001Would everybody please join me for the pledge of >> allegiance? I pledge allegiance to the flag 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. >> Welcome everybody. It's been a few years since I've sat in this chair, so please bear with me and uh we'll uh we'll we'll carry on. All right. How's that sound? All righty. Addition additions, deletions, changes to the agenda. >> Yes, I do have two additions this evening. Actually, an addition and a change. So, the addition is personnel appointment of a director, interimm director of transportation. And then under personnel, I do have a second student to recommend for school to work program. >> Thank you very much. Uh consent agenda motion, please 1 through
002nine. >> I'll make it. >> Second. >> All in favor? >> I. >> Thank you. Communications correspondence. Points of pride. >> I'm starting off. For the first time in many years, our middle school academic challenge bowl team took home the championship trophy. Raiders finished 110 points ahead of the second place team to bring home the season's title. Academic excellence, quick wits, and teamwork were all on display this season throughout the eight competitions. Under the direction of Mr. Youngs and Mr. Trust our middle school high school chorus and band students performed beautifully throughout our winter concert series in December. Congratulations to our talented musicians on a job well done. In December, Miss Stacy and Miss Kim from Crazy Birds Cafe ran after school cooking classes for our Raiders in grades 6 through 12. Students learned to
003make tacos, macaroni and cheese, and red velvet cupcakes. Each session was well attended and students very much enjoyed this enrichment opportunity. >> On Tuesday, January 6th, we welcomed eight alumni from the classes of 2021 to 2025 back to our school for a lunchon and panel discussion with our seniors. After enjoying the lunchon with their teachers, alumni shared stories, advice, and provided answers to questions our seniors posed about life after graduation. >> We wrapped up the year with a tradition like no other, the kindergarten holiday concert. It was wonderful to see so many families enjoying the music and postcon treats. Huge thanks to our kindergarten teachers for organizing such a memorable event. >> Our elementary student council recently led a successful warm clothing drive collecting 140 items for local families in need. Special recognition goes to
004our prek and kindergarten students who contributed the highest number of donations. As a reward for their generosity, these classrooms will receive new books courtesy of Mrs. Monahan and the student council. Good. >> All righty. Board committee reports. We had an audit uh committee meeting briefly and we'll we'll save that one for last. So uh where'd he go? >> How are you? >> So he can come up and uh give you three or four minutes of highlights. But other than that, uh what were there other um >> there there was a brief um uh elementary compact meeting before the PTO meeting uh that I attended. They were going over the reading uh Raiders program that's going very well where people are reading books to kids and stuff. So that's cool. and uh they were going to
005be going over a um uh questionnaire that went out for parents and then the PTO took over and talked about the coming um festivities with Valentine's Day. >> Okay. Thank you. Were there >> there was the middle high school compact committee where we just continued to go over the document that we're working on to give all the information people need to help students prepare for college or career or what comes next and help parents along in that process walking beside them. So we're still evaluating feedback from students and kind of formalizing what we want in that document. the middle school committee we're getting going on in >> it's middle high school it's a combined >> okay but still it's I didn't that's intriguing good thank you >> facilities met I was unable to go so
006I don't know updates from that >> okay >> well the work from that committee you're going to say >> all right >> okay sir the uh update I can >> excuse me. >> Let's Can we do U Brandon Littleton and the trap club first? >> I went out of order. I got excited about >> the committee audit committee. >> Guests of the board, uh, Brandon Littleton and Kel Munford High School Trap Club. >> Mr. Littleton, why don't you come on down? Ladies and gentlemen, this is our adviser for the trap club for well, I would say middle high school, but Brandon has definitely been branching a little bit even into the elementary school. It's our largest growing club and I can't wait for you to share some of your most recent achievements. >> Well, that
007largest growing club is actually the archery club, but with trap um we have we had 23 kids in the uh spring program and then for the first time this year, we actually entered into a fall program um with the support of the school and a ton of coaches. We've got we had 12 coaches for 18 kids. So, when it comes to safety, it's pretty paramount to us. We got a lot of great volunteers, but uh most of all, we have a lot of really good trap shooters. Um you know, we got a handful of them here tonight that uh that competed this year. Um they were very successful in their conference. Um out of a six team conference, they finished first overall and in the top three shooters, we've got two of them here tonight.
008Um Chadwick, which is my son, and Carter. And then uh Grayson Milky was one of the uh one of the other kids that finished in the top three and actually put a trophy in the trophy case here for the for the team. So it was fantastic. It's a really good team. It's a great program. It's a growing sport and you know they all love it and we love supporting it. So we appreciate you uh you know continuing to support it and help us to uh keep it going. So >> thank you. >> Congratulations. >> Any any questions? I I have a question that's what I wanted to offer to you. >> Yes, they shoot better than I do. >> I retired in 1973. I was 12 years old and I I got a three that
009particular day sportsman's club. >> Um I did get two on the back 25 so I improved. That being said, I'm curious. Do they typically shoot 25 or 50? Is it has it changed since 1973? No, it's uh so you're 25 per station or per per house and you're going to shoot 50 overall. So each competition week that they competed, they had to compete for a score with 50 total points and then they do the way they've got it set up within the state is they basically for our conference there was 116 kids in our conference and they take like the top 50 kids regardless of what school they are they're in and then they count towards the the total score for the team. So, a lot of every one of our kids competing actually added
010to our overall score that made it possible for us to actually win first place. So, that was a really cool thing to be able to to see and take part in because without, you know, us giving score on a week for each of the kids, I mean, we would we wouldn't have won the thing in totality. So, it was a really cool structure and it's really cool how it worked out. So, >> back in the day, if it wasn't thundering and lightning, we we shot it. was never cancelled. Is that is that safe now? >> We'll we'll stay away from the thunder and lightning with kids holding lightning rods, but uh they shoot in every bit of terrible weather that none of us wants to be standing out there. >> We're lucky as coaches we
011can put the raincoats on and hide from it a little bit and kind of, you know, stand over their shoulder, but they got to soak it all in. So, >> I'll let I'll let you get out of here, but what what are the high scores of the people behind you? >> Um, please. Well, so I think he had a 23.6 average overall. So 472. Um I think he was a couple of birds behind that for an average for the total total season. So both of these young men actually went to nationals last year as well along with two other shooters that we had. So, it's pretty amazing to have, you know, from this small school, we've got kids competing on a a national stage. It's uh you have to qualify to get in. It isn't
012just you you want to throw your hand in the air and go. You have to qualify to get in. We had four kids that qualified last year to go to nationals. And we're hoping to put a full full five shooter team together to go to nationals again this year. So, >> impressive. Yeah. >> Thank you. >> They are impressive. So, >> congratulations, GUYS. YES. Uh you you guys can you don't have to stay. >> That didn't take long. >> Thank you all. Safe travels. >> Congratulations. >> Make sure you say you weren't pushed out. >> Thank you. >> I'll take your breath. >> Thanks a lot. >> Thank you. >> You're welcome. >> Got one more stop tonight, so keep moving. >> We've got Mike >> now. Mike Debbots from Manganger Matcher Bar and Company
