001Do I have a motion to adopt the agenda as presented? So moved. You have a second. Second. All in favor? I opposed. Seeing none, it's adopted. Uh we do roll call, please. [Music] Here. Here. Here. Rachel here. Jeff here. If you can please stand for the pledge of allegiance of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. We have any public comments? Okay, moving on to 3A. Personnel recommendations. Do I have a motion to approve 3A? So moved. Second. Any discussion? All in favor? I opposed. Seeing none, 3A passes. Move on to 4A. Referendum planning update. Ray and CG Schmidt. Hey you all again. Excited to be back with some updates. I've been busy since our last update. I
002think the last update was February. So, we went back and kind of looked through all the things that we've been doing. Um the images on the upper right are one of our progress updates. We've been doing these every other month. Um, so there are some photos here of some of the meetings that we've been doing. This is something that goes out um like that every other month. Been working with Brenda to get information with the window as well. It's coming up. Um, we've got a lot of people on site doing a lot of verification. So with a lot of the renovations and additions, we want to make sure that we know all the existing conditions and information um to integrate that into the process. So we did site survey uh and geotechnical borings. So you
003might have seen those um trucks um on site. lot of it was around um spring break time. Um we've also had a lot of our team members um as well as CJ Schmidt and our engineers in the building. So looking at the architecture, the existing building conditions, um mechanical, plumbing, electrical data, all sorts of things like that. Um as well as some specialty consultants. So looking at the auditorium seating, existing drawings, uh existing seat conditions, um our food service consultant, we actually uh did some observations, watched kind of how the food line works at the high school. Um we booked through that which was kind of entertaining. It's always fun to get in the building and see how things work. Um, so that was really informative. Um, we made some, you know, changes based on
004that and it also reiterated, yep, this layout is in good shape to move forward. So, those are things that we've been doing along the way. Um, we meet on a regular basis um for planning team is our term um every other Tuesdays ongoing um with the district with um CJ Schmidt and then um others as needed within that. And then we've also had our regular reader groups. So for Eden Elementary meeting with the 4K and 5K teachers, uh gym teachers, uh main office and support spaces. Uh we talking about the site and playground. And then at the high school meeting with PE teachers, school working with science teachers, looking at all the auditorium users. A lot of people across the district use the auditorium. So that was a really good meeting. Um and then also
005at the kitchen and the server that had a lot of input. We appreciate the flexibility of everybody kind of working with us to get those scheduled and we all agree that um the design's better for Thank you. We always like to give uh an update on schedule. So, you'll remember this graphic from our last update. These are the three main phases of the design uh portion of the project. So, we're in the middle of design development currently. Uh I won't read it, but you can see kind of the list of the things that we're working on. Uh we've got an exciting meeting tomorrow with the first interior design presentation. So we'll have a first look at some of the the spaces in 3D with the actual uh interior finish samples. U so that's exciting. Uh
006and then Ryan will have a bit more on the schedule from a budget standpoint later on. Uh so we've got about a month left in design development and then we'll transition into construction documents where we'll get into the real details of how the building will go together uh in coordination with our engineers. That's where we're at currently. We'll hit real briefly on some of the capital improvement plan uh work that was incorporated in the referendum at the middle school and Hail's Corners. Um so as part of continuing to uh map out all of the the various scopes of work within the referendum project. Um we landed on the roof replacement and masonry ting and repair being projects that uh Todd will manage directly on behalf of the district. with uh with out breer CG Schmidt
007involvement. So those are things we'll just do directly. Um but at the middle school we are doing uh renovations of some toilet rooms and showers in the locker rooms. We're replacing the bleachers and adding the divider curtains. So some updates there. And then at House Corners Elementary, um we've got a handful of things. So, window and exterior wall replacement uh work, the HVAC scope at uh HCE, including the air conditioning of um the areas without it, and then the toilet room renovations that weren't uh done, and it was part of the previous work. I'm going to focus on addition, give you some updates on that. Um this is a kind of 2D plan that you've been seeing for a while. There is definitely a level of development that we have um grown in this as
008well as some refinement. Uh the teal is the areas of renovation. So main office 4K classroom, the cafeteria, um as well as some support spaces, um restrooms, adding some doors, uh and then the addition in red with the three uh 5K classrooms, some additional resource and support spaces. Um and then uh the one station gym. Yeah. So again, you've seen it kind of this view for a while. Um here's that color. Um, it's a renovation renovation. Yep. So, the tones of of the teal or olive is the level of renovation. The lighter the color, the less heavy renovation. So, um Oh, the olive green. Yes. Courtyard. Sorry. Thank you. We call the colors different. Teal green. Check my color. That is the courtyard. Yep. So, there's nothing going on. That's just a courtyard. Um, it
009is just a court. It is a courtyard. Um but as we're you know adding the addition to it, we're kind of touching the building at different places. So we're in conversations about what's going to be in that courtyard. So we've talked with um teachers and principal at HC. So they had play equipment added. Um so we're going to be looking to see what makes the most sense um managing maintenance. You know, it's hard to maintain a courtyard, especially this size. So looking to see kind of what the the flooring is in that and then how it relates kind of to the other building. Um, so here's a kind of black and white looking at um, I'm going to get into 3D, which is the exciting part. So, I kind of want to set you up
010for what we're going to show you a little bit. Um, part of the exterior is replacing some of the existing windows. That's part of the capital improvement plan. Um, we are showing the the 5K classroom addition and the courtyard. Um, and then the one station gym. So, as you can imagine, these have volumes on the site. the different height of the floor to floor. Um we're going to show you what that's going to start to look like. So this is a view u kind of an aerial view from um the northwest sort of as um parents approach the parent pickup the existing building with the the main entrance in yellow and the existing um I guess fifth grade uh fifth grade classrooms now. And then you see the volume sticking up of the existing gym.
011Um we're adding on the um class the classroom addition. So, we're able to do a little bit higher um floor to floor with that, which is why that volume looks a little bit bigger. And then we have the one station gym. So, that volume is a little bit bigger yet. And you can see how that starts to plug onto the site. Um we do have two new entrances that we're connecting there. So, as I said with the courtyard, we are um tucking the building into the existing. So, there are existing entrances that we will be kind of building on to. So, we'll have a new classroom entrance. So when the kids come in um in the morning and release in the afternoon and off to recess, they'll have that new main entrance which is the
012middle yellow box and then a new entrance for the gym. So when you're coming to the site, you're going straight into that. You'll have another entrance for that piece of it. And then we do have a canopy incorporated into that. So we're still developing what that looks like exactly, but this maybe gives you an idea of what um that will look like on the site. Uh going into the building, we are renovating the main office. uh have a new reception desk area, some new finishes within that. Uh two offices plus the health room. Uh you kind of get a the white mode. Um we're presenting tomorrow the interior finishes. So looking forward to sharing that and we're looking forward to coming back and showing um you all the finishes and everything in color uh when
013we get to that point. Uh three uh fifth uh 5K classrooms here. And so you can see an axon kind of looking at what that looks like. kind of peeling off the roof and kind of peeking in, seeing um the the cakes work and the tables and chairs and like the lockers. And you can start to see how all those um spaces are taking shape. Um starting to show some example furniture um and restrooms within that area. And then the gym, the basketball hoops, we're starting to have conversations about striping to show some windows into that space and then how that's going to connect to the site to the overall building. forward to coming back again and showing it in color. Quick question. What do you mean when you say it's a one station gym?
014What does that mean from one station? One court one full size court. Okay. So, um we've had conversations about what striking to show. So, like at the competition gym here at the high school, it's a two station gym. So, it's it's the the size of it related to how it relates to like playing the W a sanction. That's like the width and length. Okay. Um we are showing six hoops here. So for for um gym class and for like wreck, you know, it's not the full length for two, but it is we are going to do a partition down the middle. So you could have, you know, um green field or corners wreck using it. Um it's like different requirements based on if it's elementary school, middle school, or high school students using it. Okay.
015Does it have any seating or no? It does. It will have three levels of leisures. You can see that kind of along where the walls kind of peeled back. So we'll have three rows of bleachers um within that. And we made sure that once those are pulled out, it's clear of the the line work. So um you kind of see this line here, that is that one station gym kind of requirement with the clearances around it. And then we're showing two volleyball kind of that sweet spot. Thanks. Yep. high school. Here's the aerial that we've been looking at with the uh in red the pool edition piece of that. There's an aerial kind of looking at the existing mapping of the high school. So, you can see in in bold yellow the two main entrances,
016the library kind of at the district office entrance and the main office there and then the three volumes with the auditorium and the two gyms. So we will be adding a athletic entrance lobby. So we wanted that to make sure to stand out um when you are approaching from 116th Street. And then the volume of the pool. You can start to see how that plugs into it. Um as well as the canopy element there as well. And so integrating all of that, you can kind of see how the rhythm forms across um the campus and how you'll be able to see kind of those main entry pieces um along. So, um this is basically then the plan view of what you just saw in that uh 3D axon. One of the things we've been talking
017about even since um the pre-referendum process was we know that there's give or take four feet of grade change from the current northeast sorry northwest corner of the existing pool to the current athletic lobby uh or entry. And so something we've been dialoguing about is how do we account for that within the building so that we don't end up with either a bathtub on site if we were going to drop four feet, you know, in quick succession at the entry. Um and so we want to try to accomplish that in a a thoughtful way. And so this is um the current concept for that. So on the top you have the site plan just for reference and then the overall plan with the pool in the dark uh reddish orange color and the lobby space
018in that pink color. Uh on the enlarged plan then you can see we've got a new exterior vestibule. So that'll um have a canopy over it. It'll enter basically from the north going into the vestibule to the south. Then there'll be doors uh directly into the athletic lobby and we'll we'll be entering essentially uh three and a half feet higher than the floor level of the pool. Uh and so we're kind of entering at a midpoint um on a landing. We'll have the option for people to go up to the upper level if they're going to uh the pool seating. So they'll be able to go straight up to the mezzanine uh and access the pool uh spectator seating from the second floor. the upper floor or they can go down uh either via a
019ramp or stairs to that lower level um that's at the same level as like the current uh gyms and locker rooms and the the level that the new pool deck will be at. Uh we also have a door directly out of the vestibule into what is the current pool and will be waste and fitness. Um so that'll provide easy access uh for instance you're providing access to community members or to students or staff um before or after the rest of the building is uh is open. Um, so then in the Axon, which Kate was kind of highlighting, you can see you'll basically come in and be uh on that uh landing. You'll have the stairs directly up and you can see um where we'll have the option to have additional spectator seating out on that
020second floor of the the lobby entry area. Um or from that landing, you can go down a few steps or down a ramp to get to that lower level. So, you'll kind of enter, you'll have this twostory uh experience and then have the choice to go up or down based on uh where you're headed. And right now, there's no way to get up except the stairs. Uh there is an elevator. Uh so, we'd be utilizing the existing elevator. So, to do that, you'd have to go down the ramp to the elevator and then make your way up. As we talked uh even before the referendum as well, part of the goal is to make the path from the main entry and all your parking to the south uh more readily available for spectators as well.
