's
a reimbursement. So you may not pay the whole 500
we're reimbursing for building out the infrastructure of the foundation to be the philanthropic arm for the district. So there's a building, not a building, a building
out, building out the program, putting
out the infrastructure operation we can build. Okay? Thank you for clarifying. Okay, all right,
and just, just for clarity sake,
is this the vehicle through all of our appropriations, we know, we all advocate it for the state appropriation dollars to come through. That's the best mechanism for where those funds go, and then the money is
dispersed to Yes, okay, and it's according to the priorities that the district says, not the priorities of the foundation, okay, so
the priorities that
Dr v you say these
are the, if you I think it was last month we went over what would be the recommended priorities, temperature, early, right, right, right gap and the Cooley project. So those are four or five, the priorities that the foundation is emphasizing its fundraising activities for
Okay, well, my I remember we asked in that conversation a lot of questions about the schools being able to use the foundation to help the schools, like grants. And it was a little fuzzy. So my question is, can't does the foundation notifies the schools of what grants are available, so that those staff members at the schools could say, oh, yeah, I'm interested in this one for my do we do we provide that information? Does the foundation provide information?
There's a process that's being put in place as they're building out the grant infrastructure to be able to be supportive of those schools, school, okay, part of rebuilding the foundation, it's, it's the reason this reimbursement grant is in place, so that they can build it out self sufficient to sustain it at the conclusion of a three year period. Okay, so that is for a three year period. Oh, this is the second half of the three years we already approved the first half, and it's going to end when the three year period ends, when
this grant ends at the end of this next fiscal year. So June 30, 2026 so if we were going to renew this agreement again, it would go back to the board at this time next year, for the following year,
so those three years, then it will be, ultimately, self sufficient. That's the plan. That would be good.
All right, all right. I think I have everything.
Is there a motion to approve Second
tribal four is approved. I will go to request the five bar 505
through 529,
well, no, no wait, 5050 yeah.
505 to 508, to 508, yes, yes, I see my marker here,
yeah, 508, is
there a motion to approve? Is there a second? I have some questions, like a second, but I got some questions here. Okay, I'll open this session if you're second. The most I did. Okay, I did. I understand your question.
My first question is for all the schools that are traveling this year, and in the future,
they're flying. So will they have,
will they be required to have emergency return flight insurance? I'm really concerned about that, because, unfortunately, I had some students this semester that went wherever they went in the Middle East, Eastern, and they couldn't get back out for three or four days. So and if a student has a medical emergency or some way needs to come home right away. So are we requiring that they have emergency return?
Mr. Video from a liability insurance. I don't do you know that, or
travel insurance, or so, part of what we do every field trip goes to the approval process. We procure insurance for it. It does cover emergency, but with any emergency that is covered, I'm asking right now whether we require or we pretaid for emergency flights, I don't know, but I do know if there is an emergency it is covered in our policy,
really clear, yeah, no, I don't think we know. So let me find out. Okay, okay.
My other question is, we need that. And my other question is, because you're in foreign countries having medical care, if you do get sick there, we have to have a way to ensure that the medical care will be paid for some countries will only accept the credit card. That's right, not accept a check or whatever we gotta have. We have to know what that requirement is, the minimum requirement to get into the emergency room. So, you know, because I ran into this when I went to whatever the island was, I can't think of any of the island that's a desert but it's a desert island anyway, so we want to have that. And then the other thing that I have is, do we have a standard form for the students and parents who are traveling abroad, a standard form of all the requirements, like emergency medical, who you, who they need to contact back here, requiring parents, signatures, etc, etc, etc. Is there a standard form for all these? There's a standard consent form for traffic,
the latter, the latter, yes, I'll have to research the if there's a need for emergency flight back or medical care, I'll research those questions and give input. Isn't finding things, but
the form for the parents signed for travel? Does it include those things, such as if case child gets sick, who to contact? All these things? Yes,
that is done, but the first two questions, I'll have to search it right.