013LLP. >> We just go by MMB and Co. Now, so that'll be a lot easier going down the road. As as as Mr. Vickford mentioned, we had a very exciting audit committee meeting this evening just just before just before the board meeting. Um I'm just here tonight. I we have you have seen two additional audit reports from us. the extra classroom activities, which is the student accounts, and the single audit, which is an audit of the federal funds. Um, so real quick, the single audit, uh, the district, uh, spent $818,000 in federal funds during the 2425 school year. Uh, we audited the child nutrition cluster as our major program this year. We had no findings or question costs in that audit. um you know so in just one other note on that the threshold for
014an audit's going up to a million dollars this year um so I don't anticipate the district needing a single audit um moving forward uh with that and then with the extra classroom uh the student activity funds audit uh just a couple of highlights on there the the year-end balance in the accounts was about $86,000 um the the clubs had just over $200,000 in revenues and expenses this year, which really um is very, I would say, very active for a school the size of Calum. Um so that's good. That means you got to involve students out raising funds um doing a lot of activities. Uh and then in the report, we did have a few minor recommendations that we noted to potentially improve some internal controls and um student experience over the programs. uh really common
015things things that we see in in all the school districts that we work with. So nothing uh you know too interesting to to talk about. But um do you folks have any questions on on that or anything you saw? >> There was the one club you you mentioned the science the science club with with little or no activity >> was financially inactive and you touched on that briefly that we should perhaps >> Yeah. could evaluate whether or not future activity is anticipated um and if not potentially close that club and that that's uh you know just something to evaluate talk about. >> Thank you. >> All right. >> Okay. Thank you. >> Well, thank you very much for your time. >> Yes, absolutely. Thank you. >> Safe travel, sir. >> Okay. Hunt engineers. >> Do
016you want to go first or us? >> I don't. We don't care which. >> Yeah. >> First two minutes. That's all. >> Yeah. So, they'll come up in a second. I just want to steal a couple of minutes to give you guys a quick update on the current capital project. Um we're kind of at a at a turning point here. Uh a lot of the spaces that we've been in, we are nearing completion and about to turn back over to school and we're looking forward and usually starting to get into some new areas. So, I made some notes so I don't forget anything. here in the auditorium. You've probably seen in the doors that uh we're we we're pretty much complete and ready for the tomorrow's performance. >> So, first performance in these spaces tomorrow.
017>> Thursday. Okay. >> Um >> we have some a couple of things to finish up. We'll come back and do after the fact. The doors that are on there, uh the the metal doors are not the final doors, though. The decorative wood doors that will be there permanently are on their way to us. Uh when we get them, we're going to install them. There's some signage that'll be hung up on the sopets in the in the lobby as well. Um down in the library moving towards completion date in the beginning of April. Um the walls inside there are built. They're painted. We're about to start hanging lights and ceilings in there. It's really starting to take shape. >> That's great. >> Um if anybody's curious, we can organize a peek in there if you'd like
018at some point. Um, so we're we're gearing up to start installing final finishes in there over the next few weeks. Over in the elementary building, um, we are getting ready to turn over the main office and the nurse's office at the beginning of February. So, we're putting the finishing touches on over there, hanging some doors. Um, final cleaning will be done by the end of next week, and we're gearing up to turn that over by the 3. District's looking to move in the week after that. Uh looking forward, we are currently in and starting demolition in the main office in the high school here. We have temporary barriers up. Um power is cut off and made safe so that demolition can now begin. Uh over in the elementary library, we actually got had a chance
019to start demolition a little soon over the summer, last summer, and kind of pressed pause when school started. We are now getting back into that space. You probably see a a chute coming out of the garbage shootute coming out of the front of the building. Now, that'll be there while we're doing the work in that space. Right now, we're starting demolition and working through that space. And then the window replacements, we have begun those. Um, we've done some preliminary prep work and we have a plan in place now to start working through the building to um replace the windows on that side of the building as well. So, that's kind of where we're at. We're we're we're starting to flip-flop and turn over some spaces and uh soon we'll probably working with the school district
020to maybe schedule schedule some celebrations for these spaces that we're going to be turning back over to you soon. >> Will you touch on just a little bit of and I'm sure I mean Hunt can join you too at the podium if they'd like, but we're getting ready to spend down a little bit of the money that's been left. So we've talked about the scope of the work. Do you want to address that a little bit for what our facilities committee has decided? Um, yes. To speak to the specific scopes we're looking at. >> Yep. >> Okay. Um, we've had some conversations about the rest of the spendown money. So far, the money that we've we've come to you guys and had approved to spend included the boiler replacements to the high school, the windows
021I just talked or the actually the additional windows in the other side of that wing of the elementary building I just talked about, and the tile in this hallway, which um is tied to the finished date of the library. So, we have to have that all finished by the time the library is done. Um, looking forward, we're looking to spend down um an add roughly an additional $800,000 from our contingency. We're still we're still going through that initial um under the money that we had as a as a left over from being under budget on bid day. So, we're looking at doing now I might need I might need a memory jog on this some additional roof work. So, let me start with the biggest priority. So this hallway right out here in the music
022uh hallway when we get heavy driven rains that come this direction at the building the the the hallway leaks all the way up and down here. So um Hunt has done some investigating of this previously as part of a study of of prior capital projects. We are going to be pushing a scope of work forward that will repair the wall above this roof here um and stop the leaks that are coming into this uh this hallway. Uh that's going to involve taking the brick off the building, repairing some of the flashing that is uh not quite installed properly or continuous. >> It's not continuous. >> Uh and then rebuilding the wall. Um the roof immediately below that. So right over >> this hallway here, >> this hallway. and we'll call that the cafeteria uh will
023also be replaced as part of this scope of work. It's it's in one of your older roofs that is I believe either not under warranty or coming up soon. >> Um >> I can speak to that a little bit more when we do the the BCS part. >> What else do we have on that list of spendown? >> That that's what we're submitting to SED. >> That's right. Okay. Thank you. So there there's additional areas of roof that we've identified that need replacement on this building as well. some older roofing up on the around the gym. That's the older ballasted roof. It's got stone on it. Um, we are going to break off a piece of that roof to to kind of back into that $800,000 range number. Right now, those two scopes that I
024I talked about don't quite get us to where we wanted to be um with our spending for this. >> Right. So, what we're submitting to SED, um, any roof that we would want to do and can afford to do will be covered under the permit that they issue, but we're not going to be able to afford to do all that we're going to be able, you know, that we're showing them. Um, you know, we're scheduled to send SED um very shortly, certainly by the end of the month, and the hope is to bid next month and award in in March. >> And this work would be done over the summer and completed during the same schedule as the capital project. So completed by the end of this year. It's a it's a tight timeline, but
