001All right, we're going to go ahead and get started. I'm sorry I don't have my gavvel tonight so it's a little bit harder to get everybody's attention but um we are going to call this meeting of the board of education to order and we are going to start tonight um with staff and school highlights. So Lindsay Dow if you would want to come up and we'll talk about National History Day qualifiers >> wherever. Yes. >> Very good. >> Hello there. >> Uh different place tonight so I don't even know where to look. Um so we are just here to represent um our students who qualified for the national contest for National History Day this evening. Um we I think this is a record record number of kids that we are sending um to Maryland this
002summer to represent the school district. So we are um super excited for all of them. I wanted to say some thank yous. Um I think some names that maybe we don't usually say that I think need to be said. Um Jennifer Sheets Perman in the in the um print shop over there. uh is hugely instrumental for our exhibit boards and prints amazing things for us and is always so incredibly helpful. So, I wanted to make sure we said thank you to her tonight. Um Heidi Carlson and our district level admin just in general are always super supportive of us and help us with registration fees and costs and so we're just really thankful to always have that support. our building principles um just support us in so many different ways, allowing us to have kids
003and and pull kids from, you know, classes and work with kids, but also again help us with those registration fees and different things. And so we are really really thankful that we have those people. Um of course we have to say thank you so much to the parents. Um this is a huge undertaking and we are so thankful for your support of us as teachers um and of your students in this big undertaking because I mean if you think about this they are like a school year into this research project and we could not do that without your help and your support. Um, I want to thank Alice Burles. Um, familiar name and face has been around for a really long time, but gosh, I don't know if I could do this without Alice um
004as a partner and so I am just incredibly thankful for her as a volunteer coming in and and helping um with this project every year. Um and then of course students um you are the reason we are here and so we are just we just want to say thank you for your hard work, your persever perseverance um and your willingness to just learn outside of the walls of your classroom, you know, to pick something and to do something that you don't have to do um and to spend the whole year becoming an expert um on this topic that you've decided to research. So, National History Day, if you're not familiar, um has been impacting the learning um of history and research for 51 years now. So, 51 years um National History Day has been going.
005And its core program is its competition um which is students in grades 6 through 12. And they choose a topic and they dive deeply into the past by conducting extensive research in libraries, archives, and museums. Um they then present their conclusions and evidence through papers, exhibits, performance, documentaries or websites. moving through a series of contest levels levels where they are evaluated by teachers, experts, historians, all of the above. Um, and through this process, students really develop um skills in communication, project management, and historical thinking. Um, and their teachers learn a whole lot through the process as well. And so, we are so excited and thankful that they take us along on that journey. >> What about the um sixth grader? >> I'm gonna I'm gonna mention that. So, um, I want to introduce you to
006our National History Day qualifiers. And so, when I say your name, I want you to come up. Um, and so, let's see. Michael Cooper and Rashik, come on up. Um, and, um, Quake could not be here tonight. Um, but these guys, um, created a documentary, um, on the three-point line and how it revolutionized, um, basketball. Um, Graham, come on up. Um Graham is an eighth grader. He created a documentary um called Dem Democracy Dies in Darkness: The Revolution of Investigative Journalism on the Watergate Scandal. And it's fascinating. If you haven't watched it, you should watch it. Um Anique, sorry, John, come on up. John's partner Anique couldn't be here tonight. Um they created an exhibit board called The Road to Reform: How Interstate Highways Revolutionized America. and they actually have the honor of being asked
007to display their exhibit board in the National Museum of American History um one of the days that are at the National Competition. So, that is a huge um honor for them. So, they get to stand there with their exhibit and let people see it as they come through the museum. Um Lily and Maya, come on up. Uh Lily and Maya actually created a performance called All the World Loves a Baby um about the person who perfected the incubator and saved thousands of babies with the incubator. Um Eastston Schmidline could not be here with us tonight, but he wrote a paper called More Than Brick and Stone, a revolution of expansion um on the development of skyscrapers. Um and then boys, come on up. this big group. We've got um Arjun, Ashman, Chance, and Jordan. Um
