July 2025 Regular Meeting

001All right. Thank you. This is the June um regular meeting of the Wyoming Board of Education. I'm calling Miss Haney's order. May I have a roll call? >> Mrs. >> Yes. MRA. >> Yes. >> Mr. Felmire. >> Here. Here. >> Mr. Thomas. >> Mrs. G. >> Here. >> Oh, I just hear a noise. I just >> All right. Please join me in the pledge. 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. If there are no uh >> we're going to check that really quick. >> What are we checking >> to see whether or not anyone's >> Thank you. >> Um if there are no changes, may I have a motion to adopt

002the um agenda as >> so moved. >> Second. >> And a roll call. >> Mrs. BRA. >> Yes. >> Mr. Fmeer. >> Yes. Mr. Promise. Yes. >> Mr. G. >> Yes. >> Mr. Dollar >> here. >> Thank you. >> Sorry. All right. Recognition of the public. No one on the list. Correct. >> So, we will keep moving. All right. Thank you. Um, we have a kind of an exciting time coming up right this very second because we're going to review our hilltop design. >> So, I don't know how you guys want to set it up, but >> our architect Mike is going to come on up. begin much. >> Yeah, >> thank you. It's great to see everybody again. I I do have a little entourage in the background. Most people know Lou >> and

003the other one who looks eerily like me, it's my brother who I just booked up, he's came in from Portland. Welcome. When he smiles, his eyes disappear. >> Any know what your brother thinks from the audience? >> Are you the oldest guy? He's a year and a half older than me. Anyway, >> um this >> what I was hoping Yeah. >> Welcome. >> This the items I was hoping to go through, but of course I work for you. So if there's any questions you have, anything you want to talk about, um we've had a lot of engagement on this project. So I want to take a moment to touch uh through the process and engagement, everything we've uh we've done up to this point. And then focus on hilltop design. show you the site plans,

004the floor plans. Uh we're going to introduce the environmental graphics and the branding concept to you tonight and then spin around the outside, spin around the inside of the lobby. Uh and then and then open the floor to your questions. board asked us early on to make sure these were not going to be cookie cutter primary schools, but these are going to be custom design solutions that reflect the values of your community, your neighborhoods, your students. So, we've gone about um pretty exhaustive and exciting process to get to this point. >> He's like, we're exhausted. >> You have had 22 core team meetings. Um, your representatives on the core team are Heather and Cara and Jeanie has sat in as her schedule overlaps with her. So, want to thank them for your service to that.

005They put in a ton of time and we appreciate that. Uh, we started off with a clean slate. You might recall this is what Hilltop looked like pre-bond on election day. And this was the intention of this concept was to give folks sense of scale, size, proportion, will it fit? But our intention on the uh network, I'm sorry, neighborhood workshop number one on March 6th was truly to hit the reset button and just listen. So that first session uh we did that and we learned a lot uh at that and we definitely uh the building that we're going to show you today really is unrecognizable from that early concept um which I think has been a great great development. We engaged with the staff in an all primary staff design meeting on April 10th. We

006had uh student sessions with the Hilltop students grade by grade. Uh and then we went to the middle school students who were it in the primaries when the bond issue passed to check in with them. Uh we met with the planning commission for a preview on May 12th. Uh we had neighborhood workshop number two on May 13th for further design input. We made radical changes. We wanted to check in and see uh how things were were feeling with the neighborhood. And then here to report that neighborhood workshop 3 is on August 18th. This is coming up for additional design input. That'll be 6:30 at the middle school cafeteria. Here's some photos for those who who may not have been to these sessions. Uh, one of the things I really liked about them is how informal

007they've been. And we we started each of them with all the boards and all the content just set up and just people have been coming in and milling and looking at drawings, a lot of small group interactions, report outs, a lot of notes, design values. This was the photograph from the staff input session. These are your professionals, your experts who live and work in these buildings every day and know so much about them. So, uh, we wanted to get for them and they did have some important feedback that we incorporated. And then it doesn't get any better than this. The students, the takeaway from the time of the students when we say, okay, what is special about Hilltop? What do you really love about that place? The thing that kept coming up over and over

008again was the connection to the outdoors. >> We love being outside. We love uh the trees. They even like going outside between classes. The problem we're trying to solve, but they're like, "We love this and we want more of it." Um so that was a big takeaway you you'll see incorporated in the design. The middle school students, former um primary school students, I think they said they actually hoped they could go back to primary school. >> They were so excited about it. Um and that was really, really fun. Right. Like now I have a middle school prime back. >> Yeah. Give me workshop two and just more engagement. We had much more information and again it was terrific. So here are the design goals that were born from this process. We want a a fresh

009joyful school that is inspiring but yet timeless. uh this connection of the indoor outdoor as I mentioned from from the students classrooms that extend outside into nature uh integrating the gardens which is a huge part of of Wyoming play areas outdoor learning spaces uh light transparency the views from Hilltop are what is going to make that incredibly special in three so it's not just it's also abundant daylighting bringing daylighting in the classrooms just an open feel with sight lines that safety and connection and making the students feel engaged. Colors. We're going to show you a color palette tonight from your branding process. Um, natural materials provide a sense of grounding, but also vibrant accents provide energy through the primary school. So, we want kids to come in and be excited to learn. And then what

010we heard from community workshop number one is is community focus. That the buildings really need to be designed in such a way that they back to the needs of the community. So, um this was our goal uh that we're trying to achieve with the building. The problem we're trying to solve, right? As everyone knows, this was a a campus with four separate buildings connected by breezeways. We wanted to bring them all under one roof and this is the proposed site plan to do that. Major site circulation issues at Hilltop with parents gathering up on Oliver. So now we're bringing vehicles inside the site with a turnaround, two lanes, and a drop off. The red star is the new front door, drop off, secure entry, and then the cars can go back out. 36 parking spaces,

011some ADA parking spaces up front, and the building takes kind of this boomerang shape that reflects the topography and the uh the falling off of the hillside and opens up the views. And right there, that knuckle is kind of that special place in the design where we open it up. It's transparent. You can see through, circulate through. And then you're going to see some little features of that which are going to make it a uniquely hilltop. Uh outdoor classroom and garden, putting it in an ambiguous location up front, so it's connected to the community, it's visible to the community, and it's easy to be accessed after hours. And then one of the challenges that built off today is the splitting of the playground. You have your hard surface playground up here and then your soft

012surface playground in the back. And today they're split. And from a building observation standpoint, that's a significant problem. So, we put all the play on the southwest side on the secure zone, the defense zone, and we have the hard surface on the left, four square, basketball, um, swing sets, and then the soft surface play area off to the south. Uh, buses, a load and unload off of Riley. We got service, dumpsters, and mechanical yard there. Uh we've had a lot of fun on the playground design and this is um kind of the theme of that natural integrating nature and also integrating the natural geography the hillside at Hilltop. So using the natural fall of the landscape and incorporating the play structures in it and that's a lot of what that soft surface play area would

013be like with the slides and and natural elements that go down but then also an ADA element with a ramp that connected to below outdoor plaza seating both covered and uncovered and the cafeteria is right there. So the flow from students eating inside, outside, going to the playground works really seamlessly. Next, I'm going to show you quickly the floor plans slow me down if I'm going too quick. Drop off and pick up right through here. Then we have our secure vestibule, which will be a a great addition for the first time in city schools to have secure vestibules at all your primary schools. So then entrance into secretarial area and all the purple is all your administrative space. So flanking the wall is conference, assistant principal, guidance principal and their attendance. All those are in

014and kind of the cap seat just by the nature of where they're sitting and doing their job. They've got great sight lines and visibility to the front of the school. Kindergarten at ground level for the for the littles. see the large kindergarten rooms, each of those with their own individual ADA restroom. This could be a side entrance, too. So, if the kindergarteners wanted to come in directly, they could come in straight from drop off and pick up right directly to their rooms. Special eding and green, your MH, your um sensory room, your sensory calming room, and your small self. And then the library is going to be at a great location with that view. down the hillside corner windows. We're thinking about a reading corner right here. Then also and one of the first things

015you see when you come into uh the lobby to activate it. We have the lobby. We have an elevator right in the middle and a stair that wraps around it. And then on the left side is is kind of that public u the section of the building that would be more easily open after hours. So imagine this red dash line is kind of a security zone. So after hours you can open the gym, student dining room and the stage, have access to the restrooms, but not be getting back into the rest of the school. Student dining room with beautiful windows overlooking the view. Again, that flow from student dining room to uh to restroom out through here onto a covered porch and then right out to the playground. Uh there'll be a stage in between

016the student dining room and the gym. Open open open wall on both sides for flexibility. We uh envision a primary side will be the student dining room side with the precenium and steps up but then a folding wall here also on the gymnasium side with a bleacher two rows of bleachers on the back side. So you could have seating in the back, seating on the floor to the stage. Um table storage uh after hours um afterare music room and art room. Large spaces, art on the corner with corner windows, big beautiful spaces. As you as you drive in and do the loop, you'll see the colors in the light inside the building. And then we've got our support new large kitchen and mechanical spaces. As we go up to the second floor, I'll just mention