025the SED review times right now are are >> very quick, >> really fast. >> Contractor availability is not an issue. >> Um the time of year we're going being now going out. Um this is the time of year you want to go out. Contractors are are filling their coffers for the rest of the year, year and a half. Um, by the time you hit the late February to mid-March time frame, that's when you almost hit a wall and everybody's booked up and you get no thank you numbers. >> Yeah. >> The roofing we're still planning on procuring through the purchasing network, >> right? >> Correct. So, it would be an extension of the current roofing contract. >> So, the only bid work will be this exterior wall repair um out here. >> The roof work
026for the capital project was purchased um similar to a PO purchase. Um it's it wasn't it is a contract directly with Armor Davis. So it is an extension of the work identified under the capital project. It's how Sed justified the approval for that. >> So there'll be the there will be more bids than just theirs though or no >> there will for the repair of the the wall up here but not for the Ruby bid. >> Correct. >> Right. Yes. something they've already bid through a co-op process. >> Okay. >> Yeah, it's a pre-bid process. I'm sorry. >> Okay. >> Yeah. Thanks. >> What percentage of the windows have been replaced? >> Uh, none right now. Okay. >> So, I anticipate the begin the first Well, I let me back up. There is one room
027that is emptied on the first floor of the elementary building which just yesterday we started replacing the windows in. That's our our mockup. We're we want to see any issues we run into in that room we can apply and kind of solve for as we before we move down the rest of the building. Um I anticipate the rest of the windows to start early next week. >> And are all the windows that we need on site? >> The all the windows from the original bid the original project are on site. >> Perfect. >> Yes. >> Okay. Thank you. >> Any other questions, guys? >> Good. Thanks, Mike. >> Thank you very much. >> Thank you. All right. And now the BCS. >> Uh, so thank you for having us here tonight. I think everybody pretty
028much knows me by this point. Um, also with me is Jeff Robbins from Hunt. He's the principal. >> Many of you. >> Um, can we just scroll to the top? >> Yeah. There. >> Okay. So, I'm here tonight to talk to you about uh your most recent BCS cycle. You guys were are due last year uh 2025, which means you have to upload all the information by the end of February um of this year. So, next slide when you're ready. >> Is it Yeah. Is there a way we can get a full screen view? That's why I was trying. >> Ernie, I promise I'm not looking at you. >> Likewise. >> Okay. So, what is a BCS? Um, I don't think I've been through a BCS cycle with most of this board. So, I'll go
029through a little bit of what this is. Um, BCS stands for building condition survey. Um, it's something that, uh, state education requires of every school that receives state funding, state aid on a, uh, five-year cycle. So, you guys were last done in 2020. Um, and then here we are with the next cycle. Um, why is a BCS required? Um, it's required certainly by the district and also by the state as a way to keep a running list of things that you want and need to have done uh within your school buildings, within your educational programs. Um, and then there's, you know, estimated costs that are associated with that. Um, and that helps determine, um, you know, how much aid the district uh should have set aside by the state for the things that you want
030to do. Uh what does the BCS include? Um it includes recommendations from us for building infrastructure um improvements, things, you know, equipment is reaching the end of its useful life. Um things that you want to do with your educational program. Um a good example of that is, you know, STEM. We've been talking about STEM for what, maybe 10, 15 years now. It's been the buzzword. Um so, you know, not everybody's in the same place as far as incorporating a STEM program. So that would be an educational thing where we need to uh or we want to renovate a couple of rooms because we want to, you know, enhance or start our STEM program. That's something that would go on our BCS recommendation list. Uh includes other things like just general wear and tear um on
031the ex exterior and interior of the building, life safety things that we see, ADA deficiencies that we see, uh all of those things. Um how is the BCS conducted? So the first phase of BCS for us is a huge uh data collection phase. Um it'll start with the team from Hunt. We've got a representative from each of the major trades. Uh so architecture, structure, site, mechanical, electrical, and plumbing. Uh there's sometimes uh occasions where we would want to have like a theater consultant specialist as part of our team or a food service consultant specialist as part of our team. um those specialists are really driven by the district where you know you tell us if that's something that you want to really dig into. Um but nor normally it's just the the five that I
032mentioned. Uh so we'll come out here you know as a whole team. Um we will look at the entirety of your district. So the entire building exterior um all of the site elements all the athletic fields um the state of your concrete and asphalt um your structural systems and your major mechanical electrical plumbing and technology systems. Um it's so that's a huge data collection piece. The other half of the data collection piece is uh meetings that u we do with end users. So, there's going to be things that uh we want to have on our ultimate list of recommendations that we're not going to be able to see just based on a visual inspection. Educational programming is one. Um oftent times we like to meet with a facilities director um because you know that person
033will have a lot of knowledge about you know this unit keeps failing. We're getting you know super regular maintenance on this. You know we really need to look at how much life this piece you know has left. Uh so that's you know in a nutshell what it is and how we do it and why we do it. Any questions before I move on? Okay. So these next few slides um are by no means a complete list. Um they're just some of the bigger ticket items uh that we put together. These are going to be by building. Uh the section at the top uh is what I would categorize as educational program enhancements and then general building insight is everything else. Um so at the elementary school um the some of the more major items are
034some full classroom renovations. That's primarily for the original classrooms in the 1938 portion of the building. Um that's top right picture there is an example of that. They could just they could really use some love and some refreshing um full locker room renovations. So, I mean, you're not using the locker room with students, you know, changing for gym anymore. We definitely heard that there's a need for gym equipment storage. So, um you know, would like to suggest that we renovate that whole space to suit your your gym equipment uh storage needs. And then art and music suite renovations. Again, just um as a specialty program, they could use some renovations and upgrades, general building and site. Um in previous projects, we uh renovated some faculty toilet rooms. We just want to keep going with that
035effort. Uh corridor door replacement. oftent times that's for doors that are not rated or that have the wrong hardware or have wire glass which is not allowed in schools by SED or some you know combination of all of those things but there's there's quite a bit of that uh in the elementary school window replacement that would be at the back half of the building so the 19 I think it's 1954 portion uh since we're already taking care of the 38 uh air conditioning you know is a big one that we've been talking about for a little while. That would be a huge uh huge ticket item. Along with that would come an upgrade to your existing electrical service to that building. Um some general mechanical systems upgrades, you know, rooftop uh units and equipment that