021So they can come in the main entry, go down the corridor that's currently past the um aux gym or the multi-purpose room, make their way to the elevator or directly to the spectator seating that route as well. Yeah. Uh, sorry. I wasn't sure if you were done with um answering. I was going to jump to the pool. So, if you want to Are those windows separating the um separating like the spectator area from the pool area? Uh in the lobby? Yes. So, basically in that pink zone, we will have windows on both levels looking into the pool. And the thought right now is that uh we'll have the ability to use portable bleachers the second floor of that uh entry area for additional specular seating. You'll see on the plan uh in a sec. We
022also have um the the seating that's actually in the pool volume itself with window separated. Yeah, I wasn't I'm I'm having a hard time sort of uh understanding the drawing, but I mean that's okay. I'm just thinking of the swim team parents who who make a lot of noise and they like to yell. Um, you know, yeah, I can I can hit on kind of all those different areas on the next car. This is just the lobby. This is the lobby. Yeah, this is just the lobby. So, so you can see the pool from the lobby and then if I imagine what you're saying is there's additional portable bleachers in case Yeah. It's a busier type of big event or something where you've got, you know, more than well, you might have more spectators than
023the the seating that's in there. You could have additional seating out here if that's the intent. So, just showing that as an option. So, here's the pool plan on the on the left there and then a similar aimetric view, 3D view on the right. Um, so there you can see, uh, we've got just under 500 seats on bleachers in the mezzanine that are in the pool space. So, you know, in that environment and, uh, direct visibility to the pool. Um, so you can see that in the 3D view. We also have um, portable uh, aluminum bleachers mapped out on the west side of the pool for athlete seating. So, we've got between 200 and 250 seats on the pool deck for athletes. Um, and then like I mentioned the the option to add some portable
024seating uh on the second floor of the lobby with another like 120 to 150 seats depending on how many uh sections of portable bleachers you would set up. So uh gives a lot of flexibility I think with uh with the options for both spectator and athlete seating. Uh we've had a lot of conversations about the pool. We've engaged uh our pool design consultant Ray Maker. Uh, so we've gotten into conversations about pool depth, uh, the layout, the filtration system, all that good stuff. Um, so I'll just kind of hit the highlights. Uh, so we've landed on, uh, as originally intended, an eight lane competition pool. Uh, right now we're showing the lanes at, uh, at 8 feet on center with the buffers on either end. Uh, we've got a ADA ramp and stair into the
025pool. So that gives you your accessible access for uh for anybody needing an easier uh mode of entry. Right now we're planning a alternative layout for a practice environment where you could set up 10 lanes instead of eight. They'd be narrow um but it would give you more flexibility um for practice and getting more swimmers in the pool. And then the location of the diving boards um is offc center intentionally so that when you're doing diving you can maintain the required clearances and still have the option to have a lane or two or in that 10 lane scenario maybe three uh open for uh for others to use while diving uh is happening. So, um, in the conversations we've had with the the pool user group and with our consultant, we tried to, I think,
026maximize the flexibility of, uh, of the pool for, uh, for the district and the community. Uh, in that regard, as far as depths, uh, we landed on, uh, pursuing 4 foot shallow end depth and then you'd have, um, 12 to 12 and a half ft in the the deep end for meeting the requirements for diving. Um, we've got a few areas surrounding the pool that we're kind of nailing down for mechanical room storage and those types of things. And then we've got the community locker room uh and office um kind of all within that square. So, you'll have again the flexibility to operate the pool nights and weekends uh out of the lobby without opening up the rest of the building. Can I ask a question about Go ahead. How many offices will there be?
027Uh right now we have kind of uh a main office off the lobby more for engaging with um the public. Uh and then there's a separate office for coaches and um and keeping your like sound equipment and things. Okay. I'm guessing you got feedback that it'll be like big enough for like lifeguards and a spot for them and all that. I'm sure you got feedback on all that. Okay. I mean, we're still working through some of those details, but yeah, we have uh we definitely have enough space to And there's a way to get in that's not through a locker room. Correct. Yes. Uh so they've got a set of doors there right out the lobby onto the pool deck, the access from the second floor of the lobby to the spectator seat. Uh and
028the access through the community kind of changing area with individual um stalls, all without going through your school bathrooms. One more followup about the offices. The only reason I ask is like from um the standpoint of if we wanted it to be available for rentals for big meets, more offices is sometimes appealing because then they can have the gym teachers office doesn't need to get messed with. So, I'm guessing you've got all the right people in the conversations, but um just a thought maybe to pose to them cuz then we could not displace like the gym teachers stuff who might have stuff in an office or anything like that. But I know you guys are the experts. Just a thought from my I my years of experience in this space. So that's comment. We'll make
029sure that we revisit that. Um, and then last but not least, uh, so on the opposite side of the lobby, uh, is the weights and fitness center. So, um, we'll also have some visibility into Weights and Fitness from the lobby. What you're seeing here is, uh, the first floor plan. So, we've got the the weight racks and cardio equipment underneath the second floor mezzanine that we've added for a wrestling room. So, you can also see that in the 3D view there. Um, we're adding windows. Um, we're maintaining windows, I should say, from the current multi-purpose space down into what will be the weights and fitness. And then we're adding windows to the exterior um, in the weights and fitness center and in the wrestling room. You're adding stairs from the current multi-purpose down into the
030weight. Correct. Yeah. So, for ease of access to the multi-purpose and wrestling from the weights and fitness center, we'll have a new stair on the interior there that you see. Um you mentioned the racks. Are there going to be actual machines too or just the racks? There will be. So we've got some uh cardio equipment and other um machines under the mezzanine. So under that lower Okay. Yeah. Back there. Yeah. So we've got the higher clearance where we've got the racks and then uh the fixed equipment and machines are underneath the the wrestling. I'm also showing three lanes of turf like running and some other calthetic other elements. We've gotten really good feedback from from coaches, from PE teachers, kind of a variety of users space. Uh this is zoomed in of half the science
031wing a little bit bigger. So you can see these are two of the chemistry rooms. Those will have built-in um built-in labs with u with gas and and then um you can kind of see some of the 3D pieces of that. So just the two chemistry labs um with se separate tables lecture uh 3D view what that'll look like and then all the other classrooms science labs will have mobile tables they have flexibility to go from lab to lecture um with the residence um science tops we've had quite a few meetings with them that group as well so feeling really good about class and there's actually drainage under the shower there will be drainage under the shower it's an improvement y plumbing No. Can I can I ask a couple more questions? Yep. So, um
032the two new entrances at Edertton will they be uh operated by the main office as far as security purposes. So, they'll be controlled the same way the doors are not bad at that. We haven't gotten the door hardware piece of it, but similar way the teachers have access. All visitors would still to the front office when you're coming and then they'll look at how the doors are open and unlocked at the start of the day and end of the day. That will change how they're used. Okay. And then the the two items at the middle school that uh we are contracting that money is coming out of out of uh the referendum money. Correct. It is. And I should clarify, there's actually roofing uh replacement work and tuck pointing at um all the buildings. We
033just highlighted middle school because there's not as much um other scope that we're responsible for, but yeah, there's roof replacement and masonry work at all four buildings and all four of them are coming out of referendum and we're contracting the work. Yeah. Okay. Yep. And um hopefully you guys did such an awesome job on the science labs at the middle school that they will be just as impressive at the high school. That's the plan. Thank you. Um the doors that uh right now we have four entrances that the kids go in. Is it It looked like it's going to be less actual doors, but I assume like are they going to be bigger or how is that going to affect flow? So something we're talking through. Okay, it'll be the one pathway through kind of
034how they're going to operational standpoint to navigate. So, following up on Quinn, with the entrance to the new gym at Edertton, they'll still enter through the main entrance and walk through the school to that gym or does that gym have a separate entrance for like wreck programs and things like that? Good clarification. During the school day, when they enter after hours, that door can be unlocked then and the building is able to be compartmentalized. So, we can lock doors um back in the building only can get access to that main addition area and access to the uh gym and the bathrooms. We're able to lock down the hallways to the 5K classrooms and then lock down all the doors back into the existing building. So if say on Saturday is using the gym, they will
035have access only to the gym and the bathroom and that hallway. Okay. Thank you. Is it like that the high school too with the new lobby or the athletic side? So it's like can be closed off to the rest of the school or we've been working to navigate some of those. There's some animals. I'm just anticipating then that we're going to have the best looking pool in the Oh, yeah. newest. And the nicest. All right. So, we're going to get a little bit into schedule and um the construction activities um that will be coming up. Um, you know, as Ryan kind of alluded to, we have those design milestones. Schematic design is complete. We've provided a schematic design budget that we'll share with you. Um, looking forward to design development, which will be another check-in
036in the middle of July um to go through the same process of going through the drawings, making sure every component is accounted for. Um and then construction documents um by the end of the year followed by u bidding. When we send things out to bid on this project um we'll be sending it out as one bid package. We can ask the contractors to break it up by school by different um different components um to get the most competitive um bidding environment possible with uh anticipated construction start um in April 26. uh with the cool edition um Edertton edition right now um with what we've been talking about with Todd and creating some efficiencies and flow in the project that Edertton's uh would likely start uh later in the summer. Um and then renovations obviously a
037little more centered during the summer months um with just a little bit of spill during the school year. Oh site logistics. These are kind of our first pass at we've been working uh with Todd to identify where construction is going to be and how we can effectively separate construction activity from the general public during the school day and throughout the year. Um so we've kind of laid out where we would have uh access for the pool edition. Um on this plan uh north is to the left. Um but you can see the yellow line is where our construction fence uh would be. Um it's a tight area. Um, so we're trying to um create as least amount of disruption as possible. Um, on on this option, what we've talked about is making um that exit
038on the north side one way. That's where buses currently exit. Um, and making that a one-way exit um helps control uh that area of the site um a little bit better and you still maintain access um all the way around the campus. Um, so we'll continue to have discussions about this as we get closer, but right now this is kind of our our first attempt of how that uh site would be um set up and the old pool is going to stay in effect until the new pool is totally completed. Correct. And that was one of the reasons why the pool addition would be the first piece to start so that second summer we can be renovating the existing pool area. and at Edertton as well. On this one, north is is to the right.