017the elevator and the stair. So the kind of the student experience of the elevator and the stair that's wrapping up, they're kind of physically involved in this traveling from floor to floor. So they're participating in that. And then the our little special spot here when you talk to the kids about what's meaningful, it's the bridge, >> the bridge that takes them out to the playground. We're designing in a new modern bridge that separates uh the fourth graders who feel special who have their three rooms together and an extended learning area that we carved out for them and then the bridge over to the rest of the academic core. So we have three third grade rooms, three second grade rooms, three first grade rooms, a flex room to provide uh you flexibility of a bubble class

018or other uses. And in the green are your small group rooms in your special ed small self-contained gifted intervention. This was the teachers idea to integrate a small restroom on this side so folks aren't having to travel so far. And then our staff restroom here. The white areas are open to below. So we're envisioning windows down this corridor that you could peek down in student dining room or peek down and switch up on that second floor. All right. Environmental graphics. So this was a little switch here. Switch of the brain. Um Kelly Coffman came as part of our team and helped with this branding and visioning. And so the brief is we are one, we are one Wyoming. So these are three separate primary schools, but we're talking about one primary school and three different

019sites. So the sense of of continuity. So the strategy is to create a cohesive design but also allow enough variations within this cohesive design that Vermont and Elm have their own identity their own special place. So the analogy here is not identical twins, right? Siblings bearing familiar resemblance. >> That's why every >> So the mood board uh is these words and these colors and this feel for all three schools. We want it to be warm and welcoming, innovative, authentic, thoughtful, energetic, unique. We want to lean into the Wyoming blue, but not be bound solely by it. We want to bring in other colors like gold, yellow, light blues, some warm grays, and some mints to make that all stay together. So, here's the branded interior's color palette. uh standing proud in our Wyoming blue, but

020again bringing in spa blue and midnight blue and sun and gold and mint green all as additional colors to wrap around that to make the blue feel more blue. >> So that's the color palette and this is the um kind of the branded logo we're starting to work with. So there's one branded Wyoming primary schools yet there's these three separate schools that are all part of the same that same experience. Take a second to read this. This is the aspirational concept. Root to rise is the theme and the play is how does root arise this natural theme of growing how does it be evidenced at each of these sites and at hilltop the concept is sun and hill at Vermont the concept is plants a very uh aware of its place, right? The gardening, everything

021born from her mom seemed to make sense. And then lastly, elm. This isn't super creative. [Music] >> We did have to stretch them out. So, um sun bills, plants, trees, and you think about the the the growth rings and all the parallels. So, so kind of this is the the big picture of the logo, the color way, and then how this is evidenced across each of the primary schools. >> So, just put a pin in these two and we're going to wait, but we're going to dive into Hilltop tonight. So, you'll see how Hilltop emerges, but within the context of all of All right. So, with that, I'm going to jump over to So this is an exterior aerial view of the twotory hilltop. See the drive lane, the sidewalks, the turnaround. And as we

022come into the site, you start to see that knuckle, that transparent knuckle that links the two wings together, where we're proposing to add a uh vehicular drop off canopy and then a red ranged brick for the body color, but also bring in some metal panels. And and now some of those colors, hopefully those metal panels start to make sense for the branding concept. an opportunity for the signage right there at the canopy. This is that second entrance and onto the kindergarten side and the garden up front. We're going to wrap around the school. We have the twotory brick, very, very large windows bringing in the natur light and opening up the view in the back. Uh we're proposing that knuckle to be a covered porch. You can see the outdoor plaza patio soft surface and

023hard surface. Additional pops of color in the back. And then you'll see you'll see the uh the elevator shaft and that stairway that's going off. Large windows. The three large windows there on the left are the windows from the student dining room with views outside. And then the volume steps down there on the left where we'll have our food service, our kitchen and mechanical. But we look for every opportunity we can to bring in natural light. So, the student dining room will also have high windows here. And the gymnasium as well will have high windows on both sides. And next, I'm going to jump inside. So, we're gonna we're going to dive down here and we're going to jump into this lobby. We're heading in the glass doors and it's glass on glass on glass

024connected to the outside and then you can see the bridge. We're thinking about playing the idea literally of a sun made up of a a pendant LED that's both round shapes and linear shapes. And this is a view of the admin office door. And I'm just going to point out to you these large blank canvases. You see that? That one. And then the elevator shaft. And I'm going to come back to that because we're going to bring our branding out into the space. This is a view uh at into the corner of the library. And this is also think of this a beautiful large canvas. And we're going to show you a proposal for that. And this is the view into the student dining room outside. That's what it be like to be up on

025that bridge. You can see the light fixture kind of tilting and leaning out towards the view. And then when we pop outside, um, also want to just highlight this elevator element for you. So, next I'm going to take you back into the branding and show you our our first proposals for what we're going to do in these spaces. So, top left is a concept of an opportunity of some text on the face of the bridge and then you can see the branded wall graphics here. And then on the other side is the Wyoming Primary School's vision statement. And then wrapping the elevator is this call the values vine literally the words of your values um and the vine and it is the jack and bean stop the wrapping and I and I thought that was

026such a cool idea of you know bean stop rises and it's the elevator and that's how you get upstairs. I thought that's a pretty neat idea. And then here's some some kind of clear pictures of that. This is what that elevation could look like of the admin entry door and the bridge and the sun and this kind of prairie hillside landscape. Maybe some text integrated in that as well that could wrap down into the hallway into the student dining room. The prairie kind of wraps and invites you into certain spaces. And then here you can see the wall of the vision statement. And that concludes my presentation. >> Lots more to talk about on schedule, budget, swing space, FUMC. I mean, any wherever you want to go, feel free to um ask away. Fantastic. It's

027wonderful to see. Um, couple quick questions. The gym space, is that a full we would consider it a fulls size gym or is it more of a um limited gym for size purposes? It is a elementary size gym. It is not a It's not a high school size gym. However, let me just kind of show you some details on this. Even though it's not a high school size length, we still are able to get the high school size three point here and the same thing on the other side. So in a typical high school cord that's longer you would have more space between here and here um we are going to have um retractable back stops on the primary side. Then we're going to have uh sidefolding back stops on these sides. Of course, one

028of the drawbacks of the opening to the stage is we won't be able to put one here. So, it'll be a wood floor, two rows of bleachers. The three-point line will be the same as the regulation high school size and the fowl lights and all that, but it width and length will be shorter. >> It looked like there was a sidewalk that kind of curved around on the um to an entrance that might allow access after hours to that. Um, this is not quite up to date, but in the current uh set of drawings, there is a sidewalk that comes around this side that links to here. >> So, what that was trying to solve is the walkers who were on on Oliver or I'm sorry, who Riley providing a place for them to walk

029around the building and get to the front door. So, yes, there's a sidewalk here. And I did forget to mention the most important thing in community workshop number one >> was a public restroom and you can see that right here. So that's biased towards the park. So for the softball fields they can come right down here and there is um a revised version of this actually you can see it right here that line that is the sidewall that comes around. Yes. >> Excellent. It looked like the um the big windows on what we're calling the the back side. Is that facing east generally and then the front windows or where the drop off is, it's facing generally west as well. >> So north to orient you north is kind of at an angle. So north

030is here. >> Okay. you're correct that east is coming in this way. >> Yeah. >> So that's kind of an eastern uh slashsoutheastern exposure on that side. >> So the large windows there kind of getting the morning sun and then of course in the afternoon the reverse on the front side. Um what is the consideration for managing that? Is there a special type of glass or a window treatment of some kind that will ensure that we don't have that full on blast of sun in the morning and in the afternoon? Sure. So the uh our spec will include lines between the glass. So it'll be double pane insulated glass with lines imagined uh lines like you're seeing but actually embedded inside the class. So each of these panes will be able to be uh have

031lines in them. Also there's a a low coating high performance glazing that'll help put some of that there as well. Can you show the bird's eye view of the the outside and notice the signage in the front there on Oliver sign? It looked like we basically it looks like the same sign just >> moved it 180, >> right? um or or I guess 90 degree is that we're going to use the existing sign or be able to use the or we have to replace it. >> It it has been brought up to reuse the existing sign and I think that is something we want to consider. Um we need to study it to make sure the size is is right. >> Um but I think we could consider reusing the existing car limestone and just

032kind of build a new home for it. new brick peers that match the building and drop that in. >> Well, changing orientation is that to allow visibility as you're driving faces in the street that >> it doesn't need to be this way, >> right? >> Like if it makes more sense to have it facing >> the way it is now, that is fine. This is something that would make more sense on a busier road. But people here are going to know. So lifting this that way make a lot of sense. >> Yeah, it's interesting. I mean, think about the the gym. I don't know if that's one of the spaces folks are considering making available for use, >> you know, elementary sports or anything like that, but people who might be coming in to that

033wouldn't necessarily know. So, I wasn't arguing for or yes, I just didn't know. And did that entrance get widened a bit? Because we talked about that. It still seems probably just the picture, but it seems a little narrow. I'm picturing are swinging out too far as one's coming out. >> It did. Um, and I believe it got widened an additional 2 feet from even what's on this colored version. So, 26 feet. Now, 24T would be standard. 24 ft will allow 12. 26 allows the other foot on either side. >> Um, so that that should be generous. And we do have a traffic engineer on the team who's >> checking these radiuses and making sure we're set. >> That's great. >> Go ahead. >> No, I I think we need to talk budget. >> Oh, okay.