036are reaching the end of their useful life. electrical systems. Um, continuing to upgrade your uh, lighting from what it is now, which is a combination of various types of fluorescents uh, to LEDs. Um, and then continuing with pavement and sidewalk replacement and then uh, through one of our end user meetings that was discussed to maybe expand some of the playgrounds associated with the elementary school. >> Next slide, please. uh middle school, high school. Um under the educational uh heading, some more full classroom renovations. Um the classrooms over there are not bad. Um you know, they're certainly, you know, still functional, but uh they're dated. You know, the VCT is worn and cracked. You know, casework is maybe showing a little bit of wear. So, it's just something to put on a list to keep track
037of. Uh middle school locker room renovations. Again, the middle school portion um hasn't is original, hasn't been uh touched since it was first built in the 60s. Probably should be renovated to be more reflective of how you use that space now. And again, uh you know, to accommodate some storage needs. Um LGI and STEM shop renovations. So, this would sort of go in conjunction with I'll call it the clean STEM that we're doing in this project, which is the library, the entrepreneur studio, and the innovation studio. Um, so this line item would be the actual, you know, wood shop. Um, renovate that space, evaluate that STEM program in there. Do we need to do other things like robotics, metal working? Um, you know, that's all TBD, but that should be considered um to go along
038with what we're doing now. Uh, and then just some more casework replacement. Um, that top left picture is the current art room. Um, you know, it's very dated, um, very worn. uh and could use that's just an example. Um but there's some some case work that could use some replacement. General building and site um full cafeteria servery and kitchen renovations. Again, that's all original. Um I would expect that maybe it could be renovated to be more functional for how they use that space. Uh window replacement at this building, continuing roof replacement at this building. Uh again, air conditioning, uh mechanical systems upgrades, electrical systems upgrades, um pavement and sidewalk replacement, and then uh again with the end user meetings, there was a discussion about potentially turfing uh baseball and softball fields, district office. Um this
039first one has been on the list for quite a while. Um there was have been discussion uh with Bob and now with Becky to relocate the district office um into this building potentially, but um converting after that move happens if you can do it, converting that uh current district office into an Adidable building. Um because right now there's things that need to be done to that building, but the district won't receive any aid on it because there's no student occupied spaces in there. Um, but that building, I mean, it's not terrible. It's not falling apart, but, you know, it could use some love. um floor and ceiling replacement, roof replacement, uh removing that chimney that's there, and then just some electrical system upgrades. And then at the bus garage, um bus lift replacement, um overhead
040door replacement, mechanical systems upgrades, roof replacement, writing a generator backup at this building is a big one. um upgrading the fuel tanks and providing a canopy at the fuel island, um electrical systems, pavement and sidewalk. And then this last bullet, which I realize is a lightning rod of a bullet, but it's on a list because we just have to account for it, is um you know, what do we do in the future to accommodate the electric bus mandate? >> Next slide. Thanks. Um, so this is just a a screenshot of um our online program uh that we it's a proprietary program for Hunt that we use for BCS's. Um, this is just a snapshot of the dashboard. Um, I just want to point out a couple of things here. Um along this part here you
041can see we can organize the recommendations that we have um either by building, by discipline or by category. Uh the categories would be life, safety, ADA, you know, athletic fields, whatever. Um this graph here shows uh prioritization which you know we're still going through the process of prioritizing everything with the district. But you can see here the total cost for if we were to do everything tomorrow, we would be at hundred million dollars. So it just >> so you know, >> one of the things you have to understand is if you don't identify it and put it in >> Yeah. >> the BCS, >> the state won't let you do it. So, every project that you submit, you have to submit an executive summary of what you what your findings are, and they'll check to
042see if the scope you're doing was identified. And if it wasn't, they're going to question you. >> Yep. >> There's ways to work through it, but our goal is to throw everything at it. >> Anything we hear about, anything we see, we want to end the report because it's a lot easier to to be able to do something. Yeah. to not do it than to, you know, miss out an opportunity. So anyway, so don't let that scare you. That is, you know, that's all in. And some of it's duplicated, right? So like like a new bus garage, >> we also have money to fix your old, >> right? So there's some double dipping there, but you know, >> you don't know which way you're going to go or when it would happen. So it's all
043in there. Okay. Um I guess it's the next one. Yeah. So on the the next slide, um >> one of the things that we we haven't gone into detail yet is prioritization and organizing the data and the items into different priorities and years in a full in-depth process. yet what we like to do is have an understanding of of uh when your next capital project might be and organize the prioritization in that fashion for the first you know go around. So, if for instance, if you're planning your next vote in 2030, we'd be looking at putting all those things that you might consider in year five. And be because the state requires a five-year plan, our system will allow us to actually go further and look at a 10-year plan if we want or an
044eight-year plan or whatever. So, what I'd like to suggest is that we we we think about when you might want to consider your next project, which year. We we take an initial round of prioritization for that in mind, and then we adjust it to be a 10-year plan, and we kick everything out to the next cycle that you would do a future project beyond that. And that really helps inform uh how important something may be, right? because if it can't wait for two projects, then you're going to really be considering it for that next project. And then the years in between we often, you can see in here represents capital outlay projects. You know, you've been on the cycle of doing a $100,000 project every year is we can really fine-tune and find those initiatives
045to consider for the next five years and beyond. So, so this is an example, but we would want to update this with the approach that makes sense for you and and how many years we'd like to look at. So, >> is may I ask because this is all new to me. >> So, the things that they're working on right now for the capital project, were those items identified by this project that you're on? >> Yep. >> So, that's how how this whole process works. Yes. >> Yeah. It was identified by this process uh five years ago, >> right? Exactly. Exactly. >> And the list that we have now, you know, for 2025, those things have been removed, you know, because we're doing them. >> Okay. Uh so the next couple slides are just some graphics.
046Um we have the high school and elementary school buildings um sort of colorcoded by year of construction. Um it's just a reference point. A lot of times when we talk about a recommendation, we'll say the 1938 wing or the 1954 wing. Uh, and it's just tied to this graphic to, you know, to be more informative of where exactly we're talking about. >> On the next slide, um, so this is uh a roof replacement plan um that we've been working off of. Uh, this will be the third project. Now, um after we're done with this project, your elementary school will be completely replaced. And then, um at the high school, the areas left needing replacement, um are all of these orange areas in here. Now, what we were talking about earlier for our phase 2 spendown
047scope, um we would be doing this roof here. Uh if you can see, that's number one. And we're also submitting um some portion of uh this roof number four and some portion of roof number eight because that's where the district is experiencing either leaking right now uh or uh the insulation showed as saturated when we had it surveyed. So, this is just a breakdown by building um of a cost uh five-year cost summary. Nothing beyond that. Too much to report on this one. Uh this last slide here just uh you know is for your information on the timeline um of of us conducting the BCS. We did our field work uh last September. In October and November, uh you know, we sat down with our end user groups uh and had a bunch of meetings.