008they created a beautiful exhibit board on the Titanic. Um and how it revolutionized um ocean travel. Um and then last but not least, um for the very very very first time this year for us, sixth graders participated in National History Day. And the very first year that we did that, we actually have a sixth grader who qualified for the national competition, which is so awesome. Um, he is not here with us tonight. That was Jack Rosenbomb, but he created an exhibit board called the Revolution of Radio Activity um on Mary Cury. So, we were super proud of him and excited that we can say for the first time in history, we had a sixth grader um qualify for the national competition. So, let's give these guys I don't know if you guys have any questions
009for them or not, but um you're willing to ask them or we can just take our picture. >> Yeah, we definitely want a picture. One question. So, tell us share with us where you're at on this learning journey right now. So, um she had mentioned that you've been doing this for a long time, but there's more work to be done. So, where are you at or what's the next step? >> Oh, yeah. Yeah. What are you guys working on right now as you're preparing to go to the national contest? Um, right now it's just kind of like perfecting our project because we've had especially like the first semester I feel like of the school year, we really worked on just creating it and beginning it. So, I feel like now we're on to the point,
010especially right before I think two weeks before nationals now, we're just like editing and trying to make sure it's as best as it can be. Lots of set changes, >> practicing that performance over and over and over again. >> Yeah. Anybody else want to jump in? Lindsay, you sent us a link to look at this. >> Is that link then available on the 437 website? Uh because >> every year I've looked at these and they're wonderful. I haven't looked at the ones yet from from this year, but it's worth checking out for sure. >> Do you know is that link available elsewhere other than we've got it here on >> I don't think so. I think just sent it to you guys. Um you guys are welcome to post that in other places if you'd
011like to. Um, people are certainly welcome to watch the performances. Um, if I had access to them, obviously an exhibit, so I just have a picture of them. Um, I don't and I think I actually shared a video of the performance this year, which is kind of great. Um, and then the documentaries, of course, you can watch the paper. Um, you can read. So, they're out there. Um, but feel free to share it if you'd like to. >> So, Nationals is about two weeks away. So, what's one thing that makes you really excited and maybe one thing that just makes you kind of nervous when you think about it? Anybody can respond. >> Well, I'm I'm excited for the new experience. I always think new things are fun >> and there's always a little bit
012of a thought in the back of your mind that you might get some expert on your topic that will come in and you'll just get interrogated. But I think I know enough that I should be able to to hold my own. >> That's right. >> Awesome. >> They know way more than I do about their topics. I can tell you that. I am not I was I was not a history teacher in training. Um, and so I always learn um, a ton from these projects, but what I love the most is that they know more than I do. So when I start answering questions and they can answer all the questions that I ask them, I'm like, okay, they're there. They they know their stuff. And I think um, they are all um, at that
013at that place. So we're really proud of them and >> Yes. >> So what are what are the options? It sounded like documentary, exhibit, performance. >> Do we have pretty much every almost everything represented this year except a website going to nationals. So, um, documentaries, performances, exhibit boards, websites, papers. Did I say all five? There are five different things. So, that's something that we always talk about about National History Day that we love is that they get a choice one of what they want to learn about. And how often in school does a teacher say, "Whatever you want to learn about, you can learn about." So, they get a choice in that, but also they get a choice in how they represent their research, which is great. So, that gives them some creative freedom as
014well. >> Yeah. And I think some of them stretch themselves. Like I don't know that Lily is an actress, but she did a performance and she did fantastic. She does a wonderful job. And so some stretching there as well. >> Yeah. >> The only other thing I have, it's a trivia question. So a couple of the the guys there, you did a three-point >> three-point study. >> Yeah. >> Out of this table, one person here led the conference in three-pointers in 1989 at high school. >> Really? >> Yeah. Oh, no. >> You got that. That's right. >> That's right. >> I'm just playing. I'm just >> Yeah. Awesome. Congratulations. Let's take a Let's take a >> huge real as tight as you can and maybe have two rows if you're challenged. I've >> heard all