039Um, but you can see we've um tried to keep our uh construction fence as close to where the building footprint is going to be. Also knowing that we don't want to have construction traffic coming in onto the main parking lots where there's going to be parent pickup and drop off. Um, so our access here is really on the bottom of the screen off of 116th Street. Um, one thing we're we're well aware of is that uh 4K uh uses that little bit of sidewalk on 116th Street drop off and pickup. So, we've maintained that in this location. We'll have a fence along the sidewalk to make sure that there's separation um and that everyone's kept safe um during those times. But this one, um, we had to get a little creative on how we access
040the site. Um, just due to where the existing parking lots are located. Um, and also wanting to maintain a green space outside of the fence. Um, so that students could still have place for a playground or recess. Then into budget, we mentioned that we completed the schematic design budget. So, this was the deliverable that we gave uh to the district. It's about 160 pages that covers every detail, everything from the site work to the roof down to the number of toilet paper holders. It's all included in here and a dollar associated with it. um trying to break things out um in the big buckets of of what component of the project it was between the high school, middle school, Edertton, Hills Corners, and then soft costs are um project costs that aren't in necessarily the
041construction budget. Um but they're things um like furniture, abatement, owner contingency is all in that soft cost line item. So, at our first pass, the first milestone of SD, we came in um at 78.55 million. So, that's $550,000 under the referendum, including all of those soft costs. Um, one of the things that we've built in the schematic design budget now is uh the tariff contingency. Talk about that um at a past update. Um, so there's a $500,000 tariff contingency built into that 78.55. Um, so there some components um were pricing went up, some uh went down as that design gets more refined. Um, that's why we do the milestone check-ins to make sure we're still on track and and currently this is is great news. Um, at this point um Ray's done a great job
042putting together plans and being very clear about where work is going to be. Um, so we feel very confident going into that next milestone um that we're in a good spot. Then here's just kind of that the total project budget. You know, of the 79.1 million, about 80% of that is typically the construction cost. That's what our GMP will be based off is is the construction cost. But we're still going to track that 20% of soft cost for the district for abatement, building permits, all the design and engineering costs, um owner contingencies are all um tracked in the total project budget and schematic design is just the first milestone, but we'll use this slide to kind of uh show you at the next milestones where we've been where we're going. Um, so again, uh, $550,000
043under, great place to be. Um, but we need to take that information and use it wisely as we go into the next phases, um, and tracking where we're going to be when they go out to bid. One of the ways we do that is with the cost control log. So, we use here's a snapshot of the software we use. It's called join. Um but whenever there's a change or a discussion about a component of the building that could add or um or reduce costs uh we track it um in this program so we can have a live snapshot of how the budget is affected by some of the decisions that are being made. So this gives us a record of of what decisions were made when and and why. So if anyone from the community
044ever asks, we can go back and look at this uh and really understand what we did to try and maximize those referendum dollars. Well, I'm not up to any other questions. I was just curious about how they access the playground in that like current plan because it looked like I just couldn't tell. It's in here. Yeah. how the kids will be able to access it. Um I don't know if we're going to maintain an access right at the building connection right away. Yeah, somewhere in there. There's going to be some discussions that we have to have with the fire department. So that's not determined yet exiting, but yeah, some of those details will be worked out as how we get them to the green space. Yeah, likely they'll be more reliance on the main entry
045during the school day than there maybe is currently just keep kids as far from the construction zone as possible. And as Ryan noted, I've been having conversations around temporary egress and accommodations and things like that. Um, and most of that construction is over the summer at Edgerton. Is that correct? Or that will start in the fall 26 and it will go through this school year. Okay. Trying to break it up so that the addition work is going on during the school year when they won't affect classrooms. So, um, how accurate have you been in the recent past with your first budget as to what the final numbers were? Usually with some of these tools that we have, we're able to make decisions and stay within two or 3% of the original budget that gets set
046up at schematic design. And it's really helpful with how often we're meeting and when updates are being provided that we can really provide that real time update. Um, and you know, Historically, we've been able to maintain pretty close to where we were at budget. Now, I know there's a caveat in the uh in the state law for starting school. Usually, it has to be after Labor Day, but because construction, you can apply for one. I don't know if we're going to want that or not, but I just hope we're aware of that. Yeah, Todd, Todd, Dan, and I have already um started that conversation for the obviously not 25 26, but 26 27 we will. Yeah. Good. Thank you. Can we just see the pool one more time? See, I don't think we got a
047copy of this. Y So then there's windows along the top. Yeah. Yeah, we'll likely have windows uh on the north and the west. We're still, as Kate said, we're still working through the exterior design, but being cognizant of the nice thing about the windows to the north is you're getting nice diffuse light and not having to worry about direct sun or glare. the west and probably be more of a transparent uh translucent materials or at least some accommodations for the direct sunlight you know in the afternoon and yeah in this rendering which side is the lobby side uh the bottom the right oh in the 3D one sorry wall that you're kind okay when you are in the looking Yeah. And so you'll see like the bleachers. Sure. Don't forget making sure But this might
048be a question more Brady for you or Todd. Will I know you had mentioned there will be things that will be able to be shared but like will this be published somewhere? So if people want to just look at the glance we got because I just don't see it in the Yep. uh as soon as this well tomorrow morning uh Jennifer will put this right into in the board docs and possibly have Brenda put it in the referendum. Okay. Um and maybe to that as a little add-on, there might be a cool opportunity once construction starts to really like I don't know what you guys typically do, but publicize and like get the community excited about it. I don't know what venue we might use. I don't know if social media or whatever, but keep
049people really excited for it. Yeah, for sure. And we, you know, we've talked about doing some videos and those kinds of things. Cool. Very cool. It might be kind of cool, too, to have some like before and after. Oh, yeah. Like especially with like the science labs or some of those buildings that we're renovating or parts of the building that we're renovating just kind of It's good. Yeah. The pool especially be very transformative. Yes. Current conditions and fitness with that. Yeah. Well, it weekly or bi-weekly updates that people either share on social media or um you know put in newsletters that um people can be updated. Um do drone videos that we can do once a month drone videos to see progress throughout the project. Um so there's a lot of different ideas that we
050can um talk to the administration about and implementing on this project. Doing engagement too is huge. So, we're going to do everything we can to get all the students involved from elementary school through high school. This is exciting. Any other questions? The 3D and renderings are super cool. Yeah. Sometimes hard to like picture it is. Very cool. But I like the 3D definitely just the color. Yeah. Sounds good. Well, thank you very much. Exciting for us. Thank you so much. All right, moving on to 4B, annual gifted and talented report with Adam and Catherine. All right. Good evening. Um, we'll try and keep it as exciting as uh the referendum updates. You got some 3D stuff? Oh, yeah. You don't have a 3D pool? Absolutely. Absolutely. Absolutely. Oh, actually, do you have drone footage? Uh,
051and um we have had conversations um Suzanne Dunar and I did actually have some conversations about involving some of our students in um doing footage of the drones because Katherine will talk about some of the experiences that our kids have been having this year um at Carol. And so we talked about like be really cool if the kids could develop their own website and you know Bray might come and do monthly drone footage but we could you know speed that up a little bit. you know, we're really capturing some of those those key elements um that are happening. So, um I'm here with Katherine as our uh gifted and talented liaison. So, um she's got our our annual report. She's just going to go over uh a couple slides here of um reviewing GT, our
052identification process, programming, and then what are our goals for future uh GT programs. So, I'll kick it over to G. So students make services. You're describing student Sorry. students passed this fall. Approximately 35% of the students moved on to when a student scores at the 98% on tests to Definitely enjoying. They have some session to take a test like what are we going to do? So they're much enjoying the test but they are enjoying the building. authors to writing experiences with poetry workshops and the art of writing event opportunities offer targeted skill development, expert sessions and creative public display opportunities. questions. A couple, so I don't know if you want me to do them. No, go ahead. Okay. Um, on slide seven. Um, so if I'm understanding this correctly, every year, or was this this
053year, 23% of the third graders took the full test. Of those 23% 10% of those did the full thing. And then of the 10% that did the full thing, 10% of that 23%. When you say is continued monitoring, what does that mean? Um so it was actually um 10% of that 35% of students who took the um so continue monitoring and looking at we're always looking for preponderance of evidence. And so oftent times the initial point of waiting monitoring is looking at their additional scores throughout the year is really an interesting spot to be in this year because not So follow on to that then what at what point do they get identified like yes you we we have the prepoundonderance of data you hit all the criteria you're now identified as gifted in one
054or more of the areas is that fourth grade um it can honestly be at any identified students also below third grade. What do you know like what percent of Whitnel students are identified? Okay. And then um when I I hearing the the test, you know, the process and I have some familiarity with it just, you know, from other parts of my life. But when we think about forward tests and we hear it's, you know, a snapshot of one day, that could be true of the Kogat. And so to your point, there's this prepundonderance of data. Do we take a narrow approach to identifying a kid? Let's say they're right outside the Stay Nine or whatever it might be on the Kogat, but they're in the 98th, 99th on um MAP or whatever other criteria. Are
055we open to um anecdotal data, qualitative data, or are we strict and narrow for identifying kids, especially in the younger grades? I say our net is pretty wide. Um okay, not part of this 10% of students here, but students who scored a n score on the battery in any one of the areas that um could still be at the 97th percentile. And most students are still monitoring obviously we don't want Okay. You don't Yeah. Because more of the reason I'm asking about the younger grades is because obviously they don't have accelerated options. They don't have advanced classes. And so, you know, if we're real narrow, we and there might only be then one kid in a class or in a grade that hits all the quantitative markers, then you don't want to get it. I
056mean, I know you it's not real, but like if you don't use it, you lose it. The kid might not cultivate that skill, and then by the time they get to a place where they could take advanced classes, that may have moved off of their interest or whatever. So, just a thought there. And I will say some of the areas that we've been trying to highlight a little bit more especially at that is looking at the creativity side especially as sometimes creatively behaviors and teachers behaviors and so we don't want to see a school shing. Okay. Okay. Thank you, Sarah. So, when you're talking about the overlap with some of the special ed testing and Kogat, um I think I'm kind of my question kind of relates to that. Um how is the Kogat compared
057to like an IQ test? Are they the same? Are they like same type of test or are they kind of how does that I was just curious. Mine kind of went along with um Cassie with like the younger grades. So, um, so if a kid is gifted, um, and talented, gifted or talented. Um, I guess I've seen where maybe a kid in a certain grade takes, um, maybe math in a different grade level. Um, but like you were talking about even um, creativity. What are some of the other options and in the K5 for supporting maybe some of those other aspects of the gifted and talented program? An example that comes up my head is we recently talked about it very interested what some of the options are in terms of recently. Is it like