034>> Tell us where we are and >> Sure. that you can do this three times. >> Great question. >> Well, the first one gets most >> before I want to before I'll talk about budget, let me just hit schedule to show you where we're at. So, this is the hilltop and we've completed the schematic design that was turned in at the end of June that is currently being estimated by the construction manager. We're meeting with them this week on that and then soon after we reconcile it'll be brought to the core team for an update. So, so as a normal part of this process, we're going to be seeing our first round of estimates for Hilltop in the coming weeks. So, we're going to have greater visibility on this. um we will balance the budget

035and then we'll enter that design development phase where we'll estimate it again right here and that gives us an additional opportunity to tweak the value engineer to get back the budget and then your GMP your gross guaranteed maximum price will occur after that seed phase under and when it's good >> maybe for next year And then remember we're doing this at three different buildings at three different three different phases. So this is going to we're going to be spanic design estimate for Hilltop. And then when you look at the composite schedule we're going to be doing while we're doing a design development estimate at Hilltop we're going to be doing a schematic site estimate Elm and then boom boom boom boom. So we're going to be looking at all of these uh in in process.

036So relative to budget, so we track the budget. Uh our budget is $72.5 million and our best view of where we're at today is 72502131 and the treasur assures me that it's close enough. >> Close enough. >> Remember we've been working off the square footage allocation >> kind of up until now. And so we've been we've we've made adjustments along the way in the design. we've always sort of balanced to that square footage number, right? You know, we can't add this or add that and you know, you kind of got to get to the square footage number. But it is important to to note that we have we have three different budgets. So, you think about Hilltop and its own kind of budget number and then put aside these two. So, um to your point,

037Nia, we're not spending more money on the first one. I know you were joking, but so Hilltop has its own budget number. And we have been asked this question in the community, and it's a it's a it's a good question. How do you make sure that you know if you're since since we are doing them in phases that you know you kind of don't get in trouble on project number one and then that caused you some issues on projects two and three and so you know at this phase you know as Mike just Mike just pointed out you know we've been working through this using just the square footage number and so now we have give it to our construction management team and they truly cost it out and and uh and there are lots

038of sets of eyes on that side of the work and then um you know they can like what's that number say on the bottom for hilltop is it 283 is that about right >> yeah 284 >> I thought we were around 28.5ish so um so 283 so we work through that number and if it's you know 295 then we go back and we say okay his point you value engineer it down a little bit you make some adjustments some things that we added here or there you get that down to the right number and then he keeps designing and then we do that whole process again um and then you get to bid day and and you're not going out to bid with a design that is higher than your budget number. >> A couple

039other things I'll mention in terms of protecting the well, a couple things I'll say. We've had additional clarity. For example, we've had abatement numbers come back in for Hilltop, Vermont, and Elm that are very, very low because there's been so much already baited there that those numbers came in exceedingly low below our budget. that was helped. We've had additional clarity on FMCD, what your rent is going to be, how much the swing space is going to cost. We've had that clarity that's built in here. And we're really viewing this, as Rhonda says, as one, two, three, four, five, eight different projects with their own budget silence. um relative to to contingencies that are built in here. Uh the construction manager has $1.1 million in contingency built into the budget. Uh you as an owner have

040an owner's construction contingency of 2,165,000. You also have a soft cost contingency of 320. So there's 3.6 six of contingencies already built in to here. Um, so essentially we design in flexibility. >> I think incredibly one of the things I was saying you said we're at 72501 like wouldn't it be good to be at 70, you know, and then have them but that's what those are in a way right that 3.6 in the code is contingency. How did the contingency show up or where would it be used? I'm thinking how the budget how things go more expensive the lumber or material cost something chips or changes inflation or tariffs or something like that. But how do you how do these contingencies normally get used or where do you end up needing to use? >> So

041they get used in different ways. So for example, the construction manager, he will use his contingency in certain ways as defined by his contract. for example, he has a guaranteed maximum price, but let's say there is a a scope misalignment under his umbrella that he was responsible for that cost him $100,000. >> The way he fixes that problem uh with approval of the owner and the architect is to draw down on the construction that's in his docket. >> That's what it's there for. It's it's to work through issues. Let's say there's um more rock at Hilltop that's higher than they thought >> and they don't know till they start digging, >> right? And let's say it's another $100,000 problem. >> We're going to work to go with the construction manager's contingency first. >> Uh but

042you as an owner also have your own uh contingency for scope adjustments. Uh these building the there's some square square footage adjustments. Um, let's say when when you're hanging acoustical panels in the student dining room, you wish you had some more in the gym after the fact. It gives the owner some budget uh to do some things. Also, a lot of times this will come into play in the furniture. Furniture is one of the very last things in the project. So, let's say you're in an underbudget situation and there's some nicer pieces of furniture that you would like. You can you want to draw from your owner's contingency to to buy some of those things at the end. And then lastly, the soft cost contingency would be if there's any kind of design issues that

043come up that require major redesign efforts or new consultants to be brought in. That's what that budget is for. This is pretty much risk off at this point. So, I'm hoping that becomes an item that can just move right up into your own. >> What's neat that there's a contingency for each of those for each of the buildings. So, when you're doing legal top, it's not like you like, oh, I got 1.1. I'll just, you know, kind of helpful. >> Okay. >> Yes. And there was some talk, right, about the playground. We weren't sure like if you look at the playground, it's not you don't a full design on the playground quite yet because we don't exactly know. >> Yeah. Playground playground like furniture is an example of something that what we can do is

044design a playground master plan and we we put in the critical pieces that get you up and running but also leave room for things like there's a P uh parent teacher organization or some of the organizations say hey is there an opportunity for me to come in and answer something? Right? That's nice. We've seen that before. But there is budget in here to do a full new playground. But sometimes people want, you know, once they see it like, oh, could we have this or could we have So, yeah, there's there's full playgrounds, there's full furniture, there's full This is a full meal deal, fully budgeted for a complete new school inside these budget. This is a living document. This will continue to be updated throughout the life of the project till the I had a

045couple design questions. doesn't want to not I didn't want to get away with discussion on budget and more discussions here or um when I saw the word on the board energize I was looking at the color palette and I was trying to get which of those colors like whatever as I looked at the jack the beantock kind of pe come into the building you see the the growth visually with the vines and other stuff like oh well that's a space where that comes in I think about the energize among many other things you're trying to solve for are there other places that that is intended for you know that we get to that part of it in addition to the warm and the welcoming and other. >> Yes. So what we do is we work

046with um our interior designer is all part of this embedded things like furniture >> is a great opportunity to bring color and pop into one of our other standard techniques is an accent wall in classrooms. So, where's the teaching wall that you're going to add your digital display on? It's a great opportunity to put a blob of color in. We'll have ceiling sophets in here. There'll be light fixtures in here. So, there will be a lot of opportunities to, you know, to bring in additional color just even the sun describing the light fixture and that piece of it. It's weird, but you don't have that bridge across. I was wondering how high will the banister be? So like first grader versus adult like adult part I feel like I want to fall over it but

047it's not feel like it's got first or second grader. >> Yes question requires this to be a guard rail the height of which needs to be 42 in and then we've got the the limitations on the 4 in speed if they can't get through. So um but we can try to keep the pickets thin, design them in such a way that they discourage climbing, >> right? So uh trying to avoid a lot of horizontals. >> Um and and I will say that this has come up on other projects we've done in the past where we've had bridges or railings. Um and often what we see is when the students come in brand new buildings they just it's not an issue that people sometimes concerned from from like a saf but the sense of light and

048sort of that you describe the way it looks and the places where light comes in the cafeteria and the gym and other stuff. It just was that's energy you know that's kind of excited Um, can I back up real fast? And you were asking also about like what we were looking at in the front. That was something with the Jack and the Bean song and the color. We had looked at it like in the design workshops. It was always like and then this could be an ad. I mean, you look at it stunning like you all the way. So something that came up if organizations really said like how can we contribute and like this is gorgeous. You're like you could that for the building. But if my understanding is correct, you could do that

049later. So it's not really you had to have right away painted or it's physically dimensioned from the wall. >> But different pieces are are built different ways like so she's got some 3D dimensional text for the vision. Uh some of it is that's heat applied >> to the wall. And then we are envisioning um some of it could be painted too. And you put in like art boards on a lot of classrooms I think like down the hallways there's opportunity just for people to be the classrooms to be burn art in various >> in a lot of windows I think >> depending on the doors and the windows that >> you mentioned that no no walking down the hallway in the second wing with the classrooms those are closed like not windows to see into