015over. Oh, there you go. >> I'm going to have you look at me real quick. This is going to be in school news in the magazine, so I want to make sure I get a really good one and then I'll step away and parents can take whatever photos they want. >> Yep. Perfect. Okay. >> All right. One, two, three. I'll take several. Perfect. And then I'll get out of the way. Who do you want to move? >> Congratulations. All right. So, next on the uh school highlights, >> yeah, we have a another guest in the audience. So, Kalsta Blazo is the incoming super or the incoming principal at elementary. >> Exactly. So, Ksta, if you could please stand and just kind of come up here and join us for a second. So, we want to
016put a name and a face together with the board of education. So, as a board of education, you're aware that Melissa will Martin, the current principal, is moving to the central office and she's going to be a member of Jeff's team. So, we're excited for that. And we're equally as excited to have Ksta join our team. So Kala, I wanted to say welcome. Congratulations. So glad that you're here. And if you had just a comment or two to introduce yourself to the board, that'd be wonderful. >> Absolutely. Well, thank you so much for having me this evening. I'm so excited to be here enjoying the Auburn Washurn team. Um I had the privilege of spending the day at Auburn Elementary with Miss Wells Martin and the staff and the students for field day, which was
017the best day ever. It was so fun. A little soggy, a little wet, but that's okay. They made the best of it. So it was wonderful. Um I am wrapping up my 20th year in education and so um I have worked as um in many different areas as a parah substitute teacher, a classroom teacher and and now into administration. And I've been in administration for eight years. Um and I am just so excited to join the Auburn Washurn community. And so I want to thank you for that opportunity and um I look forward to getting to know everybody and moving forward with that. So thank you so much for having me this year. Yeah, >> thank you. Thank you so much. >> Say hi to everybody. Thank you. >> So nice to meet you. Nice
018to meet you. >> Nice to see you again. >> Nice to meet you. So nice to meet you. >> Right. Before we move on to public comment, just to we are at Washurn Rule Middle School tonight. Um to highlight our um outdoor ed um and the new classrooms um for outdoor ed that we have through the bond projects as we're wrapping up the last round of bond projects this summer. It's really fun to get to see all the completed projects and see all the places that um our public support has been able to give us to to enhance the education of students. So, um, wonderful place that all of all the grade levels, um, at our school, elementary, middle, um, get to come and experience and and really, um, get to have a fun time.
019So, um, is there any public comment tonight? >> All right. No public comment tonight. So, we'll move on to roll call. Um, the board um would ask that or sorry, everyone is present except for Brad Noer. Um, and then we'll move on to 3.02 approval of the agenda. >> Mr. President, I move that we approve the agenda as published. Second. >> There's been a motion, a second. All those in favor? Motion passes six to zero. We'll move on to section four, disposition of business by consent. >> Mr. President, I move that the board of education approve the business by consent, including the payment of bills for May 18, 2026 in the amount of 6,986,596.80 80s in June 1, 2026 in the amount of $4,215,41461 cents. >> Second. >> A motion and a second. All those
020in favor? Motion passes six to zero. So we'll move on to section five, which is administrator reports. Um so Heidi, >> good evening everyone. It's good to be here with you guys. >> Well, I am incredibly proud to share some wonderful news with you all about our special education department. We recently received um our official IDA state performance plan report from the Kansas State Department of Education. So, I am thrilled to inform you that we have been awarded a meets requirement level of determination for the school year. To put that into context a little bit, it's the highest status that a local education agency can achieve from the state. So it means that our district met every single compliance indicator. We submitted flawless data and we successfully fulfilled our federal requirements. And as a result
021of this status, uh we're able to have some financial flexibilities regarding our federal funding and we can get some stipens for continued leadership um and professional development specifically in special education. So this is a technical state level report and a but a perfect score. It just doesn't happen on paper and for us it's a direct reflection of the hard work, the heart and the dedication that happens in our classrooms and in our buildings every single day. We all know that special education it's a challenging and extremely demanding field. So this this award belongs entirely to our teachers, our related service providers, and our classified staff. They're the ones doing the hands-on work every single day in our buildings with our most vulnerable learners. Any positive report that we receive from the state needs to go
