That was new this year where we put it the virtual piece out and ask for any feedback. Um we'll hold meetings, virtual meetings where families can join in and give us feedback that way. So we're really trying to be transparent and engage our families um so they are aware and give us feedback on what materials are being used with their children. Um so again I would I would put us up to any other district in the state of how transparent we are with this process. Um again lots of hours of work. Um Dr. Hines has led supported a lot of this work. Mrs. Shayovich and then Mrs. Fay are also ones who put a lot of work into this. So now we'll go into each area. So we divide it up by like core areas. So the first one um as you said is our whole child.
So, Pretty close. fairly close right there. But again, my only concern is if we have a couple of hail storms or tornadoes, heaven forbid, on what that would kind of look like for the rest of our our budget value for this year. So, color-coded on there, the items in red are solid. We have bid prices on those. We know what those are going to be. The yellow ones, we would definitely have to have board authority for all those items. The greens, there's just still estimates that we have to have to finalize whenever um we get to that point. We're not there yet. So, um so, adding off of that, if the board's wanting to move forward with these football field lights, uh when I talked to both of these places, they said they're not going to be able to wait till the May board meeting to try to get them scheduled for the summer.
And I think it deserves deserves us to look at all the options that we could find. I mean, I'm not saying we're not going to do this. I appreciate the booster club finding this information for us. I do agree with Dr. Soltero that there could be other options we could do. Um and I just appreciate everybody's input on this. Um my only concern was that I did not get my standalone agenda item as I had asked for initially. Okay. Is there anybody else who wants to talk? All right, then the next person to talk is to ask the possible new hire to introduce himself. Do we have anybody else who wants to talk? I have one Okay. It doesn't have to be this meeting, you know, it could be the next one, but I would love to look at reviewing the board's own policy on agenda items because I feel if a board member asks for an agenda item, if there's any change to that like they're going to put it into another agenda items as reports that board member should be consulted before that.
So, there's a lot of factors that play into it. And, you know, students are not necessarily grappling with an overload of homework, you know. Though that's how it feels. Like, what they're really struggling with is the various things they're learning, how it's being taught differently in each space, various teacher personalities and levels of relationships, cultural differences even for that matter, and understanding like the student-to-student interactions in the classroom based on teacher and student management. It's very different, right? So, all these factors really do play a big role in student-teacher relationships. And like that's what we've been gathering feedback like, I mean, this week. So, yeah. Hello. Good evening, board. Um So, from our luncheon learns, we gathered all this information that we decoded from the podcast that we had also shared to the equity learning innovation meeting last Wednesday that we had that some of um board members have been able to attend.
So we review, we've been using um second steps and you know every so often we just want to review to make sure do we have the best to meet the needs of our students and our staff. And so based on the review process, what we're bringing to the board tonight is um three different ones. So for preschool, it's called Kimokis. Um and it it's very preschool with little stuffed animals and things. It's very cute. Um our elementary one is called Be Good People. And then we're recommening middle school is really and this is all based on feedback um from our staff and um we also have feedback from our families. So those are the three we're bringing to you for whole child.
So, if we're serious about wanting information on these, we probably need to have another board meeting between now and May so I can get another quote for you guys so we have three, and then you guys can make a decision off of that if you wanted to move forward or not. If we wait till May, we probably can't get them scheduled to be done unless something just opens up for them cuz they said anticipate probably about two weeks for them to complete the job. So, the other side of it, just to be very very clear, I mean, $60,000 whenever we have uh a group want to put $60,000 down to help with a project like this, I don't I don't know that we can turn that down knowing that it's got to happen. And if we come back next year, you know, we can't I I don't want to put words in the Roughneck Reinforcers' mouths, but um they can't guarantee next year that they're probably going to have that amount to to help with.
I'd like to have a little discussion on that and how we can fix that as board policy because like tonight I'm not upset but I feel a little bit I asked for this agenda item but it was not its own standalone agenda. Well, I know where you're coming from on that. This one wasn't a standalone because we had issues here and all the different time on it but I definitely understand your concern and we can have that discussion uh at the April meeting you know maybe do do the idea. I put a bike on that. We open up the field to softball games and football games. We kind of open up the campus and and there is a possibility that someone sprays after one of the events and spray across the campus and maybe we need some extra security funds. If they went from the gym to the cafeteria and then play the Olympic anthem to the event.