050the classrooms right when you walk down the hall those [Music] spaces for student probably an hour and a half if not more on like what's the door, how many windows, what is safe, how are we not getting um intruders and attention drawn but how can we see in and then how did they get enough light and so we vacasillated and then but also if you chose that but then the is too high window. >> So, this is a probably more than you asked for in terms of response, but we've um spent a lot of time talking about this. So, the typical classroom window uh would have a what we call transom. So natural light above and then we apply light to the side but we do some masking through some film >> to kind of

051provide this balance between security and safety from the inside but also visibility and transparency. So we natural light will be flooding in that way. We can also pick another window in the typical classroom wall and put a window in here to bring further natural light in. >> And then here you can see the art walls. So this is where we left it was typical classroom door. Each classroom would have an additional high window that you can't see in >> but it brings it brings light in. And then integrating your walls. >> I was just imagining the hours of discussion you had on the said in the beginning you know Karen that there are people on this team. I literally was talking with I'm glad you been on that wall like literally kind of processing through

052some of these. >> So interesting a lot. >> I'm so wowed by our >> architect and our um construction manager Josh. I mean just >> I'm learning a lot about construction that I never knew possible. But you're also doing great in like real time changing things when we're like I don't think that's going to work or uh for example we were talking about like the ceilings and so we talk about that but our some of our understanding of what that ceiling looked like we we don't speak the same language that Mike does so he knew it would be awesome but we went out then we could physically see it and we took some pictures and we really walked through that with the roof line >> and if it really doesn't work you you've done well

053with um real time changes. >> Yeah. I would add too like you know seeing what people say >> in the community feedback and then how you're able to work with that at this point. I didn't know that was going to be >> so much a part of it and I think people can see that because it's been commented to me at least once. Somebody had commented that at the second one. Oh my gosh. >> They took her. >> Yeah. I was going to say I noted that in your presentation though that how you're framing that you know where things show up you know so >> thank you >> and it's a hard balance where we're like not cookie cutter too not too modern like everybody like don't do this you better like >> the workout

054structure has done >> yes >> so well to support that idea of >> you know we are we Wyoming, but but the uniqueness >> so you can see now how that will play out >> with Vermont with >> exciting. >> Absolutely. Great back on questions because we get to be a part of it. >> Yeah. You can't have any questions at this point because >> I hope everyone's ready to get going. So, right around hopefully it wouldn't be at the core meeting. >> I think she'll have to be late, but I think I'll come by two. >> Meeting 23 >> 23 23 >> Okay. >> Well, the choice on the design thing that keeps them connected, but they're not identical, you know? So, the sibling piece versus the intentionality of thinking through that I think

055is is special. How would it feel similar to the different ones? You know, this is the same community. These are the elementary schools, but they're not exactly the same. >> And I like the connection to the nature. >> Yeah. Yeah, that's >> there's a lot of richness in the theme about strong. >> I guess we'll see you back in a couple of months. Do this again. >> Another great thing. >> I might have to do your dinner. >> Yes, I do. Thanks. >> Thank you. Thank you. >> We'll see you. >> All right. Thank you. Um, actually, I think we have to all move back again because we're on these slides, too. >> So, the next thing on our list, thank you, gentlemen. >> Thank you, guys. The next thing on our list is Ron's

056going to bring us up to date on the bianium that >> has been such a charming part of our lives this summer. For this, this all right. Well, we made it. We survived by anyium budget season was um I tried to find like a crazy graphic to put up there. >> Yeah, it was questionable at at some points how crazy it was. >> But I did want to just hit the highlights of of kind of what we've been through for the past the past and I'm going to do this real quick. Okay, but we're going to start with the Ohio Constitution. >> We're not going back all the way, but we're going back pretty far. And that's important because when we when we I realized that at some point we started talking about like the

057bianium budget and the state's banium budget and people started wondering why is she talking about the state budget all the time like what does that have to do with us and and you know despite the fact that we just try to talk about that you know we get like a certain portion of our funding from the state. But um so just kind of to reiterate just in the context both of what happened over the past few months and also what we might see in the legislature over the next few months and certainly I mean this happens every two years. So um you know I I would imagine we're going to continue to see some of these concepts when this whole thing rolls around again in a couple years. So um so just a reminder that

058the constitution says that the general assembly shall and we've looked at this language so much. It was key to the dough legislation. It's key to the voucher lawsuit. The general assembly shall make such provisions by taxation or otherwise to secure a thorough and efficient system of common schools throughout the state. So the Ohio Constitution says, "Hey, we got to do this. Like we got to give we got to give um we got to fund public schools here in Ohio." and and it really started then um so from 1851 to 1906 uh the the state said well we'll we'll we'll our shall we'll be we'll tell the counties to do it >> so that was how the sha took shape but then starting in 1906 they actually started a state fund like a state like started

059giving state money like that's how the sha started happening >> and then moved to 1935 and that's when they enacted the first foundation program and that's really still what we call it today so when I talk about state funding when we get our reports I download the foundation report. It's still called that today. So, um we'll go a little faster now. We're going to jump forward 115 years. Um, >> we're going to move all the way to 2021 and start to talk about um the fair school funding plan. And and so we between the early 1900s and 2021, there were several iterations of the school funding foundation plan in Ohio, several of which were declared unconstitutional. And we've kind of survived all that. But um big picture, it has always been a shared responsibility between

060the state and the local government. And that shared responsibility has always been some version of a formula that looked kind of like how many kids or teachers at some point do you have and we'll multiply that times a number and then we give some and you give some. That's how it's been since the early 1900s. But it changed in formulas many many many times. And again some of them were declared unconstitutional. And so in 2021, there was this sort of widely accepted um bipartisan effort called the Fair School Funding Plan. Uh we know now that it was not fair or funded, but that's another another conversation. Um and that that when it was adopted, um the intent of it was to be phased in over six years. So when the legislature in theory agreed to

061this, they were kind of signing up for a six-year plan, right? But but what we know about the Ohio legislature is they they make this decision every two years, right? So we're signing up for a six-year plan, but really we got to come back to the table and kind of, you know, resign every two years. And so we've been working through uh the fair school funding plan. And Wyoming has been, you've heard me say this a million times, we have been on the guarantee since 2019, >> forever. >> So we and so the guarantee for us has been a give or take maybe $50,000 of $5.9 million. since since 2019. So, the fair school funding plan came and we didn't we didn't see an increase, but that was okay because we were slated to get

062an increase as these things all started phasing their way in. So, we were like, okay, this is really good. And so, it's it it um when it all works out, it's going to be a really good thing for public schools across Ohio. And and I believe that too, widely accepted, right thing to do. And so, um, you know, we get to to this and probably should mention because I did put it up there starting back in 21, um, when they they created the plan. So, just think about how you might create a funding plan and you say, well, we're going to give you this much money and it's going to be based on this cost information that we know to be true today, but but we're not g we're not going to use the cost

063information of today. We're going to use the cost information of three years ago. So already we are kind of our expenses are outpacing the inflationary factors in the revenue from day one. Okay. And so then as we've moved through these phaseins, not only did the phase in get kind of wonky, but the inputs weren't updated. So we're the formula kind of got sideways, not just for us, but for everybody. >> Was there a discussion about why 18 was used? >> That's when they started doing the research. So this took a little while to make make all the way and then co happened. Sure. >> So it got stalled a little bit and so by the time it was approved and adopted they had kind of agreed to this kind of um base funding model and

064again at the at the time the state said well we really can't afford to do the whole thing so we're going to stick with the 18 inputs and we're going to phase it in. Okay. So, so what actually happened kind of Oh, oh, sorry. Oh, oh, giving you all the gez. Giving you all the secrets here. >> Okay, now I got >> Oh, let me go back. >> Back. >> Well, help me, Tim. I can't go back. >> Down arrow or up arrow? >> Oh, there we go. Okay, sorry. So, got all the information there. So, as we move through the ban budget process of kind of what happened over the past few months. So, in February, we had the governor's version of this. And this is how it works. The governor has a version,

065then the house has a version. You guys remember all this? >> And then the senate has a version. >> So, the governor came out with his version and continued to phase in and partially updated some of the inputs, but phased down our guarantees. So, bottom line, we were a loser, a big loser in the governor's initial version. Okay. But we said, "Okay, well, we got a long way to go. We're not going to panic yet." Fine. Not gonna panic. >> You said don't panic. >> I said not panic. we need to plan it. >> So then uh we move through March and we see the House's version and the House said, "You know what? We never liked the fair school funding plan. We don't care that it was agreed to for six-year phase and we're

066out. We like something better." And so we're going to move to this kind of temporary bridge funding formula. But they did preserve the guarantees. So we were like, "Okay, for us in Wyoming, do whatever you want with the formula. We're on the guarantee. It doesn't matter. we're going to get $5.9 million. No matter no matter how you put all these ingredients into the shaker and shake it, we're still getting $5.9 million. But they did add this new thing. Remember kind of the debate of this this 30% cash carryover cap, which was so terrible. >> And and so for us, again, we saw a little bit of an increase, >> just a little bitty bit. >> Um and so we were like, okay, monitoring that. And then the Senate rolls around. Okay, so the Senate takes

