That will be really good for our transitions for our students and also for our teachers to be able to work together. And on the very last slide, I just had a rationale there about that curriculum. Again, tight mapping to the Indiana standards. Um, very comprehensive resources for our teachers. Uh, a lot of, uh, information that was available in multiple languages, which was important for our folks. um a lot of built-in group and partner work um which we know aligns tightly with our instructional framework of getting students to process and and work together in teams. Um and again just a a really relevant curriculum that had updated videos and slides and high quality materials that our teachers really felt would be engaging for our kids. And I think that's it. Thank you.
You have to have an agenda but you the secret is really frequent meetings. Um um so you have those kinds of meetings at least every other week like in a month you might have two meetings and so people feel comfortable um the more that you have these frequent meetings talking and while there is a flow and an agenda about specific things that are important like one of our goals this year that we worked on was looking at five students and having teachers also look at five students that were not performing successfully and taking a look at what you could do to motivate change in those five students. So there's a a a method to this. It's consistent and it's it's frequent um and um and people will will come. And the other thing you have to do is be actionable and follow up on whatever is a concern.
You know, the fourth grader was really relaxing because he was trying to support the kindergartener and I just never forgot that and thought, "All right, somewhere we're going to, you know, work on that." And it it obviously, you know, it's not just leaving our students with another child. You know, it it's definitely supported with by our school counselors as well as the admin team. So, fabulous. Um, yeah, we're excited. Excellent. That's awesome. Thank you very much. Anyone else? No, I'm good. That's excellent. Good job. So, I do have a couple questions. Sure. Uh so under focus area one uh TL1 in regards to the uh the the windb block scheduling, how did that come about come about? Was that um organic within the building or um because I know and I'm not sure if other schools are already doing wind blocks in the district or I'm just curious.
I just always like to highlight um if you look at that variance over under by line item, you're going to see big swings. That just happens cuz you're budgeting out so far in advance. state recognizes um that you're bounding total by fund, not by individual line item. So, just always focus on the total number, not necessarily your individual items. Going to slide all the way back to page 44 now.
Like I mean, you need to start if you're going to do it, you need to start building by July, August. Like I would much rather or I I would strongly be in favor of slowing it down. let's get it right and then let's start and then we'll figure it out on the back end. Because if they have to show progress by the end of December, we could start October 1st and give them something. Okay? So, um I I am in favor of like let's get everyone's needs addressed. Let's make sure that the money's right on all of it. Um and not hastily get into something. Makes sense. So, is the size of what we what you got sketched out, is it roughly the same size of what we were wanting or maybe a little bit bigger? So, it it it's actually about the same square footage of what that original floor plan from was cuz it's about 100 by 60.
But that way, um, it certainly I'll be happy to answer any questions you have this evening or questions between now and the next meeting. And this is just the first question on first tonight. I didn't read it yet. I did read the whole [Music] possibly not. Um it will take if if at that um so before our next meeting next month we have a work study session about of the possibility of switching policy services. But that process will take several months and we need an updated policy manual in the meantime to work from. So, you'll need to make sure that our current policy manual is completely updated um because it will overlay any new one we have and that'll be a several month process. So, good question. Okay, with that then good night. See y'all next time. See, I just
Before we go on, does anybody have any questions about what has taken place in the past with preschool? So, just so the board knows is that um at the and again another consent agenda item is I'll be recommending that rate increase to $200. It's still um quite affordable with what you see that we're offering on a full day experience versus some of those that you see budget can continue to support some of the pieces that we're doing. So, we've got to more and more make this self-funded uh to make this to make this work just for the sheer fact of of financial um reasons. I'm not trying to scare you, but uh I've been um if you want to come over to my house on the weekends and sit at the kitchen table and try to pencil all this out, it makes for an interesting math uh problem.
You have any questions for Natalie or for me? We'd be happy to take them at this time. Yes, Miss Lawrence, a couple of quick questions. Um, the Gaga Pit, which um, as we know is the great unifier across cultures, languages, uh, etc. Um, the ones that you featured here are portable. I don't know if as we're updating some of our, and maybe Mr. Smith, this is more a question for you. as we're updating some of our elementary schools if we have plans to add a gaga pit in and then would we then not get put that gaga pit resource at that school? Yes, three schools were renovating as we speak. Uh we'll have uh new playgrounds and Gaga pit each of those. And are we supplying shout wipes to all of the families that have to then take care of the clothing because I had plenty of Gaga pit related stains in my life.