058individualized? Okay, that's great. Yeah, thank you. So, Kevin, the example you gave of the sixth grade student in ninth grade, I mean, that's an example of prefer to give more depth and accelerate arguably. Yes. I just have one question. So, do we have a district policy and procedure in place for acceleration single subject whole grade? Is there something where there Yeah, we have our pattern. We're looking at um the greatest research for pro acceleration like first and sometimes easiest way to meet the need of an advanced learner. Yeah. Um the majority as we um talk about like acceleration and um like maturity and like just student development in general beyond like academics is all considered and taken into account. And even maturity of like maybe curriculum and standards because obviously sixth grader in high school
059curriculum could. And that's another really Um just for further clarification, so if they are identified as gifted and talented after taking those battery of tests, um does it does the test say okay they fit into this category or is it a situation where you're just identified as that and then you go on to further assessments to be identified which area it's in? a little bit of both. So for instance, And you mentioned that we have students in all the categories except for leadership. Can you expand upon how you fall into a leadership category if you're gifted and talented in that area? a lot of really strong. So, we also want to bear in mind that it's not harness that use it to your advantage. Yeah. To be an influencer. Great. Thank you very much for
060all the information. Thank you. Thank you. Right. Moving on. 4C, superintendent report. All right. Now, now you have to listen to me. Um, not not a ton. Uh, as we uh I I feel like I probably spent more time with you guys than I did my family this last week. So, uh, but we're back together. Um, first of all, thank you for the the work. Just so the public knows, uh, we had a board development session last Tuesday. Um, the board spent a large amount of time, about three hours together, you know, and the the conversations aren't always easy, but they're important, and I think we're we're moving forward in a very positive direction. Um, this week, we we recognize all of our educators uh, for educator appreciation week. We started the week um our
061district administrative team spent the last several weeks uh making sure that every single staff member had a handwritten appreciation note uh that was in their mailbox this morning. So between John, Jackie, Dana, Adam, and I, we wrote about 350 uh personalized notes to our staff. So uh they got that this morning. And then our our our kind of gift uh or our our plan is uh scoops, we're calling it scoops of appreciation. So each day then um one of our buildings is going to be highlighted. They're going to have scoops, little scoops of ice cream hidden all over their uh their buildings so they can if they find them, they win prizes. And then we're going to have an ice cream truck at lunchtime at the building uh for our staff to go out and
062have a a free ice cream. We also got everybody that uh with their note of appreciation today, they got a free ice cream from Culver's and Hills Corner. So, thank you to CES and Hills Corners for providing that. So, you know, um that's that's kind of what the district is doing. I know uh we're working uh Jesse is working on a letter uh with with Brenda from that the board will send out uh a little bit later this week as well as all What's that? I think it went out today. It might it might have went out today. Yeah. I'm sorry. I'm I'm a little behind on my emails. So, um, and then, um, our various home and schools or PTO's or, um, booster clubs or whatever are are providing a ton of love to
063our staff members. So, just, you know, thank you to all of our staff. Uh, just the the energy and the magic that happens in our buildings on a daily basis is just incredible. And it it they they really do a lot of special work for our students. Um, as far as, you know, kind of last week, we we had our uh senior dinner and show uh Bye-Bye Birdie. The middle school did Bye-Bye Birdie, and we had about a hundred of our area senior citizens participate in the the dinner on Wednesday night. Uh then they got to go see our our show. Uh we had hamburgers and uh root beer floats and all kinds of stuff like that because it was a Bye-Bye Birdie uh 19 I think 50s um theme. And then our kids did
064a wonderful job with Bye-Bye Birdie. Two performances uh one on Saturday night and then one on Sunday afternoon. So, it was it was just it was fantastic. Um I I stopped by the Saturday night performance and there were just a ton of people there. Um, so thank you to all of our our performers. On uh May 1st was actually National Decision Day. The high school uh hosted National Decision Day. So we had roughly 75 of our students participate and were able to sign uh their intent for what they're doing next year, whether it be uh college, moving into the work uh field or into the military. Uh and then they got to take fun pictures s uh of them signing. And then uh hey, we had a nice cake celebration. Costco cake. Uh that was
065the big rumor. Costco cake is wonderful. That's it was like so u so that was great. And then also on on the first I just wanted to just clap uh to our um middle school staff. It was principal appreciation appreciation day that day. Now in the district we we we have all kinds of appreciation days, but we kind of focus this week on all of our staff. Uh, but our middle school staff uh really appreciated both Chris and Ryan um they made they made um movies with the kids and they did all kinds of neat stuff. So, uh that was that was a really special thing. And then um finally this this weekend we had the state solo ensemble uh competition. We're still getting the final results in, but I can confirm that we have
066we've won at least nine gold medals and four silver silver medals. So, congratulations to everyone that has accomplished as we have the final list. I'll be sharing that out with the board and we'll be sharing that with the community um very soon. So, that's what I have for you tonight. Uh it's it's been a short week since we saw you last. So, u there you have it. I was just going to if I can make a comment. Um, I think it's really neat that we have the signing day for all students, um, going to different schools for different reasons or to military or other um, because not all schools do that. So, I think it's really neat to acknowledge our seniors in that way. Thank you to Mr. Tolson for, you know, facilitating that with
067our guidance counselors. Sounds good. Moving on, discussion with future action 5A, student handbooks. Uh I'll just kind of tee that up. Uh so we threw that out. We give that to the board every year. Um you all review just just the updates. I I want to update you on a few updates. Uh various questions uh from the weekend. One of the one of the questions was in the in the elementary school one. If you notice, there was a safety section and in some of them it it a striketh through was um listed for uh they'll get a people get a name badge. Um we're not taking that away. Uh kind of like Nola, we're trying to remove the redundancy uh to to those statements. So it says the sentence before it says people entering the
068building will go through the raptor process. Well, the Raptor process is you walk in, you hand your driver's license to the person, we run it through, it's a background check, and then a a sticker gets printed out and put on there. So, that we're one one school had didn't have the the, you know, the thing or the the badge thing in it. One school did. So, we're we're trying to eliminate it. So, it's just really succinct with the the Raptor process. Um, we also I just also want to note that uh thank you Quinn to pointing out that the middle school handbook said 2425 on it on the on the cover. Um I think you know our administrators over there got so involved in looking at the the um what they you know the changes
069the slight changes they were going to make that we forgot to change it to 2526. That is now changed and re-uploaded. And then there's one part in the high school section about um changing classes that we just we cleaned up a little bit uh because there was kind of a hanging sentence in there and we we cleaned that up. So I I re-uploaded all those. So everything is great. So um so great people read it. I spent a lot of time with it. So thank you and thank you for your questions. I I'm not sure if there's other questions that people have right now or you know it'll be it'll come back next time. So, if people want to ask questions of me or the the team, um, we can certainly do that. Uh, before
070next time, I I had a quick question about the core 4 handbook. I um couldn't remember if it was on last time, but I know they have their own board as well. Correct. So, I was just kind of curious how their board works with our board and relation to the handbook and other things. Yeah. Um, Jackie is unfortunately not able to be here tonight. Um, can I can I get that back? Yeah. To the I'll get that back rather rather than trying to make something up. Um, and maybe not be accurate, I'll I'll work with Jackie to get a um response back to you on that, sir. Thank you. Nothing else. We'll move on to uh you can email him the questions if you have anything else that comes up. Otherwise, I'll move on to
0715V board of education meeting dates 2526. Yeah. Again, we um you know, we we're at that time of year where we we have our new members and we have a reorganization. It's time to look at our schedule for next year. So, develop we develop this schedule. Um, basically, uh, as is tradition, we we do the second and fourth Mondays of the month with the exception because, uh, winter break, we have a little bit longer next time we go through from December 22nd through January 2nd, I believe. Uh, which means that December 22nd is actually the 4th. So, I'm recommending just to do one meeting uh and have it on the 15th u that the month of December. And then where we got messed up this year is we we were trying last year the board
072uh decided to probably at the recommendation of you know, I'm not sure who um decided to to do some messing around with the schedule around spring break. Uh, and as you guys know, we we figured out that we new board members don't start officially till the fourth Monday and we can't do our reorganization till the fourth Monday. So, we kept that integrity in April with the 2nd and the 4th. Uh, unfortunately then in May, the um Memorial Day holiday falls on the fourth Monday. So, I'm I'm recommending doing just the first and the third. We we do have a back-to-back meeting um then, but uh I know everybody kind of has Mondays blocked off. Um so Jesse and I we talked, we figured it probably be okay and then we get back in the month
073of June back on the second and fourth. So again, um once this gets approved, um Jesse and I and then uh the administrative team will kind of build out what the schedule looks like and and get it back to the board. um you know in probably in June or July just so you all know so we can have a running document to kind of keep us in line with what's going on. Questions for Brady about the calendar? The the other thing I noted I think in the update was as we're moving into the summer uh I know people go on vacations in the summer. uh if you could just kind of let Jesse and I know when the you know if you have vacations that are going to conflict with board meetings so that we
074can just make sure one if like three people or four people are on vacation the same week then maybe we have to relook at you know we may not have a quorum or whatever. So u if you could do that and again we gave you a couple weeks to do that but just or yeah or if you're out of town but you can still connect just so we have something to set up for you so you can remote in Yeah. Yeah. Thank you. All right, we'll move on to 5C K8 science and grades 6 through 8 social studies adoption for 2025 2026 school year with Adam. All right. Thank you. Um okay, so just gonna go over um kind of our process here. Um and starting with our uh vision and our our passion. Before
075you get started, do you want questions at the end of each section or how do you want to how do you want to do that? So, if you guys are okay, um I kind of have an overview of our process and then I broke down K5 science 68 science 68 social studies. If it's okay for you guys, we'll take questions at the end of each section. That works. Sounds good. Okay, great. Uh okay. So starting out with our our vision and passion again going back to um you know our our pieces that are hanging in the boardroom here that we're looking for every graduate to be prepared to realize their full potential and then um embrace that unique story of every child. So um when we're looking at our why for our overall goal of
076a curriculum adoption um I know Brady's working on this is one of his goals as well and I have been connecting on this uh quite frequently is um we really want to form that adoption cycle process so that way we can provide um a clear and strategic path for our staff members. um they know that we're looking at those ideas of continuous improvement. Um and they know that we're essentially committing to um to our resources necessarily so we can plan professional development long term because oftentimes what happens is we invest in resources. Um we invest in resources and then um also we need to invest in the professional development of those resources as well. You don't want to have um a heavy ticket item that's not being used. They're not being utilized to its full
077potential, especially now as we're talking, a lot of our resources are just going full digital. Um those things are changing by the publisher. Um and so we want to make sure that we're taking advantage of all of those new features um and using it to its its fullest potential. So um in addition to this, um it's uh my friend John back there really likes it when we can provide that financial stability and like project those costs out for a longer period of time. So, we know that if we're going to go into a an adoption cycle, we can say, "Okay, we've purchased our 68 social studies curriculum for the next six years, and we know that we don't have to worry about that for um three more budget cycles in the in the state budget.
