The attorney may appear in person or telephonically. >> Second. Okay, great. All right. So, we will move into We have to vote. Oh gosh, we have to vote. [laughter] >> All right. We're going to vote to move into executive session. All those in favor say I. I. >> I.
And then just some exercises that we do up top, some interactive polling that we can do to understand what is that future of teaching and learning look like um here in this community. we come away with a lot of information and we begin to start looking at your floor plan, identifying potential modifications that we can make with some renovations or some additions um to help achieve um you know to help align the physical space to to your teaching and learning goals. Put together some conceptual renderings as well that really helps when we're talking to parents and community members to talk about what is the vision of this space and how is that going to improve teaching and learning for your students. Again, talk a little bit about wants and needs and desires. There's going to be a lot of them and we want to kind of collect as many as we can.
It's not an independent, you know, separate document. It's going to be in alignment with what you believe and what you desire most. >> Mrs. J, >> just what you said, 90 days from um >> their their beginning, their start, >> July 1. Yeah, >> it can be. I mean, you're going to give it a week or two, but nevertheless, my point simply being is that they're going to create a document of what does that 90-day plan look like? What's the listening opportunities that they have? Not forgetting that there needs to be action as well. But, uh, it really is a wonderful guide and the uh mentors and coaches are another item of what we believe is important as well. Uh, one thing that I forgot for challenges since we were talking about de declining enrollment and we're talking about uh, you know, not in the next year or two, but the challenges that I that I that I see that the new superintendent will confront is closing another school if we continue to have declining enrollment.
Um and then lead through a prioritization process. So, we're going to collect a whole bunch of ideas. We're going to put together a bunch of projects and pricing. Um but we know that budgets are going to be um going to be limited, but we help you through a prioritization process to figure out what um what has the highest priority and the highest impact for your community. I just want to jump through some some images of future ready learning environments, but quickly talk a little bit about how have transformed and I would argue the first three they didn't look a lot different. We had a color in the the 90s, but we still had students in desks and rows facing the front of the classroom and instructor with similar technology. But in in the 21st century future learning environments, we're seeing additional technology. We're seeing concentration on natural daylight, some flexible furniture so that we can have some collaborative groupings and move students and space around a little bit.
We cannot have a school that's 50% capacity if the declining enrollment keeps on going. So future, you know, 5 years, seven years, 10 years closing of schools. Again, a very frank and authentic genuine conversation. If I may for a moment, I was the interim superintendent in Pasadena for five months back in 201920. I'm the guy who closed three schools. You can imagine what that was like. And so, how can you be strategic about that but still fulfill the fiscal needs of your district to provide the services to your students accordingly, if not even raise them accordingly? But it those are very difficult decisions and challenges that a lot of school districts are currently facing. Anything else that we might be able to answer?
And I always just think this is a fun to think about. You know, we're we're preparing students today or kindergarteners. A lot of them will have jobs that didn't exist that don't exist today. Right? So, this is just a a few careers that didn't exist 15 years ago like prompt engineer for AI, social media managers, um equipment automation specialists, EV vehicle technicians. A lot of careers that didn't exist 15 years ago. Again, our students are going to experience that. This is a report that the World Economic Forum puts out every five years. So 2030 I would think would be um around the corner for us, but it's interesting to see what world business leaders think are going to be the top skill students need to leave high school with to to thrive in the fourth industrial revolution. So it's always interesting to see which ones fall off the list, which ones move up and down in 2025.
Any questions that you might have prior to going into close session? And close session should not take long, but we do have a couple of other questions. >> Colleagues, you have any other questions? I do not. Thank you. >> No. Okay. So, we will now be moving to close session. Is that held here, Madam President? >> Good job, >> David. We're just looking at All right, go ahead. I'll pop up. Sorry. Turn it on. That's all I need. Give up your phone. over where? >> Oh, yeah. Oh, okay. Thank you. >> New to this whole thing about being working late. Why you working so late? Why you didn't come home? >> And doesn't school end at Right. >> She's thinking I'm standing here. I'm out here. No good. >> What's her name? What's her name? >> Yeah, for real. >> Oh, there he is. Let's do the adjournment.