048Um so we met with athletics, we met with uh special ed and student support services, uh transportation, food service, uh groups like that to uh dig into again those things that we wouldn't necessarily be aware of or know just looking at the building. Um, in December, uh, we met with Becky for the holidays to, uh, review our entire draft master list of all of the things. Uh, you know, we're here tonight presenting to the board and then we're on schedule to upload all the forms to SED next month. >> And that's that's it. >> Is there any other questions? If we were to move the district office over here and just tutor >> two kids a week in that building. >> Yeah. >> Could we call a tutoring tutoring center and have the whole building
049aidable or just a little spot for two two kids? >> Yeah, I can probably speak to that. Probably not. You have to have a bonafide um program that is kind of a regular class. Okay. So maybe if I'm going to use, we've talked about STEM. If you needed to, you know, have a a specialty program that was related to STEM and you needed that space to to conduct the program. Yes. So of support services of a couple kids here and there, they're going to suggest you could do that in your existing space. You have to show the need for that space for a specific educational program you can't provide elsewhere. I figured it out. >> Put some cows in that thing, John. What's that? >> Put some cows in that place. That's right. >> And
050lastly, when did we stop using the locker rooms to change for gym? >> I don't know the answer. >> 19 19. It was right when I was in school to be honest cuz we showered and then a couple years after that it stopped. So that was >> And stinks. >> Late 90s. Yeah. >> Huh. But they still use them in the high school. >> It's just the elementary school they don't use them. So the elementary children don't change for PE classes. They just go in their normal clothes. But when they come over here, they do use the locker room. >> So they still are in this building here. >> Yes. The middle school kids don't change. Uh high school kids definitely don't change. >> And and we're not talking about the high school. >> The
051middle just the middle school. Um, >> it's it's pretty outdated in there. Like even the faucets kind of leak. Like if you were to walk in there right now, you would feel like maybe you went into a basement, right? It it definitely needs a facelift in there. And I think some of how it's used has changed over time because the space is outdated. >> No, you you were wonderful. It just >> Okay. >> Got me thinking. >> No worries. >> Any any other questions? >> Uh, quick one. Yeah, >> I'm working with the town of Wheatland on some uh recreation opportunities and we're applying for grants through Labella. >> Is there anything like that from the state for school districts or it's kind of exclusive to what we're doing here >> related to a BCS
052or just in general? >> Just in general for funding opportunities. >> I I can speak to that a little bit. Um we do a lot of grant writing also and grants are very specific and typically there's a lot more available for community use in a municipality or a township or something like that. And that's generally because they don't have the aid mechanism that a school district has through facilities planning. Now, with that said, we've we have um been able to secure some playground grants over the years and um you can apply that to a project. It will um be deducted from your aid though. So it's a it becomes a little bit less desirable to chase it because if you're already can get you know you're spend 100,000 you can get 80,000 from from the
053state from facilities planning they're going to and you get a grant for 20 they're going to deduct >> right >> 20 from that 80 and you get 60. >> So it it's hard to make it worthwhile. Um we we are currently working with NAERTA on some um the clean they call it the clean green initiative and they have special permission and um connection with SCB where they you can use that grant as local share and offset any um local part of you know the cost that you don't receive aid for and not have it be penalized to you. So that's that's been the best opportunity that we've seen is the clean green, but some of that just changes every year and they're the track one is done now and they're pursuing track two items. But
054>> so is is that something then that you'd want to lump into a capital project like the changing the lighting and upgrading that? Would that be lumped in or could you do that as a oneoff? Like we've done the sidewalks in past years where it's like a $100,000 project or something. Are we able to piece that out incrementally or would you want to lump it? >> You can. It's just, you know, you have to weigh out how far you can get, right? If you're doing a lighting, we we've done some Chin and I together have done some lighting projects for districts where, you know, actually we had one one district that um the capital bought the lights and the district installed them >> and we were able to get special permission with SEDD to make
055that happen. Um, so there's some things. It's getting harder and harder because things cost so much. 100,000 only goes so far. But, um, there's some unique things that can be done. And in years past, um, NY had a rebate program for light fixtures and that's another thing that you could go after. And that was prescriptive. You replace 10 lights, they'd give you, you know, $15 a light or something like that, you know. So, >> I did recently um do a STEM like a shop space for a project and they used a grant to get a lot of their new STEM equipment. >> Yeah, that's a good way to do it is for equipment. That's a great example >> through the state. >> I don't know which uh the grant process I wasn't involved in that
056part. I just know that for that package, you know, we gave them all the information and then they took it from there for the grant. >> Yeah. And and the nice thing about that is a lot of equipment does not receive aid. >> So going after a grand for something like that is a good use of >> good information. >> Yeah. Thank you. >> Thank you. >> You're welcome. >> Thank you guys. >> Are we excused also? >> Safe travels. Uh public forum. Anyone? Okay. Superintendent's report. >> All right. Let's start with the honor roll. Uh so you'll see in the honor role I I appreciate just kind of watching those percentages across the grade levels uh holding their own. I would say that you were just coming off of the marking period that I
057would tell you is always the hardest one. Um the kids might disagree with me right now as they are in the middle of their final exams and it is feeling very challenging. Uh but it is not atypical to watch that marking period three uh be the marking period where teachers are making sure that their whole scope and sequence has been covered. So sometimes it just picks up a little bit of pace. Uh so right now you see that the Raiders are holding their own and there's much to be proud of there. Um next up for me is to have a conversation about prek. So when you guys came in today you should have at your places um a budget map. So we are going to No numbers tonight. We don't have to make a decision
058tonight. Do you have They're all with me. Okay, that's why I have for you a pile. >> Let me see. I'll take care of my two here. John, thank you. All right. So, I think for our purposes this evening, I just want to be able to give you guys some numbers around prek. Like obviously in order for us to make a decision moving forward whether or not we're going to full day prek, we all know that the the gist of this is can we afford to do it, right? That's really what it's about. And I would say not just can we afford to do it this year, but can we afford to do it long term? So it's definitely been um part of the board's guidelines and creating and doing our budget development that we
059not initiate something new this year that has no sustainability. So I definitely want to talk to you tonight about full prek. So, I'm going to get us started by just kind of giving you the lay of the land. So, you're going to see um chunks of basically budget budgetary components. So, category A, B, C, and D. And then you'll see, and I'll explain underneath C and D some of the budget costing that we're beginning to look at to make sure that preK is not only doable in full A um but also sustainable. So, let's look first at category A. So, category A is this year's program, the the exact program as it's mapped. We have three half-day sections. So basically when you're looking at that number, you have a full-time teacher and a half-time teacher
060running our prek. There is a full-time teacher. So let me just frame because this is how this data is going to drive all the way across this table. We have two full-time teachers teaching preK, but one of them actually teaches the second half of the day halfime as an interventionist, as an AIS provider. So morning prek, afternoon AIS. So in our budget, we budget for two full-time teachers, but for preK alone, it's a teacher and a half because the general budget takes intervention for the other.5. Does that make sense? >> Okay. So, just for clarity, that's how this pattern is going to run across. So, you're seeing a teacher and a half and you're seeing an eight and a half. And what we did to make sure that we were comparing apples to apples is