078Um, this also allows us um to kind of uh negotiate with uh our curriculum resource providers as we'll talk about in a few slides here and they they like to see those multi-year commitments and we can get some really really nice discounts um which helps us out and then again um it provides that consistency in a resource for staff members to know that okay I know that this resource is going to be here for the next four years so I'm I'm going to get from Um we started out with um some pieces on our instructional needs assessment. So um this was teacher feedback, classroom data, professional learning um helping to identify gaps in resources. This actually started um before I got here. It started in the spring of 2024 with Dr. Williams. Um there was
079a number of pieces that were um formed with committees that they were looking at a number of different resource options. So started out with K8 social studies and K8 science. Um and then as uh as we're looking at our strategic plan, we are u making sure that we're aligning all of our resources within the strategic plan. Um Katherine was talking about in the pillar about student engagement. Talk about this idea of high achievement, rigor, high quality instruction. We want to make sure that all of our resources are able to support those goals of that. Um so our process really um going back and kind of this year what we call a year zero we are asking like are the things that we are looking at making sure that they're aligned to that strategic plan making
080sure that they're aligned with our standards that we're doing in our adoption in that early July 1 board meeting. um how are we looking at our assessment and evaluation tools? Making sure that those are um giving our students equal opportunities to show their learning and to show their mastery of skills and standards over the course of those curricular resources. And then we want to of course analyze our um the actual delivery models. So we look at our our forward exam data um over the last couple years. So in science and social studies here we've taken that fourth, eth grade. Um so we've typically hovered um anywhere from 10 to 20 points above the state average. Um and you can kind of see these pieces here. State average on the far right. Then our science this
081is a kind of aggregate of fourth, eighth and 10th grade um for those those data points. So um we've done some great work. A lot of this um you know we're looking at like how can we align our resources to get even further ahead of our state average. So, I kind of have my building here like don't let good be the enemy great. So, um you know, it's great that we're in this place. We're comparable with local districts around us. Um but we want to make sure that we can be even higher than that for our students and provide that experience. So, then in our year one and year two process, um we're really looking at that teacher professional development and the coaching pieces um and providing that ongoing professional development for our staff members.
082So, um, you know, I think about from from examples like, okay, we're looking at a 68 social studies. Yes, it's great. We had a two-hour webinar at the beginning of the year for school. That provides you basic functionality, but how are we providing a one-hour webinar in the October PD, an hour in the November P, an hour in the January P day, an hour to onboard new teachers when we if um, you know, if we have new teachers the following year. So, making sure that we have a plan for that. Um, and really providing that that whole support. We want to engage staff in that process as well. Um, and the the resources and the um companies that I've talked to, yes, they might say, "Oh, yeah, we have a two-hour prepackaged webinar," but there's
083always time for us to meet with staff and provide those specific questions on like, "We need help with that, so why receive?" And they'll tailor those things for us. Um and then just like a lot of our adoptions um that we participated in Jill, we think about all of our um KLA adoptions is getting that feedback from teachers as well. And then in years um three through six uh you know we're really again we're making sure we're onboarding our teachers, we're providing coaching and support um we're regularly checking in on on our implementations and then making sure that our data is um staying at a high level. So, um, again, going back to that six-y year adoption cycle. So, it kind of matches, um, as as Brady and I have been talking, we're trying to
084match, um, some of our larger adoptions when you think about math, ELA, we're trying to match those with the state budget. So, that way we know that um we're not going into a budget cycle where where we don't know what we're going to be getting in the fall and all a sudden we'll spend a quarter of a million dollars on a math adoption. So, we're trying to um, I've been working align that calendar um where we're maybe having some of our smaller adoptions in those off years where we don't know what our state budget is. So, at this point, I'll pause for any questions. Yes. Um are we at year three with the literacy curriculum adoption then when this starts? Yes. Yes. Okay. So that was my biggest thing was making sure that we're not
085um overwhelming staff with the alignment of these starting just because like you can't be it's a lot to learn a new curriculum um even if it's a smaller curriculum. So just making sure that we're like and I obviously you're staggering them just making sure that that's really thoughtful. So that would be one of my concerns. Yeah, we did get into um as like I said in last spring it was starting with Dr. Williams that it was originally the K8 science, K8 social studies. Um once we got into the process a little bit with um with science and social studies, specifically the K5 um just with everything happening with F20 that we we kind of pulled back a little bit probably in February, we were piloting a resource and people um the feedback that I was
086getting from our community, we had about nine different teachers across the two elementary buildings like this is this is going to be too much to learn two curriculums to manage um all of our pieces and making sure that we're upholding anything that we needed around our literacy focus. Um they we decided that we were going to throttle back and and just go. And in that same vein, where are we in math? Like whatever cycle we're in with um we've just kind of always made yearly, this is from my understanding, we've made yearly purchases with bridges and we've had I think we're in like year to 10 with bridges. Um looking But that's a bigger one. Um the years so matching up with that. Yeah. I was just budget. Yep. Yeah. Yeah. And also again balancing
087um you know the idea that our K5 teachers essentially have 20 preps uh over the course of the week and yeah some of the areas and um we want to be really cognizant of that and also we are at u we we will be looking at high school math next year. Correct. So again though that's 912. Yeah. So um K5 science I have a question. Sorry. As far as your six-year plan, your cycle, and you spoke of the bananium budget, right? And you said we were going to project shorter in the second year of the budget. And then and then because we don't know what's going to follow the following year. When we know that budget in October, then we'll we're anticipating a larger adoption for that following year. But you you'll know what you
088have for two years. Correct. Correct. So bigger ones coming when we actually um so in uh one one other quick question on the poor data or is this a state average is that the average between science and social studies the two scores or is that just for one or the other? Uh, I believe that it's just I can take that that was all. Yeah. Um, okay. So, in K5 you have I was just going to ask a further clarify because I was wondering that also but then I didn't know if you were you said you you had said something earlier like aggregate average. So to build on to what Jesse asked that percentage is the fourth eighth and 12th average a average together. Correct. Okay. Okay. Go ahead. Um so in in K bioscience um
089as we um as we went through that process so we currently um actually purchase mystery science. Um we do this on an annual basis and we also purchase generation genius on an annual basis. Mystery science is a what they call a phenomena based um teaching resource. So it kind of has the investigation that you put first. I always go to like I think about magnets. It's like the idea that like let's let let kids who play with magnets make some assumptions and have them um create some generalizations and thoughts around magnets and then um teach them piece versus having them learn about content for however long um that would take at different age levels and then experience the actual phenomena of of magnets. Um generation genius um again this is something that we just purchased
090annually right now um and it's kind of a really high engagement database of videos. Um so this is was um that's been continuing to be purchased for the last few years. So that's what we what we have right now. Um when we were talking to um to the group again noticing the balances of all what happens in an elementary teacher's day and what they need to prep for. Um they were especially excited to have something that would be considered a little bit more turn. Um they also wanted to have consistency in resources that are or have been used. And then um probably their biggest piece is that their biggest piece is that um they identified the need for like professional development and also the need for that curricular development time. That was probably one of
091the highest needs that was identified. Um and especially when um in our last professional development day, I was with the um fourth through sixth grade science teachers. Um, as we were working on some cross collaboration in our buildings and this was one of our our main points was that idea of like what does the progression look like from fourth grade to fifth grade if they go across the street or coming down the street to sixth grade? How are we mapping some of that out because that's not necessarily clear in our process. Um, so again, there's some highlights of mystery science. Again, it's um it's hands-on. It's PD prep. Um it's a mainly digital resource and then staff can um choose to print things out and they can assign things to students digitally. Um and uh
092as we were reviewing this um you know just some comments that that people had is it's really high student engagement. Um lesson prep is very manageable. um they actually produce kits that were we can purchase that has everything for you. A number of our teachers already have these kits because we had this mystery science for a number of years. Um so there was a a a general thought that we wanted to continue with that because we've had it for years. People are familiar with it, but they really want to dig in with it a little bit more. And then um our second recommendation is uh generation genius. Again, this is something that we purchased. We just haven't come out and said long term like this is going to be our our curriculum resource from 2024
093to 2029. Um again it's it's really I leverage um their tagline so much more than videos um because it does have some content that is in there but also they are really really high engaging videos. It's like a character story where students follow different phenomena. Also these two um resources are a little bit flexible. So if a a group is taking advantage of a forest and they're doing, you know, um plants and um and animals, we can um shift some of those things based on our local climate um because not in all resources. Sometimes you get a story arc that goes through and they want you to cover living things in the middle of December for those of us in Wisconsin. Um which doesn't really work out that well um for us. So that again
094uh um kind of a supplemental resource. And then our uh the third recommendation coming from the group is um which has been purchased again in the past people are familiar with it. It was not purchased um this year prior to um to me getting here um is the science textbook which is a discovery ed um product. And so um that science textbook really serves as like an online textbook for students. um we're able to kids kids are able to access it on all of their devices and it provides more of like that um deeper and enriching content for our students. So um the rationale on those um on those three pieces um it's aligned to our Wisconsin standards which obviously is our one of our number one concerns. Uh it's phenomena based so we have
095um expertise that's in there. These are I'm going to go over cost. They're very costfriendly and scheme of things. Um, they are teacher and prep friendly. These are items that we've previously purchased or also currently purchased. Again, just making that long-term commitment so people know what the direction is. And, um, Mystery Science and Discovery Ed are actually owned. Um, Discovery Ed is the parent company of Mystery Science. They were recently acquired. So, we see some really nice alignment uh, there as well. So, um, when we look at costs, um, we're able to, um, to negotiate on on some of these, which is the important piece. Uh, Mystery Science, we were actually able to sign, um, a six-year deal. They'll give us a we can for six years for both of our sites. It's about $18,000.