022directly back to them. So, I want to publicly thank our entire SPED team. Uh they have been so committed to our students. I mean, because of them, our district is truly helping to lead the way in student success. So, thank you. >> Yeah, thank you for presenting that. That's a big big deal coming from KSD. kudos to your leadership as well and so many others. But yeah, JUMP >> and then the next administrator to report the ECU program update. >> Yeah, Katherine, please come on up and join us. >> All right. >> Okay. So, um, welcome to our new environmental education classroom and facility. Um, I want to thank you for taking the time to visit the space and get to go and see all the classrooms. This facility represents a continued investment in hands-on
023realworld learning opportunities for the Auburn Washurn students. Um, we appreciate the district support operation collaboration uh with teachers, uh, community partners, um, working from district leaders and then, um, also all of this could not be done with our staff who support the teachers as we go through. So, um, let's touch a little bit on the legacy of this program. So, environmental education has been in the district since 1993. Um, for more than 30 years, students have come to our environmental lab to receive hands-on environmental learning. Generations of students have experienced this lab and built connections to science and the natural world through many of these experiences. And this new facility will represent a brand new chapter in our history. And instead of a single field trip which we've traditionally done with our students, we now
024get to grow and develop more experiences with them throughout the school year. So with this new chapter, our mission now is to inspire every student to explore connections between people, the environment um and innovations. ESTEM stands for environmental science, technology, engineering, expression, and math. It's our district's approach to making learning experential um to connect science, literacy, and career awareness through hands-on place-based experiences aligned to what teachers already teach. By bringing students to the esteem lab multiple times a year, we deepen our understanding, increase engagement, and help students see how learning connects to their to their real world, right? So, why go through this process? While research and classroom experiences show that students often retain concepts more deeply when they are actively investigating and apply them. Environmental education creates learning experiences that are relevant, hands-on, and
025engaging. And the program helps students understand environmental systems and how human choices impact communities and resources and explore further career pathways connected to STEM, agriculture, conservation, technology, and their community. Ultimately, this is going to impact our students quite a bit. We serve kindergarten through sixth grade. Um, a little over, well, close to 3,000 students will go through this program. Um, our students are going to come to this new space and experience science in a brand new way that cannot be done in a traditional classroom setting. um their learning will be um extremely beneficial to them as they'll collaborate and develop critical thinking skills and problem solving through many of our exploration processes. Okay. Um what this facility specifically does is it allows us to create a central hub for environmental learning and STEM education. It
026allows students to easily move between the classroom instruction and outdoor field experiences seamlessly throughout the year. Um, traditionally we've only done once a year and now our kindergarten through 2 grade will come twice a year and third grade through sixth grade will get to experience three uh three sessions a year which is uh huge to to undertaking but could not be done without district um support. All right. Um ultimately okay um we're going to really enhance and bring multiple levels um to this work. We're going to make connections between community partners and we're going to increase our technology so that elementary students can see the CTE pathways at a sooner develop interdisciplinary projects and see the community in a whole new light. Um they're going to get a brand new um these are all done
027in their spring by the way. they're going to get um new new view concept of what environmental education is a rebranding and a refreshing um and ultimately still maintain the core benefits of environmental education which is get kids outside and get them learning and hands-on. Our long-term vision is to create a lasting a continued lasting district asset that supports students for generations to come. So, thank you again for supporting the innovative learning opportunities here at the esteem lab. We are proud of our history with environmental education and excited for the future. >> Awesome. Thank you. >> Yes. >> Questions about this program? Um, hey Mike or Rich, where we're sitting right now, what did that used to be before this remodel of bond construction? >> This used to be an eighth grade podion. >> Part
028of it was the wave over there. So was eighth grade that wasn't part of the original renovation. So this is definitely a change >> as a compliment to many. So this used to be the largest middle school in the state of Kansas. When you open up a second, that's no longer the case. So you go from cruising real close to a thousand kids down to over time. This year over 700, but now we'll be below 700 moving forward. So there was some extra space. So okay, what are we going to do with the space? And so we found a need that was going to make a huge impact and investment on kids. And so by making this upgrade, um, as you just said, we're tripling almost the number of opportunities for elementary kiddos to come