Um, for example, like in I will tell you in early August and I will not forget it. I had a custodian reach out to me and she said, "I'm really worried that I'm really not gonna," like she was the head custodian at the high school. She said, "I'm really worried I'm not going to get the school um opened for the teachers in good shape on time." And so I said, "Well, what what can we do together?" And so she said, "Well, let's" She said, "I'm been really short staffed all summer and you don't have manpower and I don't my equipment is broken." And I I you know, for like you know, scrubbing the floors and I I thought, "Okay, those and facilities director had said, "Don't talk, you know, report everything to me." But he wasn't really doing anything. And and so um so we fixed it.
It's been it's been in place. I think we're we're really trying to um create the feedback I was receiving. Typically what we do is at the Potter school anyway is we give teachers their schedule, but it's really here are your intervention blocks. So here's that win block and then they build everything around that. Um so they have the the freedom to be able to do that. Um the feedback we've been receiving is that's really challenging. Like as a teacher I would have loved that because I wanted to do what I wanted to do when I wanted to do it as a teacher, right? But now when you're trying to create a special education schedule, you're trying to do a related service schedule, it it does complicate things. So the feedback we were receiving was, "Please just give us a schedule." Um, so that was the feedback we were receiving.
And as you glance through there, if you do review those individual fund summary statements and you ever have any questions or that, you know, we don't get to tonight, as you glance through it, feel free to always reach out to us. We're happy to answer any kind of questions that you guys have. But on page 44 are your agency funds. Uh, like I mentioned, you glance through here, you can see a lot of those are your school activity funds. Here we're just kind of giving you the ins and outs for the year. You've got your beginning balance, your receipts, expenditures, and your ending cash balance. Following page, page 46, those are the district activity funds that actually do belong to the district. Um, things like your receipts and sales tax, things of those nature. The next page, page 47 and 48, gets into the single audit portion of here.
Okay? So, it's a little bit smaller with, you know, what we have mapped out here at 100 by 50. And again, that's just estimates that we've worked on. This is not by any means down to the centimeter. One out here I think was 50 by 80. That's kind of got down to down to. Okay. But now we might bigger. Yeah. Now there just the finance side that I still want to talk about too. Whether we if we want to wait and go go forward with trying to get both of these and bring it back and go that direction. That's great. I think that's a good idea. gives us time to still do what we need to do and talk to who we need to talk to. We just make sure we're on the same timeline with what we need to be on. I mean, from our standpoint, we don't need to have a definitive direction tonight.
Um, we cannot uh be subsidizing uh programming like we have been doing before. It's just a it's just a reality. Not trying to be defeist. I'm not trying to say anything else. It's just the facts where we're in. So, I appreciate um the three of you and your leadership with doing. But now's the time to ask those questions or call me or Jay and ask those in the meantime. But otherwise, that's going to be another consent agenda item on the 28th. Then Jay, did I say that? You did. And I'd like to say, and maybe this is not the time, but maybe at the end, um, Mr. Trout, I appreciate your leadership because my goal has always been to have a preschool in every elementary school. Being an elementary administrator for 32 years, man, when you've got those preschoolers and you can get them in, uh, and you know that, hey, you're going to have 16 or 18 or 20 kids that are going to join you in kindergarten, um, it's just it's amazing.
Um the refere uh the refrep curriculum which I think is really amazing. Um are we going to reach out to any of the like Pride and O who are always looking for referees as a resource for some of our students? Yeah, I'm certain that our um our community partners would be thrilled to know that a lot of our high schoolers are going to be certified and able to do that. Um I'm pretty certain that our coaches and our athletic directors and I'm sure Dr. Nesbbit and all of his work will let know let uh all of them know that we've we're going to have quite a few students that are going to be ready to earn a few dollars. Very good. Other questions, Miss Dunn? So, first of all, absolutely incredible that we are offering that opportunity for our students to become refs because obviously with physical education, many of our students by the time they reach high school are taking that credit prior to and so just brilliant, brilliant, brilliant.