096um there that cost by s uh signing a long-term deal is almost like a third cost. You're saving about $7,200 um over the course of those six years. Uh Generation Genius does not offer a multi-year um contract. Uh I have reached out to them to advertise their website. They don't, but I reached out to a rep and asked if they will consider that um as we want to um to to make that commitment. And then bringing back the discovery ad techbook. Um this is about $5,775 per site. So it's about $30,000 over the and they do three-year deals. Um our our rep for Whitell is actually out on maternity leave. So I'm working with another rep, but he also has his territory. So um we're working on that and that approximate will be about $30,000
097for six years. Um which would be about expected we can get about 10% savings on that. show that saving about, you know, about $3,000. So altogether, you're looking at a savings of about $10,000 on roughly um $50,000 costs here for any questions on on K5. What is what is it? Uh HC and so uh that's build uh per school. Some some will will have a district license or they do a per per student license. That's just Adam will you have sample materials available for public review and teachers manuals? Absolutely. Okay. Um yeah, as um as we work through some of those um a lot of them are available online um and we we can request some of those things if someone wants to reach out to you between now and the 19th. Yeah. Um I
098just am curious about the use of the three together with that idea of like not having something that we're not using. Um just because I think of like you can have a million subscriptions to all these different services and like you might not use them all. So I just am curious how they all fit together. Yeah. Yeah. in our um when I was meeting with the group and meeting with um the fourth through sixth grade science team uh they were confident when we if we spend time in that curriculum development process because um you know as much as we would love every resource to give us 100% of their efforts and match what we would like to do we find often it's about 70%. Um, so there's certain units that they're like, "Oh, this better
099this video in Generation Genius is better than the Mystery Science one." Again, um, sometimes it's hard because these resources are changing all the time. Um, and I think about Mystery Science when we had the big solar eclipse last year, they were putting out new content almost on a daily basis. Um, and so that's oftentimes a challenge for us too, um, when we're trying to plan out like a specific um, you know, scope and for for staff. So, Adam, will teachers be restricted to only working with the curricular materials or will there be flexibility for teachers if they want to, for example, show a Bill Nye video for a certain concept or things like that? How much wiggle room is there for the teachers to springboard off of the curriculum? I think there's still um there's
100still some flexibility in there, but we want to make sure that um all of our students are getting that um that consistent content knowledge and the consistent assessment so we can judge on that story there. Um it's kind of like that um what your teacher wear. So I heard you say that it updates. So obviously as there's changes, even though we have a six-year commitment, it's not like it's like, oh, this is frozen in time, it's continuing. Awesome. Yeah. And that's I mean then when you think about a traditional textbook that print material and then you're like, this is totally different now. You're kind of Can I ask a question just because I I think it's probably swimming around a few people's heads. Um, so we're recommending doing same resources as we have. Correct. Yeah.
101The only So the new one would be and it wasn't renewed for this past year, but the tech book, which is like kind of like by popular. Yeah, I get that. But so the the question that I you know, you always do what you've always done, you always get what you've always gotten. So, I don't know that any of us are completely content with where we're at on the scores that you showed. So, what are we going to do differently with the same resources? Yeah, that's a great question. Um, we've talked about when we were when we were meeting as a crosscurricular and cross building team is really like that scope and sequence hasn't necessarily been laid out. Um, one instance I'm thinking in particular is um, you know, teachers like, oh, I always used
102to solar hot dog cookers because I thought that you know that was when in fourth grade and then they're like then I drove by the middle school and they were doing solar hot dog cookers so that's not necessarily in my grade level or we talked about like when we were looking at fourth 6th 8th 10th and in some of those milestone grade levels is like well I was doing roller coasters you were doing roller coasters and you were doing roller coasters so getting everybody at the table and mapping that out um and building some of um you know not only like where are we going to be going next year so everybody's kind of aware but really becoming that that master um in in my grade level and digging into some of those standards. Thank
103you. Is there anything else? Keep going. Okay. All right. We'll flip to um to 68 science. So um currently um we also have discovery and tackle. Um so these were I will say these were done um they were not like in the sand. Um so we did a a needs assessment with the group. Um again they were really looking forward to some um consistency and predictability and resources um that have been or that are used. Um their big thing was the need for professional development. Again these are all themes that were running through all three of the groups as we did some needs assessment and um that was a little bit different um for this was uh having the resource provide flexibility and the ability to experience science. So that was one big thing that
104we're really looking to um to work on in the middle schools to have kids experience science. Um and not all um science resources are flexible. So in some of the uh the resources that we've piloted the way that it builds you have to have unit one then you have to go unit two then you have to go three four five and there's a story line or we call them like story part that was built there. So as they were looking at um we we piloted two other resources and really looked at over the course of the year um kind of narrowed it down from about eight resources at the beginning of the year. Piloted two resources about six different teachers over the middle school across all three levels. Um we we kind of landed in
105a situation that we needed something flexible. Okay. Um the ability for us to work within the NGSS standards to be able to work within grade level to shift some things around and what's appropriate um in our own script and sequence and build the experience individual student. Um like I know my seventh grade team that was piloting. They really want to do the life science unit. Um but the you know you kind of have to wait for some things to be up in the forest um in order to go out and do that significant level of study. So um they uh like I said we we piloted an open-source um resource that uh was open sedill that was more of a traditional um and they also landed in the discovery ed uh techbook pieces. So um
106again this is um something that we currently have right now. Um it's been they've been using it for a few years so they were comfortable with it. I go to Ry's question of uh not necessarily like it's always um you know you get what you get if you're doing the same thing all the time in Sandy. Um but they appreciated as we provided professional development along with we didn't just hand them and say here's the generic login for the curricular resource. Um they had webinars with the different publishers. They realized that there was some things available to them even versions that that purchase right now that they weren't um necessarily using to the to the best. Um one of the additional pieces is um there's a a tool called pivot interactive. So in um 68
107science there's a number of different things that we can conquer hands on. Um but there's also a number of different things that we can't conquer hands on in a science lab. Um we have at the high school level we have a similar um a similar product that's called Gizmos. It allows us to like being able to simulate things that we don't necessarily have um the materials for like this is a um I think this is like a river flow across like a lake bed to show different currents and things like that. So, we talked about um this idea to have all of these. There are like a thousand different interactive lab simulations. Um and these actually go all the way from high school contents when we talked about, you know, Katherine was sitting here um
108a while ago. We can go depth into some of those pieces because it ranges all the way from sixth grade all the way up to high school. We have that uh we have that. And um this is fully integrated because this is also a discovery ad piece. So, it's not like, oh, so where do I go in Canvas? I have to log on a computer and go over here. Nope, it's all right in the same thing. So, um, the teachers were really excited about this as we, um, kind of review this. So, again, um, some of the highlights in our our rationale key being aligned to those Wisconsin standards, it's phenomena based. We we currently do purchase this, but they wanted again some more of the professional development pieces and it builds on the elementary
109selection because now you have a K8 resource that is really from the same curricular resource provider and then um that simple canvas integration that makes it easy for um for students to turn in um assignments and get that feedback on those class standards. Um so costs here um because this this textbook has um another layer in it called the experience. Um it's a little bit of a of a higher level. Um the that's why you see the difference in cost between um the techbook and the techbook plus experience. So um it's about a little shy of $10,000 per year. Again discovery they're they're they only allow us for threeear contracts. The pivot interaction um is about 2,300 a year. Um, so that'll get us about $6,300 over the course of the three years. We get