But here's my recommendation, if we don't have emergency medical care in those countries, we need to have it, and if we don't have emergency flight home, we need to make sure that that we have that
I'll follow up on your questions. Thank you. Any further discussions for
505? Through 508,
yeah. Can we go
approve a motion to approve 505? Be 508,
all right, we'll go to 509509
I just have one quick question on this one. I just see that it helps to digitize the 504 plans, just keeping in with the challenges we've had with IEP, tracking them, making sure they're timely, etc. Is this producing the level of report that can help us identify where there are gaps or no?
It says 504, point special. Yeah,
it streamlines that process. But I can understand your direct question, no, not necessarily. I think that gaps as far as if it's being implemented with fidelity,
well, no, no, I'm just saying timeless timeline. If there are any open I guess I'm envisioning the records being housed in this platform. Correct, yes. And so teachers have easy access. And then those who are working with completing those that need the 504 plans, you know, this is just kind of is an open file, basically, so some way to better manage and or track what's still outstanding. Basically, Okay, gotcha.
What number are you talking 5097
Okay, all right,
that's the goal. That's That's it. I have no no further, no further motion to approve.
I was going to take 509 to 529,
no, ma'am. I still want, I still have a couple of questions. And I just think, with all of these, and I did see, and I did see annotations from like the next five, oh 5.10 feedback from early childhood staff, I just have to make sure that whatever, and we'll do this maybe through policy, making sure that any of these education contracts that we are getting feedback from the staff and or having them in some kind of way ensure that fidelity of the of the product, I guess, for the lack of a better word, I did have a question For please. Thank you. Miss Campbell. Five point 11 Wayne County Community College to see that expansion for dual enrollment, especially based on some of the conversation we had last night as well on CTE, possibly expansion on the east saddle partnership Ed mints, I had a question with respect to compensatory and or credit recovery. Is that who we're using? Let's see. Let me go,
yes, it's for credit recovery. It shifted ingenuity, debt and
momentum, okay, and I didn't see. I
just want to make sure that as best possible, especially all of our principles that we continue to highlight as moving the needle on performance, that we some kind of way incorporate their voice and evaluating these products that gives me all the clearance I need, and saying thumbs up,
they Were part on the they were part of the review process to shift away from
ingenuity. Gotcha. I don't see that reflected
as long as they were, let me say,
I I asked that question before even got to the board. But I don't think it's okay.
Gotcha. Gotcha. That's just helpful. Newsley, I think I had a question.
What number you on now? I'm on 513,
reading fluency.
I think that I think the Edmonton was the main one, are we? Are we offering these opportunities for credit recovery? I know we have summer school, but are we offering credit recovery
during the summer as well? Yeah, okay, that's, that's where the that's where the seniors that are
behind get across the center. Gotcha. Okay, just want to make sure.
I got one more question regarding the credit recovery. Since we've had the personal curriculum, are we offering any of that to any of these students to help them get their diploma that wanted? I'll
have to follow up with where we are with you. Numbers. Yeah. So
I'm good up to now, five point
5.22 I just want to see a more diversified staff. This is, this is the, you know, I'm not in every school, so I would love to know, like the demographics and the breakdown of of a diverse staff with respect to sign language every board meeting, I've never seen an African American. Oh, okay.
I think I'm I think I'm good. Madam chair on through 5.29 some of these have the state cooperative purchasing agreement, which is also helpful.
So the chair requests that we type our 5.09 to 5.9 is there a motion?
Most support motion?
Yes. Need any further discussion? No, you're not it would consider them approved at the end of this meeting. Dr Pete, be sure I got the right notes and you got the right notes. Well, the follow up slide, yeah, so that we can have them recorded for the minutes. All right, so let's move on to
the chair. Needs to ask
that we have indulges for at least 15 to 30 minutes past our time. It's supposed to enter five, and we need to conclude we need approval of all of these items
you got. And say no that we go, No,
my eyes point three zero.