067their stab at it. They continued the phase in but really again no updates to the inputs. They kept the guarantees. They included a performance um performance bonus or measure. So if you hit some these components on the report card then you get a little bit you get a little extra money. They uh changed the cash carryover cap to 50%. So you got to keep a little more of your money before they took it back. And so for us that was at like about 475,000. So when people say to us like you know if you looked at our forecast and you were like well how how come you didn't know or how come that changed? This is just what happened to Wyoming. I mean these swings were massive in some of our neighboring districts because of

068a lot of the factors that go into um depending on if you if you were you weren't on the guarantee. I mean it was it was a lot of volatility in in what we were seeing and and having to you know the difficult part is you're trying to make decisions about next school year hiring materials textbooks all in this state of flux you know and for us um we're it was a little bit that risk was minimized for us a little bit because it it is our our third material most material revenue source remember we have property tax then income tax then state funing funding. So, it's not that it's not a big deal, like $6 million is a big deal no matter what. But for us, >> but for some of our neighbors, this

069was very, very, very difficult. And so, from a public school policy perspective across Ohio, difficult conversations about some of these measures. And I'm only hitting the highlights. >> When you say neighbors, that's what you mean like Cincinnati public. >> All of our neighbors. I'm saying our our neighbor neighbors reading, Lachland, St. Bernard, like our neighbors. And then also like all of Hamilton County. So just our public school neighbors across southwest Ohio, Hamilton County, Southwest Ohio, across the state. So yes, all Yeah. Yeah. difficult. Some of these provisions were very difficult for some of our neighbors. >> Some of those that were not as affected in a way not as much affected would be the Marmont. >> They were um Marrymont and Madiraa very similar to us. Um they had more significant cash balances. So they

070were at risk on some of these carryover provisions. Um, >> should I think about the people who are in that lunch and we go to an OSDA and being similarly affected or not affected by funds and stuff versus those who were not in that conversation, >> right? >> Yep. >> But if they had just run a levy as Reading did, their cash balance would be so high because you know at the beginning of a levy is so they were >> something they had done that the state makes you do. So we so we we watch all this and and so um we want to thank our school community for their incredible advocacy. Uh we um we waited patiently until I think maybe around kind of like like late May, June before we said, "All right,

071folks. We need some help here. Here's here's where we see this is going." And our school community responded overwhelmingly. So thank you to everyone who called and sent an email. Um it was really wonderful support in terms of advocacy for Wyom. So that was great. So then all of this went to the conference committee which is a little uh little teeny tiny group and then they made a recommendation and so what was actually passed by conference committee and signed by the governor continued the phase in again no updates to the cost inputs. So um not awesome. So kind of like a good news bad news. Uh that did preserve the guarantees. So we're hanging on to our 5.9 million. We do get the performance funding so that helps us. So over the bienium, so the

072next two fiscal years, the one we just started, so 25 26 26 27, we'll see about an increase of $275,000 from >> so 5.9, we'll go up to 6.1. And for years, you've heard me say our advocacy is going to be about preserving what we can >> and not losing, right? >> Not losing our money. So um you know, like a straight dollar big picture, >> we're fine. >> But some of these policy initiatives are going to come back. And so let's just really quick um take a look at some of the policy issues that were vetoed. And I'm only including the ones that are related to finance. There are some others that are also very important. Um so the governor did veto these uh that were included in in in the budget. The elimination

073of emergency substitute renewal with an an increase replacement or combined income property. Um actually uh that one was just voted and the override happened last week. So, um, effective for elections after January 1st, 2026, you can no longer run an emergency substitute renewal with an increase, a replacement, or combined income property. Here in Wyoming schools, we have never used those tools. I mean, they are in the levy toolbox >> for public schools to use, and there are some tool some some districts that use them. If you're at the 20 mil floor, some of these make a lot of sense, emergencies, substitute, those kind of things. that none of these tools we have used these kinds of of levies have never been used. We have run straight operating levies and they are all continuing. >> Okay.

074So, if you have if you had if you're at the 20 mil floor or if you had um some expiring levies, then these might make more sense for your situation, but they're not available anymore. Um the expanded authority of the county budget commission to reduce property taxes uh that was vetoed and so far has not made it through the override. >> How would that have affected us? because I see this horrible decision making taken away from the local decision- making of a board of >> Well, it's hard to say because it gives it gives this increased authority to the county budget commission where they can look at your your um what we're not 100% sure what they were looking at because there was a new report that was part of this that we would file

075to them. Remember, we have a whole slew of reports that you will approve when we take to the county commission if there was going to be a new one. Then they would look at that and then make some decision about whether or not they they think that you are assessing and collecting too much operating property tax revenue. We don't know exactly what that meant or how it would be measured, but it felt very arbitrary. >> Yeah, I think I'll stay with my idea that it takes local control away from boards. >> Yeah. Well, that too. >> You tell me different. >> Well, that is that is absolutely true. But to the extent of that, we don't know. And it could be different like you know there are 22 public schools in Hamilton County. we could

076all go to the budget commission with our document and they could make 22 different choices. >> Sheesh. >> I mean, that's that's how it was written. >> Which I think was part of if you read the governor's veto, that was part of his veto explanation. Like it this is this is very complicated for our schools to to operate and know and understand. Um there are some 20 mil floor calculation changes. Again, we are not at the floor, but this is a big deal for some of our neighboring school districts. Um it has survived so far. uh the governor vetoed it and it has not made it through the override process yet. And then um the 40% cash balance carryover again vetoed by the governor and still alive today. But this general assembly has until the

077end of their term which is December 31st, 2026 to actually go through the process to override these vetos or pass new legislation, standalone legislation outside of the benium budget that um could accomplish any of these. So it given the context of and the length of debate at which these things happened and the speed at which they move through >> I would imagine we're going to be having this conversation from now until December >> 26. So on the cash bounce of 40% will that veto replaced with the 50%. >> No, the 50% came out of the Senate and then when they went to conference committee what actually passed was 40 and then he vetoed 40. So right now there's no cap. Yeah, there's no cap. But um you know that the general assembly like both chambers

078felt pretty strongly about it. So, I would imagine it might make its way back in some shape or form either through new legislation >> or um you know next year at budget time >> in that sense. Is 40 likely where it would end up because the house was more like 30 and the senate was 50 and they passed the one that was >> not sure >> the um the last minute look at the inside. It disappeared. It disappeared. Never ended up anywhere. >> It disappeared. So, so when the governor vetoed I think he, if I'm remembering right, it was 62 or 64 items in the budget. And again, I've hit the highlights related to finance. There were a number of also policy pieces that impact public education. They just aren't related to the finance. And

079I'm sure we'll go over maybe some of those at a future meeting >> because there are some significant policy issues that are going to impact us in public education. But um when he was when he was working through um those vetos I when we think about trying to find um when we when we think of tell me again exactly what the question >> well the inside millage >> oh the inside I was like there were so many I was trying to remember exactly which one. So the inside millillage, remember this one was important because it didn't just impact public education. It impacted a lot of local governments. So cities, counties, townships, um, right, >> villages, anybody that has said village. But when he when he issued those vetos, he he also said, "Listen, I'm creating

080a panel of experts to study this because I'm clearly general assembly. You passed all of these things and and and a number of these seem to be very important to you." And so I he kind of had the sense that something was coming. He so he appointed this commission and they have already started their work. They had their first meeting last week and um I think that that they set the stage that Inside Village is is because of the way that it is set up in the Ohio Constitution that it is not up for debate anymore. I think that they heard that loud and clear, but the way that it applies to some of that 20 mil floor. Right. >> So, there are a number of things that still could keep coming back and that

081that's why when that's why I said this before, it all of it is very complicated and and it's complicated. They're using that against that. So, we think about just what happens in Wyoming and just our own operating village. Um we don't have some of these some of these issues in play, but a number of of schools in Hamilton County, it's a really big deal. >> That was one of the questions for me. I was curious because if there's any assumption that something balances eventually if ours goes up by $265,000 over the window >> who's going down and sort of like per discussions around the motivation of some of these things with funding to private and other stuff around negatively impacting public schools. >> There's some of them that feel more vulnerable than we would have

082been at the start. So, I'm kind of curious sort of what the effect is there as we think about public school in mass. >> Well, school districts that have a very difficult time passing operating less um and they may have if you have um remember you the way that it works is uh it's capacity driven. So, the the calculation in the school funding formula is based on a couple things. One, enrollment. So, if you have incredible volatility enrollment in enrollment, if you're losing students, and you could be doing that for a couple ways, the one that most people like think about is vouchers. If you're losing students and they're using vouchers, then your enrollment is going down. So, that you're going to get less money. >> Okay? And so, the other So, the funding formula