11010% savings there. And then um in terms of uh really what we talked about in order to use all these pieces consistently and in um in a favorable manner for our student outcomes that we want is um the professional development. So they package professional development um I think it's either a twohour package or a 12-h hour package. It's not 12 hours all at once. we can schedule those things out over multiple years. So, um you know, we might be able to do a one-hour onboarding. They've already done the one hour onboarding, but we could do another one-hour onboarding uh at the beginning of the year. We could schedule something on a professional development day the following year. Um so, that is um part of that package that that teachers felt was was ultra important. How
111can you schedule it for multiple years? we can it it'll it'll roll over. Um yeah, so we if we need to have um a new science teacher or you know these platforms adapt or we're we're going to that next level beyond functionality, we can schedule them. So is there a reason that middle school get needs this professional development but then the elementary Oh okay. So it's kind of Yeah, it's kind of like fall discovery. Okay, cool. This isn't so much a curriculum question. I don't know if it's a you question, Adam, or maybe Brady or even Chris. At the middle school, does does Whitnell have a point of view around our are science are the teachers at the middle school generalists, specialists, combination? Do we prioritize a particular um and I asked that around things
112like professional development needs and stuff like that? Um, and if you don't know, I mean, that's fine. And it just occurred to me when I was thinking through obviously elementary school they're general. Say that again. Yeah. Okay. Okay. And that's then an an instance where obviously elementary teachers wouldn't some of that development could be okay. That we're just kind of we're like purchasing that. Yeah. Okay. Okay. Go ahead, Karen. Um, Adam, I wanted to ask at the middle school, do we have all the things that the teachers need for like their labs and things like that? Will these um new materials be needing supplies? Um, I have the pleasure of sitting in middle school science classes. Um, and so I see all of the stuff that gets used in classes, you know, and I do
113think that in the materials that they use, which is something different, that's okay. They'll have different things like they might be like a rock kit that goes with a certain chapter, you know, and so we have all that or we're going to um, so Chris and I have have been having conversations about this throughout the entire course of the year is um, as we're we're designing that curriculum, what experiences the students are going to have hands-on um making sure that we have some of those pieces. So, he's talked about um you know, a little bit of his budget, a little bit of my budget. We purchased some glassware specifically for the middle school this past year um because they didn't have any um and making sure that um that yeah, the students are really experiencing
114that hands-on. So, as much as Pivot Interactive is um kind of a replacement for some of those like higher level things that we might not have access to buns and burners at every table um performing testing things like that. Um you know making sure that like yes they are having access to certain things that we're gaining from kind of like an essential experience for our students. Adam labs are a very big part of our science program right now and quite a bit of the science budget is to replenish those labs. And then Adam and I did talk about if there are some additions that we're doing through a curricular resource that we have to make sure we're budgeting for that as well. Thank you. As a former science teacher, it's important to look actually experience
115the hands on the science piece. Well, pivot kind of seems cool, right? Yes. Yes. Yes. And um Cindy, who's AP at the high school, she's used it before in in different areas. Soviousviously, it's got a wide variety of activities. obviously always being developed. So, um we're purchasing these things for sites or the school specifically when we're talking about um both gifted and talented and IEP students. How flexible is it with allowing like individual students who may be outliers who might need to use a curriculum that's not so um I think another piece with the digital aspect instead of everybody gets the same print book is they typically um have accommodations with right um access for the digital students. Yeah. So that might be um it might be like having the reading level be a little
116bit lower but keeping the same content. It might be allows there's a number of different access points where I think about you know if you're doing this 10 years ago you're getting that one print book and it's it's on the teacher to make those contributions um but now that it's just right in the program I just was thinking too like if there was something that like fit perfectly for an elementary school that was in pivot like if it's for like Yeah I know that gets a little weird with licensing yeah there's there's things you can do there's things that you I don't know if any Yeah, let's just let's leave it there. All right. Uh so 68 social studies um we're uh right now we um we subscribe to what's called Daily Juice um which
117is a online resource um kind of like some current event pieces um and then we have really homegrown units and assessments and Chris has been and been been great working with CISA1 on the assessment project. Um there's been a lot of representation from the social studies department over the past couple years. Um those assessments are like like we could spend a whole meeting just talking about the the nuances of the assessments and the opportunities that the kids have to show mastery. Um because we've had some great work there. I know before um before I even came here, I was fortunate enough to meet some teachers last year as I was attending the assessment project and hearing um what was going on. So um in our needs assessment, again, not really anything too too different than
118anything else, um which is probably pretty predictable. Uh and for our process for this, what we did was we sat down in um was about early November, right before Thanksgiving break. We listed out ource that we kind of knew that was going on in the area and we started to get samples for that. So we collected about 10 different samples um and as those started to flow in just walked them across the street and then we started to have we have some rubrics of like what are we looking for? Does this resource fit this? We narrowed it down to about three different resources. We listened to kind of like the sales pitch um from those different companies and then um we ended up in a spot where we piloted um two different resources. They went
119through training on those two different resources about an hour webinar. Um and so they got some basic professional development on the functionality. So we weren't again just throwing out 10 books on a on um on a table and saying to uh we actually engage in the professional development with with the company. Um after um piloting those two um one was uh Peterson Sabus and um the other one was H&MH. Um our teachers are making the recommendation of H&H. This is the same platform that our students are using for 68 ELA. Um so there was some um again we've gone through some professional development and um so they were really able to see that and we also have a number of our teachers that are it's this it's the exact same platform that the kids see.
120So, all of our ELA teachers that have already received a bunch of training um instructional coaches Sarah Whley um has been in supporting the um the social studies pieces so they know the ins and outs of of the actual platform because the students have no problems with the platform because they're already positioned. Um and for for us really that that rationale um again we're aligning it to our Wisconsin standards so we can expect that uh higher u high rigorous content for our students. Um again when you look at different providers not everybody aligns to Wisconsin standards or to the progression of how we teach social studies in Wisconsin. So, um, you know, if we were Texas or if we're Florida, bigger states, you can purchase the Texas version of the curriculum or the Florida version
121of the curricular resource, but um, that's not the case here for us in uh, in Wisconsin. So, students um, a as we had our teachers piloting this, the students, they already knew the HU platform and they really comfortable with it and so they actually gave a really great reviews when our teachers were talking to students. um they felt comfortable in it. Obviously, they've been using it um for the for the last year. Again, the they were really wanting the consistent resource, the longer term adoption, so they could dig in and develop themselves in the usage and really um hone into uh to using a singular curricular resource that's not having to be constantly developed by by them. Uh this provides a number of custom customizable assessments that our teachers really like. Um they can adjust
122language, they can adjust question types, they can adjust um you can search by standards, you can build all of your own assessments. Um they they give some really high feedback on it. Um the one um one piece that a lot of our re curricular resources is I'm hoping to be up here you know every year on May in our adoption cycle is that this is completely digital. So um they don't mail you a bunch of workbooks that are in print that need to be changed and oh we have the this version or oh we have this edition. Um they're making those changes uh kind of on the fly if you will. Um and so this allows for publisher updates. One of the other pieces that um has gotten some really good feedback that um teachers
123especially our ELA teachers is that there's uh invented writable which is um an AI assess assisted feedback process for students. So it has an AI generative piece in the background. Students uh answer questions and that AI piece would actually provide them feedback like almost instantly. Um and so It's interesting because our teachers have really already gone through the nuts and bolts and functionality pieces. Our rep is actually suggesting that we would just start straight with writable um because uh we already have nuts and bolts um and are using it with our students. So cost for this one um for a six-year contract length, it's about uh just short of $100,000 um with that professional development. So, um, we can get, uh, seven hours and plus we can get some on demand professional development within there.