I I would say to the end,
5.30 to 5.46 Well, I'm not rushing the time. I don't have any problem with any of these. Yeah. You know, mine is, mine is mostly academic. Yeah,
inappropriate. I know it's okay. If we can, we can do it. We can get your question in, in discussion. If there is a motion on the board, there's a type one, 5.030 to 5.46
I want to take it out. I want to take out 5.37
GDI, I believe they're the contractors. I hope I have it right that do some of the cleaning. Yes, I've been in too many schools. There's too many problems. They're not cleaning the school.
Okay, let me, let me just, just at one point. And then I go back to ask an emotion, because that is an RFP for process, a who process, RFP process that you go through to do that, the failure to renew them, then says that you'll have this gap where there's nothing that can be filled for a period of time
well, so they're under contract right now. 88 contract ending. This is the renewal. When will it end?
If this is renewed, then they would end at the June 30, 2026, for the end of this, end of that school
year. I remember them putting them on notice and do an RFP, and even look at the process for which you call to quit the contract for performance, if that is necessary. I just don't want to turn around and have no one there while we're looking for somewhere that's my
and many of these members from SEIU were from here yesterday. But go on, yeah, so, I mean, I just don't think
the point for me is because I've been in so many schools, the bathrooms aren't kept clean. There's not toilet tissue, paper towel. And I went over to which school I've been in so many I went over to the one on Wyoming. I think it's on Wyoming, when you have the staff saying, what can you do to help get the school clean? And you're looking at the walls and the halls along the edges of the wall, they're not clean. That was three weeks after Monique went and made a report about the cleanliness, the things she sent it to about base. So I've just been in probably 15, at least 1520 schools already since February, and this is what I'm finding, that the people are not there. The principals and the assistant, whoever's in charge, is complaining to me about the cleanliness, or I'm complaining to them about
they're the ones who are accountable. From my perspective, that's the first line of accountability. The school is not clean their principal.
But the problem is, if the people aren't there, they're not coming to work.
Well, that's one I think there's a contract accountability process that you go through. It's not fulfilling the contract. But if you tell me, am I or shooting, we say we will provide a gap if we do not renew the contract, and then deal with it in terms of performance. No,
I would agree, if the board doesn't want to continue with GDI, then I think we have to hear that from the full board on, and then we would use GDI for this upcoming year, and then plan to pick another provider
that would be that would be the
transition would be improve the contract that ends in june 30, and be in the process of putting out an RFP for a new one. In the process,
can I hear from Sean what her recommendations are, or
recommend she This is a recommendation.
Look at her. Name is at the bottom. I
know, but Kelly and I have talked about because I met with them twice, I've met with her twice, and we've talked about the contracts and the fact that this company, we're having problems with it, and what she recommends in terms of decreasing That's what she said. That's, I misunderstood. It decreasing the amount, taking the money, some of the money, back as punishment. If you want to use the word punishment, we
do that now when, when there are vacancies, when there are performance gaps there, there are clear key performance indicators that the company has to make or we take back money. So we, we do that on a on an annual, quarterly basis, and then sometimes we use that money and put it back into schools through, you know, upgrades on the facility side and facility improvements, white ones, not massive ones, where things going to have to happen in the building. But Jackson, you can speak for yourself.
Chair and Dr, needy, yes, I pretty much echo everything that's been stated. Number one, if we do not renew the contract, we will have a gap. We will not have custodial services starting July one. Secondly, we have included strict measures in their contract. Those KPIs are also listed in this board item. If they do not meet those metrics, they do not receive their full their full profit for that particular quarter, and it's based on a numerical value. And we have been successful in the past of recouping that to Dr Beatty's point, and we've reinvested that back into the building with making upgrades, with brush room flooring, etc. Also, I would say that we're scheduled to issue an RFP for custodial services, for facility management services, in September of this year, and we will be having a vendor care for other vendors as well, with consideration perhaps of even subcontracting services to smaller companies who do not have the bond capacity to take on these projects and in of themselves, and they could partner with some of the larger companies. That way, in the event of absences and we have insufficient number of staff members, providing service in the evening, then the subcontractors could come in and take care of ourselves.