083is enrollment times state aid equals a number. But that state aid, the capacity calculation impacts that. And a capacity calculation is driven by two components. Property values and income of your of your constituents, right? So where do we look in that? Low or high? We're high. So when we look high, the state sends you less. Okay? So if you're more vulnerable to the formula, that means you have lower property values and lower income. The state will send you more, right? Unless you're in this bizarre phenomenon which I don't know could this possibly be happening your property values just because of the way the what property values are doing your property values could be be going up 20 30 40%. Yeah, that yeah the income of your residence may not be and so you are losing

084money in the formula right >> because you look like you are more wealthy and so that is happening 100% that is happening and that is happening across the state so it is the formula is designed to work that way and so when I when I was very intentional about telling you that they did not update the inputs they did not update the inputs that would result in us receiving more money. Guess what up? Guess what? They did update values and income. >> So the current formula uses 2024 values and income but not >> but not the cost factor >> that's exactly right. >> The changes were made in order to the end result in the capacity calculations to drive less to public schools. So if you are a declining enrollment, your values are going up,

085which I don't know anywhere that they're not going up, but maybe your the income of your residence is, you know, not going up, then you're going to lose money. That that's how you're going to lose like technically lose money in the formula. >> That's incredibly helpful. Yeah. Thank you. >> You're so good at it. You're so complicated in every time like asking on that. I mean, she explains well, doesn't she? >> You really do. send people to the video. >> I mean, >> yeah. >> I want to ask like you said, I thought the calculation of adding in income was made it more fair. Like if you have values that are higher, but people's income is not necessarily matching that, wouldn't they get more? >> Except for it's weighted 6040. >> That's weighted. So, they

086still went up. >> Valuation is weighted 60, income is weighted 40. >> Got it. >> Yeah. But the homes in that area are going to increase because the amount of homes in Ohio for the people who love them. So the value goes up, right? But if the people in those houses, first of all, they're probably struggling to still pay for them for cost of going up. But if their income isn't going up and this is 60 and 40, you look like you're better less. >> Yes. And that is exactly what's happening. >> Yeah. And so from the from the Ohio legislator perspective, >> they are hearing from those communities our values kind of this fake number. I'm not moving. I'm going to keep living here. So, I it doesn't matter if my home value is

087doubled. I >> Yeah. >> I I can't like that doesn't help me. I can't I'm not moving. >> But I don't I don't love I can't pay my property taxes. >> And so that's what they're trying to accomplish in some of these provisions to roll back the property tax millage. But like a a a sweeping brush of that doesn't you can't accomplish that by one big swoop. >> Also >> you have to be more targeted. >> There's a a bigger objective of sending more money to scholarships, private school vouchers and scholarships. Um >> and I didn't hear the final number of increase to vouchers. I I didn't hear the final number either, but I did read some information today that last year, so fiscal year 24, 92% of private school students in Ohio had a

088voucher. >> And so that significant increase that we saw won't be replicated. >> Does that make sense? >> Because it's already jumped. >> It's already jumped so much. You only have 8% more >> private school students to take the voucher. Now, what's going to happen next? My opinion, other Johnson's opinion. Okay. Not the treasurer of Wyoming City Schools, Ros's opinion. They're going to start increasing the voucher amount >> at a greater amount than the amount that we're going to get. And they're already sending construction funds. >> Yeah. Let's go over that one more time. The voucher gives out six something 6,000 something to primary, 8,000 to high school. And how much do we get in Wyoming per child? >> A little more than two. >> 2,000. Let's make sure we always have that information. and

089it was declared uh in violation of the constitution, but >> they also rule they can continue to give vouchers while it's being >> appealed and whatnot. >> The vouchers period is it is against more the disparity of what the value of a voucher is versus what a school would get. >> Vouchers period. that the lawsuit we joined the vouchers for Ohio we did win the first round but the state said >> based on that >> yeah the state said they will appeal so we're back in court and then if it goes to the supreme court we all know >> well one of the things I was wondering about the language is system of common schools >> they would think that means public schools but if it as long as it's common if it wasn't public

090would that still legal >> well that's their argument >> right Yeah. >> So I was trying to figure out if that's a way because on some level they haven't disabled completely >> the public schools. There's some funding that's going right even though they're doing the vouchers. So is that likely where the I mean it feels hard to think in the moment with the Ohio legislature, the national the Supreme Court, those kind of things that they wouldn't allow for this kind of thing to be happening as long as there was some kind of going and so we're not disabled. You know what I mean? >> I'm just I'm not a lawyer. >> Yeah. >> They also fight on the idea of thorough and efficient. They've got Well, I will say >> we won the first round

091on four of the five points. The four five um I don't know if is the right word, but >> I think the piece that that I would come back to is we think about common schools. >> I think about that a public school district takes whatever students >> Yeah. live here >> and and the private schools do not do that, >> right? >> And so to me, that's the difference. >> They you can be very selective. >> They'll take you >> but not you. >> They'll take you but not you or you or you. Yes. >> Or I can I can tell you about a situation a family I work with. They'll take the older one but not the younger >> because of the younger one has special education. So on third and efficient, is

092there an angle you go back and say, well, because of where the places where some of these dollars are being funded aren't measured >> and they aren't assessed, >> there's no way to know that it's there's no measure that it's used or no way to prove that. >> Ding, ding, ding, ding, ding. >> Yes. >> All party argument. >> Well, there's a logic in certain heads, but is that a part of that's part of the discussion that will stay as it fights all it way all the way to the Okay. So I I wish that the state banium budget conversation was going to go away, but I'm afraid it is. >> Well, thank you. >> That wasn't as fun as the first time. >> It never is. I'm so sorry. >> Let's go back to

093talking about >> money. I take you and do this. You be at the center and I'll I'll go over there. >> I don't mind. Just move on. >> It's all out of symmetry now. >> Just got to g some. >> Well, I'll change your name takes around too. I just >> Okay. Um I'm going to move on to committee reports of which there really is only a facilities committee report. >> Well, just a there's a couple other things just to note on belonging inclusion collaborative and the CAC. Uh we do have applications that are out through the 31st of of July. So that's just a few more days here. Um two very important support uh groups uh for the district. And so that that's the only update for those two. >> Okay. So at the

094August meeting, we will take a look and see if we have enough people to fill our needs. Okay. >> Yeah. So facilities, I have a few things to add and and anyone from the the team can can join in here. You saw a great presentation. So exciting. I mean, moving so quickly. Um Josh is is here with us. So, just want to say thank you, Josh. And to our entire maintenance team. This the last three, four weeks have been extraordinary. I mean, and you see what the weather is like outside. All the movement is is happening right now. Moving things out of Hilltop into Friendship United Methodist Church. It's been u >> you know, it's been a grind. Uh but they are just just doing an amazing amazing job. And so friendship is a big

095focus right now and making sure that friendship is ready to go for Hilltop students. >> Um and so you probably have driven by and seen the modular units are in place. They look great. They're final touches on on the modular units. The the ramps are um are built. The decking all around is is being finished right now. Um technology is um is at the forefront right now. So Scott Powers, our director of technology, working with Forward Edge, our maintenance staff and the church staff to install technology and and get the internet connections up and and ready to go. Um security fence is installing a fence that goes around the playground area, the modular units. Um and so that the goal for that is to be installed by August 4th. >> Um the core facilities team.

096We've been talking about the arrival and dismissal procedures and a lot of discussion has been focused on the use of the municipal lot, the high school municipal lock and and we were thinking that to reduce stacking of cars that we'd have to use that municipal lot, but that would have been a challenge because some students would have had to cross over more students than we wanted to would have to cross over the pipe and cross the pike and then cross Fleming. And so we did a lot of work to to re-evaluate arrival and dismissal. And we're talking about a staggered process so we can facilitate arrival and dismissal all on the church site, which we think will be more efficient and a lot safer for kids. Yeah, >> I'm sure that's a lot of work,

097but the other one >> So, of course, as we as we open things up, it's going to be a day-by-day process. So, we'll be we'll be reviewing the the procedure and and making revisions and small tweaks here and there. I'm sure of that, but we think uh we think it's going to be it's going to be ready to go and we're excited about uh HGC. They're continuing to work with this uh the city to facilitate paint striping on Fleming and the Pike and any of the changes for traffic management. Um so those are some updates from friendship. Anything anyone wants to say? >> Where are we with the poster? So we generally relatively there's mainline and there's others. >> Yes. So all the while that that friendship church is is um is being prepared for

098Hilltop students. We are continuing our conversations with the Presbyterian Church of Wyoming uh and looking at the use of that church site for ELM students uh and making great progress. And so we've had a team that uh has met with them a few different times. We're doing inspections of the of the facility just to make sure that uh it can navigate that the the enrollment size of ELM students which they it can. And so we're continuing to have that family. >> Okay. >> Feel very positive about the use of that church for ELM students which is phenomenal. And so you know you have friendship being utilized for Hilltop and Vermont and in the middle of that elm students going to the Presbyterian church. It's it's a great it's a great story. So that that work