Um with the feedback and the podcast, we were able to come up with um kind of like a draft to a strategic plan um for our next steps and ideas and recommendations that we have to our board and um the future of SSAC. Um we will be sharing our podcast if it hasn't been sha- shared yet to the public um and with fellow members of the Board of Education staff and students. Uh based on the luncheon learn conversations, our proposed next steps to improve student-teacher relationships through rightful presence in the classrooms are starting with district admin and working along with SSAC, what matters beyond grades, what matters beyond the A, B, C, D, E, and F type of report cards. So, starting off with district admin, um we wanted to identify, clarify, and consistently communicating the shared definition of success. Uh diving into what it is to be a portion of a learner.
>> Any questions? All right. If no questions I will I will entertain a motion. I move that the board of school trustees approve Camoi's educator toolkit resources for the preschool whole child adoption appro excuse me approve be good people for elementary whole child adoption and approve really bill seal for middle school whole child adoption as presented Second >> motion by Kim, seconded by Josh.
Um they would hopefully they would hope I'm sure all of them would hope they would, but I don't know that they would be able to guarantee that they'd be able to help to that extent. You also can't guarantee that these bids are going to be honored in a year and they won't jump. Uh we were really surprised when we emailed them back today and they said that their quote still stands as is. I was we were thinking anywhere from 20% to 10% to Yeah, we didn't didn't really know what to expect. So, Uh have you thought about contacting Midwest Energy and see if they would help anything on this? Whether it's like donations to >> or taking out the old poles and stuff, so maybe we don't have that expense. That That was a question to the one of our board [clears throat] members was what and I didn't know the breakdown of the bids.
Because this is a future event that we do. Yeah, absolutely. I don't know if it should be or not. I don't know if this is worth having an agenda or not because but I just I just I think you made a good good point but yes, we are opening up the campus on these events and and there is a possibility that that somebody Mhm. There's a strong possibility out there, right? There is a possibility that somebody could get you know I just did a night and then the next day I know sports are affected in this stadium but you know one thing was saying about this football field is somebody might come in and spray. Well, after after eating a man, somebody can come and say that. Mhm. And so I don't know if even if you know what the cost would be, you know.
Uh the SSAC's role to co-create student-friendly language with visuals and posters we could put around the schools. With district admin, we wanted various stakeholders with SSAC to identify and implement three to five non- negotiable relationship practices such as, as Awik said, greeting students, the 4 + 1 rule at the door, uh knowing students' interests um outside of the classroom. Um SSAC role, we want to share student examples of what works and partner with staff to amplify student voice to make sure they're being recognized. Uh for teachers, um focus on increasing classroom engagement. From our luncheon learn, the podcast really highlighted hands-on activities. Um incorporating regular hands-on collaborative activities, like I said before, clearly communicating that students are valued beyond their grades. They're more than just a number. Uh building relationships through simple daily interactions, match strategies to students' needs and subject areas, especially like the core ones like English, math, science.
Is there any discussion? All those in favor? That motion passes 5-0. Next up is approval of third through fifth grade functional reading morphology curricular materials. So this one is um in in K through two we have the focus on um that foundational reading skills the phonics piece and um in that we're using the MA Rooney um foundation for support or Gillingham. Um so this is that next step. So we're going to continue using what you we already adopted last year but this is the focus on morphology or the study of words and word parts um for grades three through five. And you'll a little bit of a difference this year. We're not purchasing something with this. Um it's really we're creating um a structure that we want the board to adopt and then we have a scope and sequence to go along with that and that's for morphology to support grades three through five.
He's like, "What is the bulk of the of that cost?" You know, is it the actual light? Is it the labor? Is it Is it something else that we can help offset maybe Right. in other ways. So, I can reach out to Midwest Energy and see if they would be interested in taking the old poles down and But, and then I'm just thinking of anything to help out on that cost, you know. I haven't looked through 100% of it. The other one doesn't have a breakdown as well as that. Right. But, I wouldn't do it for free, would I? What? I don't know. I mean, they might be interested in helping in some way. Yeah. So, we have a couple of people too that work for Midwest Energy. Oh, sure enough. And then yeah, so I don't know what they can do to help or >> [clears throat] >> other things that Is it her desk?