You know, the top two are analytical thinking and innovation and active learning and learning strategies. And we're seeing a large focus of CTE everywhere we work. Um, and I think this highlights a lot of why. So, of a 100 students that start um as freshman in high school, about 87 to 90 of them graduate high school is their nationwide averages. Um, 45 of them go to a 4-year university. About 29 of them complete their degree in six years or less. Um, and about 16 of them um find a job in their field of study andor a career that actually supports the investment they made in that education. Um all while there's six and a half million unfulfilled uh job postings in this country and we have about is it 3.3 high school seniors 3.3 million high school seniors in the country. So I'll jump into some project photos um and and stop and ask questions anytime.
>> Nico, can you hear me? >> Yes, I can. >> Um, are we are we streaming? >> Yes, we are. >> Thank you. >> Moving on to Moving on to item 6.0. report action of closed session matters. There is nothing to report at this time. Moving on to item 7.1, adjournment. Can I have a motion? >> I move second. >> No discussion. I don't see any. >> Y. Okay. This meeting has adjourned at 7:34. >> Oh, yes. >> Can I have a vote, please? >> Yes. We're doing a hand vote. >> Yes. Yes. >> Board member Adri. Board member Greer. Yes. Board member Ramos. Yes. Board member Ariana. Yes. >> Board vice president. Yes. And I'm a Yes. This meeting has adjourned at 7:34. Good night. A night.
Um this was a school in central Minnesota we did a an early childhood addition to a 1970s um elementary school. The focus here would be kind of how we needed to look at secure entry differently for the early childhood students and the elementary students. So, elementary still uses the main entry. Um, early childhood has a separate entrance with parking up front that parents can bring their students into that space. A view of an interior of a middle school, safe and secure entry. Now, this was a 1960s elementary where the main office was actually centrally located in the building. So visitors were able to get in the front door and they had to walk through half the school to get to it. And so on the lefth hand side you'll see the new offices. Those were actually classrooms. So we kind of did a land swap, moved moved classrooms, moved main offices, added a bunch of glazing for the transparency so that the receptress can see the visitors coming into the building and then updated lighting and ceilings and did some branding with the logo on the wall as well.
And also added some furniture so students had a place to gather before and after school. This is administration space that we worked on. It's actually a virtual edu. So, this particular school district has a lot of student or a lot of staff that do virtual teaching. Um, so all of the pods were for individual teachers, but then we have a lot of collaborative spaces throughout. Now, even the things from the ceiling are, you know, an acoustic felt. So, we're managing acoustics in any of these open environments, any of the color full panels that you see on those pots are also acoustic absorbing material. This is a professional space for students. So, there's a lot of for staff, excuse me. There's a lot of um office spaces. There's some shared collaborative spaces for for staff, but there's also meeting spaces where we can pull students in to do interventions or different special education opportunities with kids as well.
We always like to look at underutilized spaces within their existing facilities. I call them the in between spaces. So maybe just taking advantage of extra wide corridors for instance, providing spaces for students to gather to collaborate to work on projects, but also a social in those times when that's available to them before and after school. For instance, flexibility classrooms. This was a uh late late 1980s elementary school in northern Wisconsin about 45 minutes north of Green Bay where we took an existing facility. We really um took a look at how we could renovate that to be a future ready learning environment. So you'll see a lot of flexible seating. So not every student sits in the same chair at the same shape table. You see high tables, low tables. Back in the corner, there's some some cushions on the floor. Um, really purposeful with the case work that we provided.
You see the overhead doors between the classrooms and the corridor. They were able to open those up and allow students to pour out. Then even the divider between the classrooms is a writable surface that's an operable partition. So, if they want to co-e, they want to have a larger gathering of students, um, they can open up that partition as well. But it's really about flexibility and giving students a voice and choice in where they sit, how a shot of a media center and elementary school. We'll be able to renovate the entire space. You know, added kind of a an interesting wall between the main entrance corridor and the media center with some um kind of colorful acrylic panels that allow some light to come through, but they're all also seating elements. Students kind of like those cozy cave like feeling spaces where they can just sit and read.