061we took if this year exactly as we look into next year with salary adjustments, some of the increases we were expecting around health care costs, you're looking at the real cost in a for us to just carry our our program forward. So in a right now we qualify under the state of New York. We've been applying and getting a waiver for to still run a half day prek program. With that waiver, we're actually getting more aid than what we're entitled to. And it's the state's way of saying we'll give you a little bit more money, but the goal is for you to be full at prek. So, we are in, I believe, year three of the waiver. I know it's been two, but I feel like I saw a third year. I'm still trying to
062see um that particular data. What I would tell you is this year when we applied for the waiver, we had to apply a second time with more justification. you know that we've just surveyed our community about full day prek because the state of New York is actually reaching out and saying we need to see what your plans are for moving to full day prek and we want to see whether or not you're putting in that good faith effort that the waiver has granted you. So that's why we're having this conversation kind of early. So let's take a look at that. Right now with the waiver we actually get $136,940 uh for our prek program. The difference between A and B, so now we can move over to B, is that if we do not get
063the waiver, our our state aid for our current preK model, which is half day, is going to drop back down to $95,000. Your cost isn't going to change. You're still looking at 1.5 teacher, 1.5 aid, but you're seeing a cost red or a decrease now in revenue in state aid. So, you're watching that expenditure go up. So, if we're going to budget in this current budget exa to have the exact program that we have now, we should expect running that exact same program that we're going to have a $41,940 increase of local share to keep our program running exactly as is question so far. And if we don't get the waiver, >> if we don't get the waiver, so what I will tell you is we have to build a budget that says that we
064are not getting the waiver because we have to guarantee that in our budget that we're going to deliver the program and services that we say we're going to, right? >> Can this information be made public? Like can like this spreadsheet is this are these numbers that people are privy to or just us? The reason I'm going to say just you is because you're going to start getting over into the exceptions and as you begin to see some of what I'm going to lay out for you, you're talking about it wouldn't take much to identify that that's a person. So, I could probably reframe this in terms of like the general budgetary pieces. >> I think people want to know. >> Okay. I think the flip side of that is this board has to make that
065decision too, right? So, I would say by the time we're back together February 10th, I'm hoping to present to you this evening that over the course of the next few weeks that you're asking any follow-up questions about the impact of this on the budget, we do need to make a decision on which direction we're going to go so that we can have our parent information night and run our program. Okay? So, if we just stay asis and we budget as if we are not getting the waiver because that's not been a guarantee. And I can actually see in our budget documentation and you'll if you go back and even look at uh some of what we talked about in terms of fund balance last year when we were talking about the reserves and why certain
066deposits were what they were. So I wanted people to see where the money came from because we've been getting the waiver from SED. We've been getting a little bit more money. We actually have still been budgeting that our revenue was going to be at the 95,000 for fear that we might not get the waiver. So that's been pretty standard for us. So, we are going to be budgeting in B, letter B. That's what our budget will look like. If we get the waiver, fantastic. It'll help us explain fund balance, right? If we don't get the waiver, we're going to deliver on the program that we set out to deliver. Okay. Now, let's take a look at letter C. So, letter C is your first example of a full day prek model. So, you're looking at
067the budget there in this budget. Here are your big shifts. Now, now you no longer can say that you have a teacher and a half and an aid and a half. You actually have to go to two teachers and two aids. So, you're watching the budget in this particular one go up by those positions. So, you're going to see the increase if you look straight across the top of of total salary. And remember, I'm using next year's numbers in every single table. So, when we do the salary, we go to two full-time instead of the 1.5. you're going to watch that total salary increase. That's also the addition of the aid going to full-time there. Now, the big difference is once we go to full day prek, take a look at that aid. We go
068from a UPK aid award from SED of $95,000 up to $251,59. So, you watch your aid really increase. The cost now of running the program by going to full day prek in two sections actually drops for the district. We go from it costing us $26253 to $85,08. So it it is a difference of about $120,000 a reduction for us in local share. >> Questions about that? If we offer a full day, say starting full day 26 27, are we then obligated to offer it from that point forward indefinitely? >> I mean, I would I would say that when we make the decision on February 10th what we're going to do, we should be saying that this is our new model. >> I mean, we've been running half day prek. I didn't get the date on
069that. I can't tell you when we open. Michelle, do you know how long we've had? >> The first class just graduated last year. >> Okay. >> So, 14 years. I was going to say I thought Elliot was >> I don't know my son was the first year before I think >> Elliot was eligible and graduated 23 >> daughter the lottery for the first time >> I don't know I just don't doubt he got the last >> in the grand scheme of it >> 14 years >> in the grand scheme of it this even though we've been getting the waiver and we know that we need to make our way to full day prek I mean this is the first time we had prek conversation about the structure of our program and let's say 14 years
070let's say 15 right even if we're going to say 10 I would imagine that when we make this decision we're making the decision and the shift is going to exist now for us for some time before we might challenge it again you know if conditions change we don't have to offer prek actually we don't have to offer kindergarten kindergarten's also not mandatory right so when we talk about budgetary cuts if we were to get oursel in a position where we needed to be strategic in how we're building our budget We always start with the things that are not statemandated. We must fund the things that are statemandated. So you might would find yourself in a predicament where we say we just we don't offer prek, right? But I mean I'm I'm answering the question. I'm
071not saying that. I feel like I need to sign right now. This I'm not saying that. I think full day prek is fantastic programming. I think being early intervention in terms of philosophy to me is more important than circling back for kids once they've fallen. Right. So I personally think that early intervention should be our path. The numbers also tell me that early intervention should probably be our path. So if we take a look at two full day sections, we would actually save money. Now budgetarily with the number of families that have responded to our survey and what we think our numbers are going to be. Let's take a look at D. Every single grade level in our district right now is running in three sections. So if you have let's just think third grade
072third grade is in three sections fifth grade is in three sections when we offer high school algebra we have three sections maybe four right but that our numbers really justify if you take the total enrollment of a class and say 60 you divide it by three you get a decent class size for a teacher to teach three full day sections of prek is what you're going to see now in Dur a doesn't change as you can See, right? We are not going to get more than 250159 no matter what we do. That that's where we land. If we're going to say that we're going to full day prek, we should plan for Three sections for local impact to the budget would be another $21,632.88 of local share. That would be like worst case scenario for
073us. So now I want to take you down into what you're seeing in blue. So underneath C and underneath D, you're looking at efficiencies that we have been kind of examining as an administrative team around when we make shifts, are there things that we're currently paying for in our budget that we feel we could no longer they're no longer serving us with the same level that we expect. And now we want to shift our focus maybe away from some of the ways we were using our staff and use our staff differently. So now I want to talk about the efficiencies. So when we take a full-time teacher who is teaching halfime in one location, half time in the other, you're seeing here that I'm listing as an efficiency that this now opens the question during