I think cheaper than that maybe it's better over on that one. All over that then. Do you really want to do that? I just wanted to point out that after we posted it in a student council matters, they overnight field trip, um that we're going to have to put on the Wednesday meeting, but it's not on we need to come on the first session, but we'll be on the Wednesday meeting, but it won't be on the study session, so I just wanted to point that out. Okay. When did you do that? Uh has been posted on the No, there are no other no other all right here. I I just want to say uh Dr. Satello, you have brought a new renewed interest and pride to the My wife and I 7 years ago came to walk the football field and I felt like I was in a horror movie.
Um and then for students, we wanted to focus on increasing agency. Uh communicating needs, proactively engaging and asking questions, taking ownership of learning and behavior, and seeking out spaces where they feel connected. Um and just focusing on these areas to kind of slowly build these student-teacher relationships to become more proactive in the near future, especially when we give off all this data and all this information to the next members of SSAC. Um and that concludes our student board member note. Thank you. >> Thank you. You were there, yeah. Yeah, I was going to add just comment [clears throat] that um you all played for us the the podcast. The first The first 5 minutes or so, yeah. Uh I'm looking forward to listening to the whole thing, but at first when I was listening to it, I thought it was like an actual [laughter] Not it's not an actual podcast.
>> I have a comment on that. Um did some research on this and I'm excited to see how this evolves and how it helps our students. So I'm excited for this program. vocabulary, Greek and Latin roots. I mean, it's something that will really help our students um I mean in the early in elementary, but as they move to middle school and high school. And just to add, I think uh there are a lot of teachers that have talked um even just peer-to-peer or or people who would know me. Um they felt like some of that has kind of moved away. It was less popular through various changes in the last 10 or 20 years that that really affected spelling and comprehension and especially that you've never seen before. >> There are a lot of teachers who are very excited to have a return of focus on not just pieces and parts but the whole idea.
Yeah, they could just say that. Yeah. Well, who's to say they might have a program in there that would help out some of that cost and Um Well, they do and they have some Mhm. grants that they do through Midwest. Yeah. Okay. So, do we just need to um Do we need to set a date for another meeting? >> If that's what you guys are wanting to do, yeah, I would I would set a date on a I I don't know what your guys' schedule looks like, but we can't wait until May the Is it the 13th? Oh, no. 11th. 9th. 11th. 11th. We can't wait till May 11th, so I would say either April 20th or I know April 20th is one week, but we could probably get that done in a week. April 27th would be 2 weeks and then that would that would probably I'd be hopeful enough that that would give them enough time to try to get things scheduled, especially if they knew we were exploring the option.
There was a three-legged javelina on this field kicking up eating. There was a crow or a buzzard sitting up on top of one of the lights that was on. And we walked around and left and said, "We're not going back." So, the field looks so much better and you have you have made that that happen. And we appreciate it as the booster club. We're not we're not kicking dirt in your face and saying, but we we just feel like that you take that to the next level. Sure. We we need that. That's why we're here. I to I would like to add it's not just me, we have a great team. Oh, yeah. We have a great team and the facilities are back there. Yeah. They they do great work. Yes, we have a great Okay. Are there any other items? Make a motion to approve.
But, can you tell them a little bit about what the podcast is and how it came to be, uh and how it how it helped you all kind of summarize the information you learned from the luncheon learns? Yes. So, um obviously, doing luncheon learns at two different schools, we wanted to collect all the data like verbatim. We wanted to incorporate every single idea that was given, and obviously writing a hand by hand would take us forever. Uh so, we used an AI tool called Coconote, which um we would press record and it took every word of every conversation into account. And with the help of Notebook LM, which is also incorporated in Google Classroom now for students to be able to use in our district, um you put in any type information and it turns it into a podcast, which it kind of talks you through exactly what happened.