This is a high school media center um that we did a full renovation. This particular high school had a lot of students that did um online courses at universities and other schools um beyond their district. They were a smaller district, but they wanted to offer those opportunities for students. So, it's a kind of a home for students to have power and data connections, different places to sit and collaborate, work on those projects. The next image I'll show you is kind of that breakout space with the yellow light in the corner. Just kind of a corner of a had these large oak doors um built. They slide to the corner if you want to enclose the space. All of the walls are rentable surfaces. Again, the furniture is flexible. It moves. It's comfortable for students together. >> Just if you look around this room, just imagine it looking as that previous picture and uh just how much your kids would love to go to the media center, you know, if you had that.
>> In this particular one, actually, there was so that's the breakout space there. There was an open collaborative with all writable walls. There's actually an overhead door there and that goes into a STEM lab. So they had a lot of kind of cross functional opportunities right in that space similar to this STEM fabrication lab that we're showing here was just the left there. So resilient flooring, a lot of furniture um and storage that moves. It's on casters. Make sure that we specify the right top so that the students can solder on them pounds not damage the furniture. electrical drops from the ceiling, you know, different lighting. This one also has an overhead door to connect it to an adjacent space and the technology to present and share share students work. We're doing a lot of STEM fabrication classrooms. Uh especially in southern Indiana. Um people want schools want to reuse space that is either outdated or they haven't used in a while.
Um so we're looking at STEM fabrication blueprints and and helping them get what they want for their students. This was just an existing class and we were able to remove the drop ceiling, expose a structure, paint it, make it look fresh and new again for them. >> Another STEM fabrication lab. The students are building furniture. There's a whole worldass wood shop behind that overhead door and through the doors. So, they've got the the planers and the table saws, the time savers to kind of work on whatever projects they want. And next to that space is another kind of digital fabrication space where they've got 3D printers, laser cutters, CNC machines. About 20 minutes left. Okay, >> we should be fine. >> Another CTE renovation space focusing on small engines and auto mechanics here. A couple just to wrap up is a larger image of a fieldhouse that we worked on.
And then the second image is the same space with the curtains, the dividers. I'm just showing how we can play at the wall. There's batting cages on the end. basketball. So we can break up that larger space with curtains. That's going to go the old gym. >> I literally thought the same old get rid of the old gym. >> So I'll try to wrap this up in about four or five minutes here. One of the things we wanted to do was through uh Grant mentioned the walkth through that we did with Dr. with Steve and then Chris and I walk through with Dr. Galvin. Um just highlighting some of the high priority areas and things that you know were on those lists. The things in orange are the things that we would maybe look at from uh Grant's professional experience and say we really need to probably focus on those things.
However, there's a lot on here, right? It's a lot of stuff to do. One of the things that we want to try to bring to the table, and I was lucky enough to actually the COO that utilized our community engagement and it is an extremely powerful process and what we want to try to do is answer three main questions when we come in. One, whatever you decide to do, is it right for kids? It's the number one goal. That's what we're here for. Number two, is it fiscally responsible? We've looked at and understand where your finances are as far as where your debt service rate is, and you got some big decisions that are in front of you. But if we take those two and we pull in what were your community support, how do we get there? And I think that was one of the best and one of my favorite experiences I had is we'll use postcards, we use listening sessions, put together task force.
Task force I saw was 29 people. They met nine different times. Then that task force actually presented to you guys to say from a community, we walked your buildings. We listened to how finances work and here's what we think we could we could support. So now you've got staff surveys. You've got kids printed in. You've got the community. Now you've got a way to utilize them information because in the end it's your community. It's got to be your vision. Nobody can come in and tell you what that is. Our goal, we're not here to tell you what to do. We want to help you and advise you. We want to give you technically correct information, good estimates that are allow you to make a fiscally responsible decision and through that community engagement, you can figure out what those projects are. So why site logic? We spent a lot of time.