099continues. Communication wise, we are going to be um beginning a new communication platform. We're calling it Hammers and Horseshoes. Uh excited about that. We've got all this great um communication going on. And so we we thought why not throw something in there on regular apples for our primary facilities. And so we're going to at least be putting out monthly updates on the construction progress that's happening. And so that will begin very soon. You heard Mike talk about some of the abatement work that's going to be done. And then soon after that's done, the construction work will will begin. And we want to make sure that everyone's updated on what's happening in the past couple of weeks. And then what people can look forward to over the next couple weeks so that everyone is along the

100ride within that that entire process. >> Does that go to every student, not just primary families? >> Yes. >> Yeah. That would be community. It would be like a postcard or >> uh probably electronic because we're going to be doing it every >> every single month, but we'll make sure that that it's accessible through different ways. Yeah. >> And then if there are major ones that we think need to go to every household, we can do that too. And that can even incorporate a QR code or something like that to get some more information. >> Maybe, you know, maybe occasionally putting a sign with a QR code in front of a >> Yeah. And maybe somehow we can wrap that into the design workshops that are going to be going on for Elm and for

101Vermont because we were providing every household with information >> to to be able to attend those meets. >> Yeah. >> Any other questions on what you saw earlier? No, that's fine. That's all that's all I had. Josh, anything that I missed? Big idea? >> Uh, actually the fence has been installed as of this afternoon. The gates are up along the pipe. uh striping will happen on flooding, weather dependent tomorrow as well as the signage uh for the school zone and everything else. Um the pipe we're waiting a little bit still from ODOT for extending that school zone, but uh that just kind of hold up there. But uh Hilltop has moved in pretty well. I've got about half of the building in two friendship some of a so we're able to move right along. We're

102on base. >> Awesome. >> Um the policy well that comes up later so that um and policy I don't I don't have an update necessarily and we'll have a plan maybe we'll have a a policy update. Okay. >> All right. So, we'll go on to the board of education report. Um, the first thing I'm going to ask you to do is to accept the resignation of our superintendent who is officially retiring this evening. >> He is out the door. enjoy that one day or one whole day because the next thing I'm going to ask you to do is is pass a resolution to remploy the superintendent. You know, we went through a period of we had to pass a resolution to do this. So, now here it comes. And then the third thing on the

103list is we have finished our evaluation of both our superintendent and our treasurer and we're ready to finalize contracts. >> We don't usually have that done for the July meeting. So I'm thrilled that we are on last. Thank you. >> All right. So, may I have a moment unless that someone wants to do you want um uh retirement speeches now or >> I I I would just like to say that it is truly a privilege to live and work in an amazing community and to be connected to students, staff, community aboard um like you are. Um it's it's an honor. So, thank you. Thank you for allowing me to continue. It's a great experience for all of us. >> We're very grateful for you. >> This board knows a great leader when when we have

104one >> and we're going to keep you for five more years. >> I love that it's I even knew it was coming and even when I read it, I was like >> well and we're keeping our treasure too. So >> yeah, I'll open it. So I have a motion to approve board of education report. So >> everybody everybody now >> all right congratulations. >> Let's go for it. >> Mr. Felmire. >> Yes. >> Mr. Thomas. >> Yes. >> Mrs. Jean. >> Yes. >> Mr. Dollar. >> Yes. >> Mrs. Broadick. >> Yes. >> Thank you. >> Support. >> Thanks Genie. Item A, approval of the minutes from the June 23rd regular meeting and the June 30th special meeting. Item B, approve the statement of revenues and expenditures for month ending June 30th. I would like to

105talk about the financial report for just a moment because this was um fiscal year end. So um June 30th fiscal year end our actual revenues were 30,47,000 and some change. Total expenditures 31,17,000 and some change. So we we were deficit spending um at about 610,000 which means we spent more than the revenue we had in in this one fiscal year. And uh that's the first time that we've done that since we last passed the operating levy in 17. So um yeah, so we've been on a pretty solid run. And uh but that does mean once you start deficit spending, you are certainly nearing the end of your levy cycle. Uh we did end with cash balance um just over 8 million. Um so healthy cash balance. Remember our cash balance target is five million. Good

106job. Um so um We get a gold star for that. >> Yes, all of you. And as we uh you know carefully now we we've um know now what the what the state funding will be for the next two years. So been through the banium budget. Um we'll carefully monitor income tax. We have our first collection coming up here this week. Uh we'll get our first quarterly quarterly update. So carefully monitoring monitoring the collection of income tax. And um once you start the deficit spend, that snowball happens pretty quick. >> So um you know, running an operating levy is how school districts uh it's how it's designed. We've talked a little bit about that tonight. So it is not if, it's when. Um you know, if you looked at our five-year forecast today and every

107number on it was true, we would be looking at running something um in 26 for collection in 27. If income tax comes in healthy this year, we may be able to push that for another year, but it is definitely coming. Yeah. >> And it's definitely coming within the next few years. >> Well, we have known for some time that we're looking at 26 with money in 27. And I'm I I'm thankful to all of you for getting us there and keeping us there that we have not been on any kind of roller coaster >> except for the state. And and honestly when like we first joined the board in >> you the levy had passed in May of that year and you were saying >> we hope to go four years >> and now we're

108in >> 2025 we doubled it at eight. >> All right we know what's coming. Yep. So just wanted to mention that. Um we will we will start to review the fall 5-year forecast that the filing date of that did change so we'll be doing that just a little bit earlier this year so we'll start working on that pretty soon. Um item C except with appreciation the list of donations there all of those are from the foundation this month. Item D is the annual renewal of our property insurance again with Liberty Mutual. I noted in my report to you all this week, we went through a very comprehensive review um last year, but this year we went through that sort of at the underwriter level um and reviewed that um um with not formal competitive quotes,

109but um kind of almost is kind of the way that but I'll describe that. And so um I'm based on what was shared with me, I'm very comfortable at that 10% increase. And item E is the payment in L of transportation. And I also mentioned we've had a couple students roll off that list. So, um, a little bit smaller this year. I don't have to approve the report. >> I have a motion to approve the treasures report. >> So, move. >> I'll second. May I have a vote? Mr. Thomas? >> Yes. >> Mr. Jean? >> Yes. >> Mrs. Alber? Yes. Mr. Broadick? >> Yes. >> Mr. Goldme? >> Yes. >> Thank you, Superintendent. >> Thank you. several um personnel items here that uh that I'll I'll give a general description of that we're making recommendations

110for. Number one is to accept resignations for staff members who have turned those in. Uh number two is a recommendation to approve these new personnel. And so again, very active hiring season right now. uh the past several weeks have been uh again exciting for us as we as we look at this list. You can see uh we've got new staff coming in for our high school, our middle school, our primary school. We've got teachers, educational aids, all all different subject are. So, we're excited about the the onboarding of these individuals and the impact that they're going to make uh in each one of our schools. New staff orientation is just around the corner. That's next week, Wednesday. Um so exc again excited about the opportunity that these these individuals have to impact our our students

111and our staff and families. Um number three is a recommendation to approve the gifted and special education coordinator snipets. In June we approve these positions and these two staff members are being recommended to fill those positions. Number four is for middle school Friday study and for school detention payment to these two staff members. Number five is a recommendation to approve these non athletic supplemental contracts. I will say that um I would like to remove the middle school variety show director position at this time. So it's it's a recommendation to approve all of these except for that one position at this time. >> We will be looking at that later. And so you can see the the first part of this list is really focused on department chairs and building leadership team members and and how

112those have been separated by building and then by department. And then you can see um the other positions beginning with academic teams. And just a shout out to our our staff and and all the individuals who are assuming the responsibility of these of these roles. incredible support for students to be engaged in all kinds of different ways and I can come back to those if anyone has any questions about those. Number six is a recommendation to approve this flex supplemental. Flex is a little bit different. Um, and a flex supplemental allows schools to create a supplemental position for something that is not formally hasn't been formally approved in the supplemental process yet. And so it provides flexibility. That's why it's called the flex supplemental. Uh, so again, another opportunity for students. Number seven is um

113for LPTC committee members and this is um to provide payments to these staff members who are supporting professional development and supporting other staff members through the lensure process. It's the local professional development committee. Number eight is a recommendation to create these athletic supplemental contracts. Again, you know, thanks to these individuals who are supporting students engagement outside the classroom. Number nine is a recommendation to approve this van driver and again to support students involved in the activities. Number 10 is the payment for staff members who have completed science science of reading training. Again, the district pays those stipens and We are reimbursed by the state and this was I believe Ronnie just the last payment correct >> might be one more. >> Number 11 is recommendation to pay these individuals for their support of application boot

114camping our seniors. And number 12 is a recommendation to approve the staff member uh that you see on the agenda and children coming through city schools. Y excited about that. And so switching gears a little bit. Item B now is a recommendation to approve the center for collaborative solutions sub rates. These we are work we work with this um entity to provide subs in our buildings. These rates are all the same as they were this past year. We tend to not be as high as >> Right. Right. And we we pay as much or >> Yes. I was trying to And we >> we're cheap. >> We survey people. We we've had lots of different conversations on what really matters >> and and what always comes to the forefront is, you know, the the fact