029out here to be outdoors and learn all the amazing things through science in the outdoor environment. So kudos to Dr. Dto. So many pulled this off. Job job. Very well done. >> I think maybe just a comment. Um, Katherine gave us a tour before. Um, and you guys have done a great job with this space. It's super fun. And um I know my daughter who was an eighth grader came out and helped with younger kids and um my other kids have experienced it and they always come home really excited and really excited for those days. Um everything from the stuff that they see to kind of the behind the scenes the kitchen you showed us that you know now it's no longer has to be you know brown bag lunches and um those sorts of
030things can be um more advantageous to the cubbies where kids can put their water bottles. It's a really thought well thoughtout space. You guys have done a really good job with it. How much space do you have out to the north when you take kids out about how many acres? >> There's 50 a little over 50 acres u of land mixture of prairie uh our large pond frog pond and some forest spooky woods. We still like to keep some of the names in fact one of your board members Jamie was out as a parent volunteer to help out. So >> that's awesome. Yeah, it was really impressive to see the kids interact with the opportunity to fish and a lot of them weren't going to even try it and as soon as they got out
031there they were catching fish. I think almost every student caught fish and then we and the room across the hall I think this way we dissected fish. >> So it was a great learning experience. >> It makes a lot like in their what kids think in their head but when you put them in the space they really grow and thrive and that's really what this provides. And um I've got to visit not very many school district. We are so lucky that you guys support this because not very many school districts have this opportunity and um and the ones that do um aren't nearly the level that we apply it to. So I'm very excited to be in this role and to see the future. So >> cool. >> I would just echo what Jeremy said
032that all three of my daughters have gone through it and I've heard more about that outdoor ed day than I think anything else. So it's really cool that they'll get to experience that more and I'm glad to be part of a district that supports as well. So >> yeah, >> thank you very much. >> All right. Thanks. >> All right, we will move on to items for discussion section six. The first is specialized science curriculum resources first read. So Jenny and Kristen, >> good evening. And while Patrick is getting us set up, I am so excited to uh share have a partner with me this evening for two of our items for discussion. Um so I'm very excited to introduce Kristen Barkmeer to you. She is going to be taking over for me as director
033of secondary education as of July 1. Um I have actually worked with Kristen for a very long time. Um she student taught down the hall from me and then we worked together uh as teachers. I was the seventh grade language arts department chair. She was the eighth grade department chair. we then became instructional facilitators together. So, I'm very excited for her to be taking over and we've been transitioning this last month or so. I'm kind of getting her on boarded with some additional things and she's been working very closely with me to work on our items for discussion this evening. So, I'm going to take the lead on our first one. She will take the lead on the second and I will also give her a chance to introduce herself to you as well. So,
034our first item today, we've got secondary specialized science resource request. So, I've come to you before with our core area science request. Now we're talking about some more specialized resources. So we've got a few courses here. So um up this list we have AP Bio, AP Chemistry, AP Physics, AP IB Environmental Science, Biotechnology Essentials, as well as honors biology 2 that we're looking for some either updated resources or newer versions of their current resources. So um if you look at this list here for AP Bio, they just need an updated version of their resource. Campbell biology and focus. AP chemistry also needed an updated version um for a molecular approach. AP physics is requesting a new resource called college physics a strategic approach and AP IB environmental science. It's also a new resource called environmental
035systems and society's course companion. Couple more courses here to note. We've got a new resource for biotechnology essentials which is um basically a workbook that goes along with a lot of the things that Mike Steiner has put together for that course as well as honors bio2 a new resource as well as an updated version. There's two res resources for that course because the first semester is about genetics second semester is about microbiology. So for your review this evening I've given you digital access which I will come around and hand you so that you can log in and preview some of these resources as well as an overview. Thank you. Um of a couple of our additional resources as well for those courses. Um total all of these resources add up to $38,18210. Again, like I