074budget development whether or not we are going to replace a point a.5 teacher in academic intervention at the elementary school. So it's a question. So you're seeing there that I'm noting that this is a time and space for us to have that efficiency. Uh the board will see again in February at your February workshop uh how our data looks right now and principal Meyer will be able to share with you um the the what is happening in intervention in terms of student growth in interventions um what that looks like for us how many kids are in intervention and whether or not she believes when she's putting in her principal priorities whether or not she believes she could go down by that.5. So, we're still going to be asking her to make that decision, but I'm
075putting that there for us as a note that that's an area where we should reexamine an efficiency. We like to look at things that way. So, a teacher is retiring or someone is retiring. Do we are we filling that position? Someone gets a job someplace else. Are we filling that position? So, you're seeing it here as an efficiency because that's our pattern. We should challenge it. also going to see you're having you have an aid right now in the prek that spends half day prek am the second half of the day she actually becomes a lot of office support so she is taking care of uh lunch breaks so that you're meeting all your contractual obligations and then filling in across the building as she is needed what I would say is that when we're
076looking at the elementary school the the structure of the middle high school is two full-time secretaries in the building that allow us to run all of our security procedures they cover one another for lunches so You always have somebody manning your space that's been trained in your safety manual. I am recommending like if we're moving in this direction, this be another efficiency that we consider. Is this a time not to replace an aid for 0.5 and instead to increase the secretary to full-time secretaries covering each other's lunches would be the same duty? So, I'm putting it in in here as an efficiency. And then whether or not we do a staff reassignment. So we have we have an interventionist and we're curious whether or not with our data set we could reexamine what that looks
077like and maybe instead of having to cut in a particular area we change a job title and start to begin to look at something different. So you're seeing outlined there are some areas for us to consider. Now, if we were to implement those efficiencies under letter C, you would be basically increasing or increasing the deficit, which is an odd way to say that, but we would go from dropping by $120,000 to dropping by 128. When you go over to D, that's really where I was most concerned. If I'm going to try to do full day prek and say that we need to budget for three sections, I'm trying to offer us another level of efficiencies to say there are some dance moves here budgetarily that we could really examine to try to see if we
078could get that local share or that local increase down to the questions. So, I had a question from when Michelle was I don't know if it was Michelle who told us or someone else last month about our aid being capped at so many students and if we go above those students that our aid drops is was I understanding that correctly? >> We stay in half day. So, we had talked about full day prek and maybe we had some parents in the survey that said half day. Yeah. when basically the state gives you allocations for full day, they give you allocations for half day and then you get a little bit of a no for half day. So it's a little bit of an extra money loss there. So you do start to see almost the
079negative decline in what that aid would look like. >> But the aid doesn't go down if we go over that number as long as it's full. As long as we say, it is my understanding that as long as we have 17 students in full pay that we basically have guaranteed ourselves the our Yeah, it's still based on per pupil. I don't want to see us drop below our 33 to 35. Like we really need to stay there. >> C is certainly our sweet spot. Wouldn't that be great? That would be great. But I think in the grand scheme of it, if we're going to say that we're doing this, D is the model we should budget for. So, we're either we either have to budget for B or D. If we budget for B with
080that half day and then we get the waiver, good for us. We have a little bit more money in our fund balance to put toward a capital reserve, right, to save for later. If we budget for D and we don't end up with three sections, we end up with enough kids that register that we only have to run two. Well, we budgeted appropriately to make sure we could take care of our community. we end up in C which is our sweet spot we'll have to continue to help our community understand how we end up with fund balance right this is how we make a deposit into our capital reserve so it's the conversation around we we have to plan to deliver the service we promise and if that service level drops in any way or
081we get the waiver you see an increase in fund balance you're safe yes ma'am >> is there any possibility or thinking of having two full day sessions and one half day session No, the reason I did not put that on the table is because it changes the aid rate and you you're going to watch the increase of the local share, which I just don't I don't >> I was just wondering because I know some in your survey some parents did want to keep half day. >> Yes, there were I'm going to say eight, maybe eight. >> Can we see the survey result? >> Sure, I can share that with you. Um I believe there were eight families that said they really wanted half day, but then I feel like there was another portion of that
082survey that said >> no preference. no preference. And so you you watched a lot of people kind of chime into that, too. So I feel like we I know based on the numbers I know will be full at C. The numbers right now tell me we could tip into D. >> And each cap each class is capped at 18. >> Capped at 18. You can write for a waiver. I talked to a superintendent today that actually got a waiver to add another student into the class, but the second that they did that they had to add another eight. And you could have say 18 and then 16. >> You could. Yes. Okay. Yes. Absolutely. >> Could we have like 21 and an aid and still make money? >> No. They wouldn't let us go to
08321. >> I just threw a number. >> Yep. >> Out there on the All right. >> Okay. Another question just surrounding Sure. I I don't know where this would fall, but say, "Are full day prek students eligible for academic intervention, speech, uh, OTP, whatever they might need provided by the school or how does that work and how is it staffed?" >> Yeah. So, technically, Megan, do you want to just speak a little bit to all of that for us again? You want to come come down to the podium so that we can hear you well? >> Um, academic intervention would be different. Okay. in terms of what we're calling it, they're eligible at if they qualify as students with preschool students with disabilities, >> okay, >> to get um special ed itinerant services, which is
084like a special ed teacher at the pre prek level >> would come here from wherever they from their agency or >> Yes. or our own. Okay. So we would we're in the process of applying to be an approved site to be rese um and special ed services would all be on the table for kids who qualify as preschool students with disabilities. >> Okay. So like so somebody from KStart who is a traveling provider would come and provide those services to a student here. >> Yep. Okay. >> Yep. Um and then if if we needed if there was not a speech provider from another uh name on the list, we would be um able to provide that and be reimbursed by the county. County pays for that. >> So one of our employees could fill that
085spot. >> Yes. Okay. >> Yeah. >> Okay. Thank you. >> That's win-win. Correct. >> It doesn't hurt. >> That doesn't hurt to to be reimbured for someone who's >> No, I didn't mean you mean reimbured. just the fact that the the kids >> the kids here can get the services >> and the the way that we the way that we process and Michelle if Megan needs you for this too feel free to jump down and we'll answer these questions as a team. Um but the way that speech let's say for example you are a kindergartener that doesn't have a disability but but we think you need speech services. Talk to us a little bit about that and then we would use our same process for prek. >> Yep. Speech is the only related service you