I said, "Would you I said, "What do you what are your suggestions?" She said, "I need some more people." And so we looked at hiring um a team to come in and do like three days worth of labor um for the custodial and we set goals. I calculated the square footage with her. Um it the the price tag on that ended up being $9,999. uh there's a reason for that in terms of what you know about um goods and service laws and what you can do when you bid out something. Um so anyway, they appreciate she appreciated that so much. The teachers were able to get in. We didn't have any stressors because school can't you can't say okay we're going to open a day late, we're going to open a week late because you have to have a certain number of days. Um and we had the calendar out it was published and so so anyway so that's like you know anytime you have things that you can be actionable and you need to just follow up right away and that's how we did it.
At the same time at the district level, we were talking about building that that schedule. Um, and I'll just jump in there and just let you know that's work that we're doing with our elementary folks across the district. So, we'll be talking more about that. Okay. Thank you. You're welcome. And if I could just uh ask one final question. Sure. Great improvement plan. By the way, um I'm not sure if Mr. Porter had anything to do with it, but however, however, you certainly you certainly contributed to it. I have no doubt. So, this question is for either of you. What do you find moving forward and as your biggest challenge as building based administrators? Is it and you know be honest is is it staffing? Is it wishing that you could have more ESPs? And you know I don't mean to put you on the spot but I'm I'm just curious what I don't want to overstep my I mean I could I mean yes.
Uh this is the schedule of expenditures of federal awards. Essentially this breaks down all the various federal grants received and spent by the school district during the year broken out by their various departments of the government and then broken out by their various types of grant. Each of these grants are assigned a pass through number um from the pass through entity. So KSD or whoever else the grant's coming through. And then they're also assigned a federal CFDA number. Um just helps them keep those all separate on their side. Next column is your provided to subreients. Uh that would be if you received a grant and then in turn granted that out to somebody else, you didn't have any of those during the year. And then you've got your receipts and expenditures. Uh so we just go through a checklist based on um the grants we've tested before, ones that this um government tells us are more risky, things like that.
Okay. Let's let's get the the right decision and right price and then go that direction. So, okay. And I was just gonna say I think you wanted you to say, Michael, just if you had any thoughts or concerns or anything too with Yeah, that would be that would make it so nice because then that would take a big thing that we were thinking about doing and take it off our plate and then do that. And B said that 2016 was when the courts were resurfaced. Okay. 2016. So, October 10th. Yeah. basically. And then I forgot there was also my father-in-law said we he can't do the tennis courts concrete, but he does concrete work on the side and he said he donate all that. We just have to pay for how much the concrete cost, but he would donate labor and all that stuff for it.
And so, Mr. Trout, thank you for your leadership. Um, we're almost there. Um, we're very, very close and and horse man, as the ladies have said, we're working through uh that. Um, but um what a dream come true. But again, it takes an awesome group here and these three ladies are awesome to work with and u kudos to them. So, Christie, let's talk about vouchers. Okay, so um this year we started with the voucher program. So what I do, one of my main roles is getting the vouchers and helping the families get those um applications sent in. So there are two different types of vouchers. There's the childcare development fund voucher which is the CCDF and families can apply for that if they're under the 150% of the federal poverty level. There is that is for three-year-old students. So then the on myway prek voucher, the OMW, is also based upon a federal poverty level, just their income, and it has to be under 185%.
So, kudos to those of you on that committee that have worked to do that. Um, just a few questions. Um, you're talking about gaga pits and other things and updating uh PE equipment. How are we updating PE equipment throughout the years when it's not a um curriculum adoption? So, I know there are things like nets, balls, cones. I mean, there are so many things that go into that that I would hate to think that our physical education teachers are only getting these resources um every since I mean, it's been six years since 2019. So, what is the process to update those resources? Mr. Miles, Roger Smith, you can chime in on that to help them out. How how do we handle this? We have two ways. Yeah. So board when you're approving the projects there's in the detail a lot of loose equipment and also Mr.