Year, and that was the amount that I listed,
but since then, they've done better, because they did not receive their full profit any of the quarters of that year. Okay, I'm not going to belabor this, but I would recommend that the people who are responsible visit these schools, because what you think is going on is not going on. I go in and out the boys and the girls bathrooms. So when I go to these schools, so I just, I just just want us to have our people should have the best and the cleanest facilities. And when you have a student complain to you over at Martin Luther King, as a matter of fact, he sat with me and complained about the bathroom
not being as clean as the bathrooms in New York. Scoop, interesting. So we were at Martin Luther King last night, and I know we use maybe a different bathroom, but we do have to count account for student factors. Let me just say this, because this was a very important issue to me early on, and while I probably don't have the bandwidth to visit as many schools as you as a member Brian, that is one of the focal points that I also not only ask the students, but The staff, and we came up with last Term or Term before the getting the feedback from the principal. And I think it's always important. I know that you guys are out troubleshooting, but I don't want to be dismissive of the leader of the building. And if the leader of the building is you know, you can have any random day in a system where kids are putting toilet paper in the sink, in the toilet, and the things that they do leaving the water on, and we just happen to visit that day, versus getting a full survey
from the building leader and the staff. And I think that's still in place? Yeah. I mean, I think that all, all of this ties back into that the funnel
for understanding just the quality of
cleanliness comes to the survey, right? Okay, so I just want to make sure the survey still happening there, and the principal can say they don't feel the classrooms are being cleaned right? Bathrooms aren't being there. There aren't supply. So it goes back to the principle to say the rate the cleanliness not low, which automatically then triggers from infection scene, you know, to get someone over there, understand what the problem is, and then connect GDI wants to be fixed. Is it, is it a, is it a vacancy issue? Is it a someone's not showing up? Is someone new and not properly trained? Is it an equipment issue, you know? So that does happen, but I you know, as you visit schools and you see the issues that you're seeing, then what I would recommend is, well, based on the last survey, how are you rating cleanliness? Because I'm seeing that this isn't clean. Did you note that in the survey? And then I think that the opportunity to hold everybody accountable, which is, if the survey is low, and then the problem persist, GDI issue, operations issues,
because then we're not problem solving. But we got to start somewhere, and where we started that survey, right? The red flags or something, right? And I'll say this, because this is one issue I had with Malcolm X we were getting a lot of calls, and so I wanted to talk to Dr Robinson. And I'm talking to Dr Robinson, that was a totally different report over at base. Mr. Bailey, I just want to clarify, because I'm asking these questions intentionally. Base is not GDI. I think it's RNA, correct. So I don't remember all of them, but this is the reason I'm asking this is I have a very point of intentionality about the cleanliness of the buildings that goes to as well. So we want to be fair. And then I don't know, are we helping with staff recruitment? I know that's their private staffing, but are we, in some way, at least opening
up staffing opportunities through our schools,
or maybe we could do we are so the principals, many of the principals, have helped us, because they have many family members who spent a lot of time in the schools, and so we've asked them, would they be interested in actually serving We did have banners at one time that adorned the fencing stating, hey, we're hiring. These are five
hour positions. Also you
can work all your students are in school while your children are in school or immediately they're out, which is a good partnership. We have been successful
increasing the number of
reducing the numbers making
these by hiring families. So that would be a good idea to have when you have those open houses, hiring, making, making it available 100% now, because it's the same way we're looking to have lunch room staff, janitorial staff. I just think, when you think about the culture and the community from which the students are coming from, if, by chance, we have people that are directly in those communities, they could help without a huge transportation issue, fill those gaps. And I know that even before and why shank think during COVID was when we even increased the salary. So I think the list that you sent me should probably be shared with board member Brian and about board members short so they know actually which schools are which. But again, and I will give you the SEIU team that I talked to the leadership last night that was a different scenario. They gave rave reviews for one, and they had some concerns for
another, but I will say that the look at the evaluations that come from
that, then let's go back
to their motion to tie our yes zero to 5.46, yes, ma'am. Okay. Now, is there a motion to approve the tie? Bar support
any further discussion.
No dissent. They're approved. That
takes us down to public we have anyone in person for public comment? Do we have anyone online. What. All right. Hearing none, for them, for the public. A geria