086can provide as a um improvement service without an IEP or 504. So, we have systems in place right now that teachers um make referrals to right to the speech department and do speech improvement short-term um catchup um fill in any gaps and if it needs to be more structured and longterm then they refer to either CSE or 504 >> and that's provided either in-house or as an itinerant >> or that's kindergarten >> that would be our providers. >> Yep. >> Cool. >> Thanks. >> Thank you. You got >> and I guess typically to add to that when you're talking about a preker, you're leaning more towards if you're saying academic intervention, it's most likely some sort of speech uh you know delay or something. So that that's where it would come. It wouldn't necessarily since
087we were talking about reading interventionists and things, it wouldn't necessarily be like a pull out service 15 minutes for sure. >> Thank you. Because I instantly when I heard intervention, I instantly went to what I know happens at that level. I wasn't even thinking about AIS providers. Thank you. If if you have an 18 classroom with 18 students, another classroom with 18 students, and another full-time classroom with nine students, are you able to reduce the aid requirement? Can you just have one teacher per nine students or how does what's the breakout? Is there any flexibility? >> I don't think so. I think in prek I what I read in terms of the requirement, I'd have to get clarity from and ask them that question, but I I think you have to go together because of
088their age. We've had years where we have 10 students, right, in a cam class or that it's always with it's a teacher and an >> state requirement. You have to >> Yes, that is the >> I think it's I think it's because of the age of the students like there's definitely some needs in prek that >> Yeah. >> for supervision alone, right? can't just they don't just go to the bathroom and right >> any other questions from a budgetary standpoint so I I'll just recap like in in the way I think of this from the board like we have to decide budgetarily are we going to plan for next year under B are we going to plan for D and I think looking at what that increase to our budget might would be in D
089you have to be thinking about three three sections we just have to, right? It D is a her C is our sweet spot. We would hope to get to that, but as we build the budget, D is where that budget bill would be. So, I would love for you to ask any follow-up questions that you have kind of be prepared that when we come back to a pre preK discussion February 10th that we're ready to say we should move this forward in full day or we're going to stick with what we currently have so that we can make plans at the elementary level and move our enrollment forward. And with this full day, just >> calling back from what we talked about in December, it's a shorter day than the typical elementary day and the
090parents are still responsible for drop off and pick up and there is >> effort going into seeing about wraparound care. So that there's one >> just trying to make sure I have all the things so that wouldn't add any transportation costs for us because the needs for a pre-k transportation are so different than correct elementary or middle high school. even thinking about the the the start time and the end time is really thinking about the age appropriateness for the group. It's full-time, but it doesn't need to be the longest school day in the history of the world. Um, also that um like you said, no transportation. We don't transport kids this age. You wouldn't actually get transaid on that. So, like we this is a very conservative build and making sure that our teachers have
091their planning time. point. The way we've built this allows us to take care of our contractual obligations. This is your real number in terms of budget impact. >> Would students enrolled in full day prek attend specials and how would that affect staffing for library art music? What whichever special? >> Sure. >> Michelle, do you want to talk a little bit about Thank you. >> Sure. So, there are a couple mandates, movement being one of them, right? But it doesn't necessarily uh like PE physical education doesn't necessarily have to be administered by a PE teacher. Um so like we think of when our students come into kindergarten they go and they go all these different specials library meets for prek that is not a requirement but there are certain movement pieces throughout the day. There's also
092that rest time that is part of the day that we need to have that happen. Um, so specials would be ideal because that's how some school districts give their teachers their planner period. So it would really be what do we have available to us? We've talked about possibly having music and having our our band teacher teach that um as opposed to the general music so we can move around some lessons. Um, I've mentioned uh wanting to have our art teacher down at the elementary full-time. this might be able to help with that justification uh that we may need that time. So, right now in the schedule that I built though with the time that we have, I don't need to have teachers right now go send kids to specials in order to have their planning
093time. We have a long enough school day that I can finesse that with pickup and drop off a little bit differently. So after Michelle builds a master schedule, she'll be able to see her special area teachers and sort of maybe where they might have a 42 minute slot or a 30 minute slot. And I think prek is probably going to get a little bit of the leftover of what it will look like to run our elementary program. So >> and it's about immersing the student in opportunities. >> They get opportunities >> access to the facility too to the area. So they can certainly go up to the art room with all the supplies under the direction of the teacher or you know obviously use the gym and things like that >> be cafeteria >> do
094staffed by their regular teacher in a sense. >> Yes. And their aid which is part of that. >> So they would go to the cafeteria >> this same time the other kids. >> Yeah. Yeah. Some schools have them eat in the classroom but we do that now. We have them come into the cafeteria. Actually, uh, right now our PM prekers get their snack as our fifth graders are finishing up their lunch. And so that's a really cool dynamic. And actually, some of the fifth graders come and help the prekers or they clean up. And um, so that that's that is something that's happening right now. And I do have in my schedule the ability right now hopefully the way I've mapped it out to allow for the full day precares to come in for at
095least lunch. I would probably suggest breakfast to be done the way that it's being done now. They wait a little bit until the big breakfast crowd is out and then they have their own quiet breakfast right now. >> I would think so. >> Yeah. >> Thank you. >> That was very very thorough, Rebecca. Thank you. Thank you >> very much. All righty. Old business, none, new business. Number one, approval of tax collectors report. Resolve that the board of education upon the recommendation of the superintendent approve the 2025 2026 tax collectors report. Motion, please. >> I'll make it. >> Second. >> All in favor? Okay, >> thank you very much. Uh, number two, presentation of extra classroom annual audit report and single audit report. >> Yeah, Mike did it and yes to the board. >> Correct.
096So there was no >> number three board resolution to accept the extra classroom audit annual audit report and single audit report. Resolve that the board of education upon the recommendation of the audit committee accept the extra classroom activity fund annual audit report and the single audit report for the fiscal year ending June 30, 2025 as repaired by Mangle Meerbar and Company LLP. Motion, please. >> I'll I'll make it. >> Second. >> I'll second. >> All in favor? >> I >> Thank you. Uh, extra classroom activity funds corrective action plan resolve that the board of education upon the recommendation of the superintendent accept the extra classroom activity funds corrective action plan for the year ending June 30, 2025. Motion, please. >> I'll make it. Second. >> Second. >> All in favor? >> Quick discussion. >> Yes,
097sir. >> Uh, who is responsible for implementing that? Is that >> Cwell? >> The high school principal, actually. >> Okay. >> Good. All set. >> Thank you, John. Y favor. >> I. >> Okay. Thank you. >> All righty. That I believe takes care of new business. We will now go to executive session at 7:17. Motion, please. >> Make it. >> Second. Second. All >> righty. >> Motion to return to regular session at 8:24. Please, >> I'll make it. >> Second. >> All in favor? All right. Here we go. Executive session >> 1 through 13 as written. We have an appointment of a bus driver. We have an approval of a leave of absence. We have an approval of two student teachers. We have a approval of a leave of absence. We have a resignation of
098a teacher for purpose of retirement. We have an appointment of an elementary music teacher. We have a appointment of a mentor. We have approval of two work to school students. Excuse me. One work to school student >> two work to school students. Sorry about that. Approval of intercolastic coaches. Approval of an MOA. Resignation of supervisor of transportation. Approval of a second MOA. Approval of a substitute. Motion, please. >> I'll make a >> second. >> All in favor? >> I thank you. >> Um motion for German at 8:24. >> I'll make it. >> Second. >> Thank you.