115that people feel connected when they walk into a building. they have someone who supports them. Maybe that might be the person who's green in the office. That might be the person who works next door to them. The the students that they work with impact their experience. And so it's the experience that our people have that rates the highest when we talk with individuals about about sub in general. But again, important to continue to monitor those things. And so if we need to make a change, then we're able to make change. Can you just remind me what the difference is the certified long-term premium teacher substitute versus certified long-term substitute? So like somebody could get hired on be a long-term premium teacher substitute just straight up get 258. Okay. it well. >> There are some situations

116where it's for a longer period of time. For example, last year we had some long-term subs and again this year where um they're opening the classroom, right? And they're going to be here for 12 weeks. >> Okay. So >> it's like you kind of know that in advance versus somebody that's subbing and then it starts turning into at a certain point in time. >> Yep. >> Yeah. And that matches the the length when you when you move up on those. >> Yeah. Okay. >> It's a fair question though because I I didn't know if it was like a premium either education class or something. So you get it from the beginning but then other people only get it here for a long time. So Item C is a recommendation to approve the C County Educational

117Service Center agreement for a 6 educational specialist. This is an individual who will come to the district three days a week to provide support within intervention and special education services and and really connected to our school psychologist and and providing some support to that individual as they support students across the entire district. Is this new from something we've done like in an in addition? >> Yes. And so um this is in lie of additional school psych support this year >> and and so Dr. Kers's worked with the county to to see what type of services this position would provide and we think it's it's going to be a good match for us right now and we'll evaluate that. >> Is the U school psychologist we've just hired is that person looking K12? >> Yes. Okay.

118>> So, this person would be >> a help to that personally take one division. >> That's right. >> Very cool. >> And I think there still is a lot of planning to do with with both of those individuals to see what the best setup would be. >> Okay. >> And then item D is a recommendation to approve your how department of education and workforcees one funding application. And this is our plan for the use of federal funds. >> And um we are happy to report that just recently uh it was Friday actually uh we received notice that the federal funds >> through the state were coming to us and so they were released for our use and so critical supports for students and we are happy to have that >> same amount that >> or

119>> the same amount that we had planned on. Yes, there were no >> preliminary allocation. So, normally what happens is the state will give you a preliminary allocation and then um it's a new they've shifted the way that we apply for these funds and so a new requirements of that plan is that it has to be board approved. We had always shared with you every year like during the appropriation process of what we were using the funds on but now it has to be formally board approved. So, um but the the attachment included the preliminary amounts. those amounts will change by five 10 $15,000 as the state as the state allocation is adjusted, right? It'll change a little bit. I mean, it's not going to double or anything like that, >> but um it's pretty

120pretty much in line with what we've received in prior years, but but the number is a little smaller on the front end because it's an estimate, >> but these that make sense. >> These are the monies we use for special ed and for >> what about something like a Peterson scholarship? Does that come out of this as well or that's a state >> they're all paid direct from the state? >> Yeah, they're all paid direct. >> Yeah. >> Okay. >> And a couple questions the vote part um was back on eight and some we talked about before. I just don't remember. >> Um >> so on a the percent 18 versus 12 or 10 or whatever. Um what I think about girls varsity basketball at 18 versus boys varsity baseball at 12. What's the D

121is the scope of the teams or other stuff that impacts it? >> Eric, you might help me on on the supplemental process. So, the supplemental committee goes through a process whereby there are certain factors that that they're rated on and and some of those are time, um number of students who participate in that program, um the publicity of the program, lots of different factors. And those all work through a rubric to to get home to a final sense. >> How is that different though? I thought the athletic rubric was different from the clubs and and other activities that the athlet is kind of still through the same >> same process. >> Okay. >> So there is a rubric. um it might be slightly different but um the rubric is still the process that's used for

122both non-athletic and athletic and so as a part as members of the supplemental committee um we go through all nonathletic um we run them all through the rubric on the same >> you go through the athletic ones or he does and then delivers >> Matt is there present as a member of the You'll notice though that that girls basketball and boys basketball are the same percent. >> Yeah, I didn't notice those in terms. >> Yeah, but the sport within a sport like that's trying to figure a scope for other elements of flexing and that made sense. I was just trying to remember them. >> And then on the um high school athletic site supervisor, I know that was one put in maybe a couple years ago I think in helping to make sure to manage

123certain things at a different level than the athletic director. Now I'm trying to remember exactly. that I don't know >> the role what the role does. >> Yeah. Right. And so they can supervise events in place of the athletic director. And so that might be a soccer game at the high school or it might be overseeing a middle school athletic events that are going on. So they might be on site to supervise the coordination of that that covers high school and middle school. That was the thing I was looking at because there's not a one that's listed separately as a middle school site supervisor. Try to know if that person does it all. >> They can do both. >> Okay. as necessary. >> Okay. >> That's difficult especially in a small district with really limited

124capacity of staff and you have somebody's away, a couple people are away, a couple people are home and you can't have >> you can't have the high school principal and the athletic like sometimes there are things going on in a couple different places, right? >> Then you got to have supervision of all of them. So that's how we accomplish that. >> Very cool. And last question, there's some of the like I saw high school boys volleyball. I was like, "Oh, wow. I know we got that. That's cool." But then I was like thinking about the high school girls volleyball which is not on here. Is there a separate time when we have done that one or we will look at that one or football that's not on here today? >> I I know we had

125the football coach last time. I don't >> and I've seen them at different agendas and so I didn't know if it was a >> right >> spring but then some of them were doing for sports that are in spring. We're we continue to try and shift them up earlier and earlier to make sure that they're clear >> early enough to make sure they've gone through this entire process before the seats as close to begin. And so we're continuing to try and shift those up earlier and earlier. >> And then my question is about number three, the gifted and special education coordinator stipens. Is that after workday time or can it be during workday time what they will be doing? That's really outside the the scope of their workday. >> Okay. Yes. >> Would you since

126this is something new and a different way of doing this when you do your special ed report, could you add this in what that how that is fitting in? And >> I think that's a great idea. >> What's happening? >> Okay. Unless there is another question. We um uh I may I have a a motion to approve. >> Second. >> May I have a vote? >> Mrs. Jean? >> Yes. >> Mrs. Yes. Mr. Proder? Yes. Mr. Ber? >> Yes. >> Mr. Thomas? >> Yes. >> Thank you. >> Okay. >> All right. Next thing on the list, I think is you. >> Yep. Just one more personnel item. Uh and that is uh one additional non-athletic supplemental contract and this is for pre. Okay. May I have a motion to approve? >> Move. >> A second.

127>> Second. >> I have a vote. >> Mrs. abstain. >> Mr. Ber. >> Yes. >> Mr. Meer. Yes. >> Mr. Thomas. >> Yes. >> Mr. Jean. >> Yes. >> All right. And we vote that because it's coming. It is July 28th, August 1st. We just wrapped up. And so this is an exciting time. It's a it's a this is the time of the year when when you're I don't know, maybe I'm speaking for myself, could have gone with summer and and you're like, "Okay, we need we need kids back in our building." And so that's that's where I think most of us are. >> I like summer, >> but we're ready to go. Um, and so, as you know, lots of work is happening. Obviously, the the Hilltop students are are being prepared and building

128prepared for them to go to the Friendship, you know, new Methodist Church. Um, lots of new staff members as you saw coming in. Excited to welcome them on uh new staff orientation. Office teams came in today. It was nice. Eric and I were able to to go around the buildings and uh and just greet people and hear about the summers and hear how people are are excited to to be back today. Um, and next week is a big week. We have um lots of stuff happening for um for new staff. We've got lots of um you know meetings starting up for for students welcome welcoming them into the district at least one of our schools. So excited to see that happen. Um our transition into the school year begins with an asynchronous professional development day

129on August 8th. It's a little bit different. The the way the calendar worked out. We made this an asynchronous day. We did that with the solar eclipse for a portion of the day and it seems to have worked out great. Um, so many of our instructional staff are are working on the things that they need to work on right now to be prepared when they come in. So that's Friday, August 8th or any time before that. >> On site, um, we start on August 11th. And so our staff come in, our traditional opening day activities are August 11th, August 12th, both of those professional development days. And then we welcome our students in first grade through 12th grade on Wednesday, August 13th. Yeah. And then on August 13th and 14th, kindergarten students have transition days

130and they are all in together on that Friday, August 15th. And then we're all >> schedules like middle school. >> Yeah. I don't I don't have the they do not set that right now though. No. >> Okay. coming. >> Yep. It's coming in the next >> school still just gets it electronically, right? Middle school. Are they still doing physical pickup? >> Okay. >> Right. So, here we go. >> Okay. >> Good. Okay. All right. Thank you. Um, unless there is something else to report. May I have a motion to adjourn? >> I think we'll second. >> Thank you, >> Mr. Sparter. >> Yes. >> Mr. Felmire, Mr. Thomas, >> yes. >> Mr. G, >> yes. >> Mrs. Fer, >> yes. >> Thank you.