124Um, they're pretty flexible on that. We've worked with them before in our ELA resource adoption. Um, and so you can see the cost there. Uh, you're just over $100,000 on the cost. And that's a savings of about $24,000 um, by signing a longer term deal. This equates to about $28 a student over the course of the year, which is about 16 cents a day. Um, and so that is um their recommendation for that. Any questions on that? Again, we do have um if people want to reach out, I do have the digital access available for Yeah. Um I was just thinking as we were talking about the digital only access if internet is out does that mean we cannot teach uh that you can download slideshows like um but if they don't pre-download them typically
125um that would be an issue um typically I'm thinking of like sometimes even in our curricular scope and sequence we kind of download things into our Google Drive or people will save them to their desktop. Um just curious about as like as we start to shift to digital platforms because that's just how the world is going like then there may be times where like there's technology fails all the time. So just wondering how that would look have a lot of problems on that day. You got to go old school. Why is it cost so much more than the other ones? Um it's about it's about the same. It's about 16,000 for over the course of a year. Like just because why is it more than 10,000? Um I think just because the writable piece, like
126if you look at a writable subscription just on its own, it's about $3,000 for the site. Um so then if you if you were to like kind of walk that back, you'd be at $12,000. Um I think with it being new um a a newer curriculum that is is all digital so it can be a little bit more flexible they can allow more of their their time into updating resources that's as necessary you mentioned that writable piece giving feedback to students does it also give feedback to teachers like if does it recognize patterns like a lot of these students are doing this like the chapter answer is being chosen a lot like maybe we should have a ret and that that writable piece is also embedded into 68. Oh follow up actually. So you mentioned
127that you know we don't have our own Wisconsin version and I know in some of the other in the elementary ones it looked more aligned to Wisconsin standards. Does the HMH to the point about the writable feedback, is it giving feedback aligned to our standards or is it just like best practice type answer stuff that is the right answer regardless of the standard? Just curious if it it'll help. I can I can dig into that top. Um I can dig into that to make I'm thinking from like a test prep standpoint if the teacher's noticing. Yeah. Are those numbers correct in the annual cost and total cost? John. Okay. The annual that's I made a mistake that has the sixyear cost. It's not $100,000. Okay. Okay. Adam, u two things. One, this is all budgeted
128for or will be budgeted for. So it's not like something over and above. Okay. I'm not going to look at John, but yes. Yeah. Okay. Okay. And then um just sec secondly, you know, one of the things that you and I have worked on, one of the things you and I have worked on is as we develop our, you know, plans for future years is really making sure that, you know, we're taking into account some of the board policies, specifically with social studies. I think the controversial issues policy is important. I just want to make sure we've kind of vetted some of those controversial issues to make sure we get a fair shake on rubric questions that we asked in the resources options is to make sure it fits all of our board policies that
129we have that right in there. Um, also we have some customizable options as well. So things great. We have some specific Wisconsin standards on Wisconsin native history too. Correct. Correct. Yeah, I will double check on that. I will double check on that as well. Typically what happens is companies will will offer a supplemental piece like only for Wisconsin not necessarily for everything else and um the some of the work too that um in the breakdown of cost. The reason why I separated out professional development is um as of right now as John and I are working on a budget, we can separate that out into title two and not um you might see um should we move forward you might see two different POS that's just because two different and then so you you can
130make this available to everybody if so just please email Adam copy me if you'd like to see some of the resour resources digital us for next steps. Um do you want to go to the next one? So um you know really the the crucial time in in May through August of materials ordering and delivery. Um obviously some of it's coming in print some of it's not. So making sure that we have all those um working on our like stage one deciding those essential questions. Then what does the pieces look like? How are we assessing students for free? Um, we've had a special request maybe to offer some professional development sessions because people are really excited about the adoptions. Um, so they would like to get some professional development early in the summer so they can
131spend their time digging in um over the course of the summer. um I'm encouraging them to take the summer off, but they're like, "We would really love a PD day like in late May uh where we could do a two-hour hour webinar with some of our our people and then um planning for when we come back and launch those continued professional development opportunities um and supporting collaboration over the course of the year and then those quarterly check-ins just like we have laid out in our um in our ELA adoptions as well that you guys saw the past couple years. All right. Any other questions? If not, thank you very much. I'll get thoseformational pieces out to you guys so I'll forget moving on. 5D 202526 employee handbook. John This comes every year. Um, in the
132in the HR, I've become very well known that a lot of times more proactive instead of reactive instead of proactive just because of so many things that come up and that's really what majority are is fixing some things that that weren't caught last year, but also some things that we just had come up this year that really So you can see there again we got it in there at home but any questions for John? you have any of them that you think of before the next meeting, just email them over and ask. Yep. Thank you. Right. Thank you, John. All right. Moving on to 5e, tennis court lighting. So, I'm going to let Todd do most of the uh the talking here since he dealt with most of it. Again, been creating this. Um we're
133having some we had some issues with the with the light one of the light specifically uh at the tennis courts and then um finding that one we did some more inspections that we have the similar issues uh in the other one I let time go but I reiterate one thing it's hard to say we're worried about this but we're not worried about this so nobody's in danger But we know that we need to get these fixed. So just want to reiterate that across. Yeah. So as John said over spring break, uh we had a really windy day. Uh unfortunately one of the light poles that had the Whitel tennis sign on it which was like a sail caught the wind and the pole fell over again. Thankfully it was during spring break because it did
134fall in the parking lot where cars are normally parked. Phil um went out there did an inspection right away. Noticed that there's a number of other poles that um about 25 30 years ago when the tennis courts were redone, they didn't redo the lighting poles. So they basically changed the elevation of the tennis courts with which then buried some of the bases for the lights which is what has now caused them to rust out quicker than they should. So, uh, in the picture up on the screen there, the picture on the left, you can see that, um, there's a base which is buried under the asphalt. That is the same situation that was with the pole that collapsed or fell over. The base of the pole is buried in the asphalt. There's actually four more
135that are still buried under asphalt. Uh, the others are starting to rust. They're not buried in the asphalt, but they're not high up enough above the asphalt. And then there's three or so that are in the green which are satisfactory. But if we're going to do this, we're going to do this right and we're going to make the repairs that are necessary. So all of the light poles are new. They're safe and we have LED lighting on our tennis courts which will eventually save us some energy uh energy use, energy cost, and uh it'll it'll have a better lighting for the tennis courts. The current lights are 35 plus years old. They're mercury vapor lights. They're not efficient. Again, those LED lights will offer better efficiencies. So, uh, this was a project that was listed
136in the capital improvement plan, not replacing the poles, just the lights themselves. Um, and obviously with what just happened, we need to address the poles at this point as well. Any questions? Okay. And I'm sorry for this question, but as I was walking in, I was looking at the lights and then I thought, how much does this change someone's taxes? I'm assuming not by much at all, but we're talking about putting this in the community fund, which is fund 80, and then levying an extra $120,000. Um, so I again, we'll have to wait to see where where the fund ends, but there probably more than likely be some carry over with 180. So it was a bad part of having fun in there because he's a lot out there. I'll say majority of time news
137out there is from the community. So, but I can't answer that question right now. I'm always going seven cents or six. Sure. Whatever. I'll have that when we get there. But that's helpful. Thank you. Cassie, so are we approving this and then going to pay for it like in a rears? Is that the plan? and we'd approve it now and then pay for it either with a pass fund 80 levy or general fund. Is am I understanding that right up correctly? We do 46 or 41 or 46. Okay. I guess this is the thing and talking to Todd and looking at that this needs to get done. Okay. It's community use or perfect literally perfect funding. But if fundating doesn't pass in October the at the annual meeting andor your final decision. Um, it still
138has to get done. So, we'll we're going to wait until after July one to get either to do it or get Oh, got it. Okay. So, it wouldn't be done. No, not this year. Right now, the funds in funding. Got it. Okay. And again, the community but regardless, it has to get done. Okay. And then this will be brought for approval next week. Is that the plan? Right. Okay. So, how does this fall into community uh programs and services? That's what AD is saying by far because they're available to the community. They're not like locked up. You don't need to. And how do you document that? Because, you know, there was issues with 180, right? People doing things that they shouldn't doing. And wasn't it when we I think maybe your own words were that
139they were going to really watch this and and come down hard on people that are abusing it. Right. Correct. And auditors all all auditors are expected to look at and I'm not sitting going around and looking at everybody's funding basis. question that well and what is the proof? So I don't I mean our high school students use it. Um just because some community members use it that that's good enough. If need if need be we could document out there that that we What's the program? Don't offer a program. It would just be come as you come. It's open play, right? Yeah. It doesn't have to be. It could be, but when it's set up differently than like Falcon Field, for instance, where after our our sports use Falcon Field, we lock the gates up. We
140we leave the tennis court gates open 24 hours a day. The other piece too, it is specific to the lighting. Our tennis teams practice right after school and all of their meets are during the daylight hours. So, our tennis teams don't technically use school lights. No, no. And I complained about that probably about 12 years ago that walking in here and there's no one on those courts and those lights are on. And I was told at the time that that was part of the reason that the lights are on is because the community that we like did this in knowing that community members may play later on on a night on on a warm summer night. The other thing we're looking at doing is uh because the LED lights are different than the current mercury
141vapor lights, we can turn them on and off more often. So, we're looking at adding some switching or timers that when a community member shows up to use the tennis court similar to a dial say in minutes. Yeah, you could turn a dial which would turn the lights on for say 60 minutes and then they would automatically turn off instead of having to chase down a janitor to say, "Can you turn these on please?" Right. Well, that again that's the difference between a mercury vapor light which once it shuts off it can't start back up for 20 minutes where LED lights you can turn them on and turn them off. So those those timers aren't we can't use the timers on the current lights that and I be honest you that was one of the
142other meations that was given at the time why those lights are on when there is because they are turn correct. So the one that fell a big part of it was also the sign on it. So the current ones that are buried were not don't have signs on them which is why they're safe to wait. Correct. Yeah. that that sign is large and it created a sail which caught wind. Yeah. Um and it wasn't the other poles that are still standing have the same amount of lights on them as the one that fell. The difference is that sign. Okay. Just making sure waiting is a whole another year that we're not going to have any more falling. It's the whole the worst kind of projects. the ones that are right things breaking. We don't foresee
143any need to um do any maintenance on the surface of the courts as a result of this as a result of the light pole falling. Uh that oracing them? No. No. We'll do our standard maintenance. We're going to uh we're going to power wash the tennis courts this summer. Uh there's been a lot of the oak trees that are outside the tennis courts. There's a lot of staining on the court, so it'll power wash those as part of an annual maintenance, but besides that, no. It looked like it was built into the estimates to do the asphalt like part around where the light post goes. But that would be the only like correct. We are going to, and I should have said that, we are going to add on to the concrete foundations that are
144buried to raise those out of the ground enough so that way this doesn't have to get that is part of the project, part of the estimate. I did see on there too where it mentioned the conduit. Is that anything? It would be an extension of the conduit that's in the current foundation. So they basically need to add a piece of conduit with however much concrete is added to the foundation. They have to extend it up. All right. Any other questions? Not. Thank you very much. Thank you. start six off by just saying uh happy staff appreciation week. Uh you guys do a lot of great work. A lot of it that we don't see and that a lot of people take advantage of and don't know how much hard work and effort go into things
145and make it look effortless. So I appreciate each and every staff member in the district and wanted to say thank you. Uh it almost seems like a week isn't enough. That's just very grateful to have everyone here. Uh join us Saturday for the our school forest cleanup from 9 to 12. If you haven't signed up yet, uh just show up if you got an hour or hour and a half or two hours or the whole three hours. Much appreciated. I see a couple big mounds of uh sand over there. So, I got a feeling we're going to be hauling that stuff around. So, uh but it's it's well worth it. uh the kids benefit from it uh this Saturday 9 to 12. Um I wanted to say also um happy teacher and staff appreciation and
146then also thank you to all the people who put in the time to spoil our staff. I know our PTO's do a lot and then I specifically also wanted to thank on behalf of Edertton's PTO um Glass Nickel Pizza. They are one of our the owners is a community member and they are treating the entire Edton staff to pizza which is quite a big donation. So I wanted to specifically thank them as well. And congratulations to our district nurse because it's nurses appreciation week too. Right. Sounds good. Um moving on to seven. Anybody have anything for meeting debrief? Bye-bye birdie was great. Um, I didn't get to stay for the whole thing because of my children, but um, every time we pass, my children now say that's where Bye-Bye Birdie was. And so there they
147were very into the idea of attending. All right, move on to eight. Do I have a motion to adjourn the meeting? So move. I'll second. All in favor? I opposed. Seeing none, meeting adjourned. Thank you.