036shared the last time we had an overall budget for all of our science materials this year. We are still under that budget with this request as well this evening. So with that, what questions might you have for us this evening? questions. I don't know if there's any. And sounds like you guys have the next one, too, which >> we do. So, I'll let Kristen introduce herself and take the lead on that one. >> Thank you. Um, as Jenny said, I'm Kristen Barkmeer. Um, I've been with the district for 16 years. Um, I started, like Jenny said, I student taught here over in the seventh grade hall. Um, and then I became an eighth grade language arts teacher and I did that for seven years and then I was an instructional facilitator here for eight years
037and then I've spent the last year as the dean of students at Washurn Rural North. Um, I'm very excited to continue to serve our community in this new capacity. Um, and thank you for letting me be here today. Um, so the item that I have there's no um, slide deck for. Um, but it is continuing with the science curriculum. Um, so our district curriculum committee has continued to review and refine the grade 612 science curriculum and instructional resources um to help us align with the next generation science standards and emphasize threedimensional hands-on learning. Earlier this spring, Jenny provided you with updated instructional resources for our core science courses. Tonight's request is for the lab materials needed to support the implementation of those updated resources. The request includes both replacement and supplemental equipment and consumable supplies.
038These materials will provide students in grades 6 through 12 with the equipment and consumable supplies needed to fully participate in standards align laboratory experiences. Um, and I think it should be in the folder that has the spreadsheet that has all the supplies on there. Um, we seek board consideration and approval of the science instructional lab supplies. The instructional resource request is for 59,5787. What questions might you have for math? >> That's just for 6 through 8 or 6 through >> 6 through 12. >> So there should be tabs. They they're by grade level and then by content for the high school. >> All right. Any questions? Is there anything particularly exciting? The Newtonian or >> There's lots of exciting things. So, in addition to what we've done previously, they also have some new labs and
039things that they're going to try out that are also a part of their resource. The resource itself, the publishers try to sell you their lab kits. However, they're very pricey and a lot of the materials and supplies we already had, they will be doing updated and new labs just we supplemented with some additional resources. So, Hopefully don't we don't like blow up anything or burn. >> All right. Thank you guys. >> Thank you. >> Move on to 6.03 which is called board policy update JCDC. >> Yeah. So 6.03 and 6.04 are somewhat related in the sense that these are changes coming as a result of the legislative session that just came to a close. So, there was a House Bill 2299 that is going to impact all school districts across the state of Kansas. It's
040kind of a two-part process and KASB or yeah, KASB legal council chose to have the policies separate as opposed to trying to put them together. I'm going to take the lead on the first one and then Jessica is going to take the lead on the second. The first portion of the bill is uh cell phones and other related devices in which students could connect during the school day. And the short takeaway is bellto bell students are not to have access to their own personal um technologies and as a compliment to Ed to Mike to Charlie um we kind of had a lot of that in place took a pretty big step in that already moving into the year that just ended at the high school is going to take a little bigger bite of that
041apple moving into this upcoming school year and then through the legislative session that things changed a little bit to where okay across the state everybody's going to be the same. So the short takeaway is and Ned if I say this incorrectly and let me know Mike and at the elementary level we're actually going to encourage families to not have their kids bring devices to school at all because they cannot be accessible. Well there'll probably be some that do. So at the high school level we're going to say if that's you then keep it in your vehicles and don't bring it in the building but there will be some that do. And so if that's the case, we're going to have them turn off the devices and we're going to have them stored in their lockers
042during the course of the day and then we will have supervision that won't allow students to be able to get in to have access to their devices in the lockers. Uh some questions surfaced across the state of Kansas. Is that enough at this time or do districts actually have to go out and purchase uh certain kinds of um locking devices to put their technologies in and through a legal council review that is not required at this time the way the law is currently written. Uh so we believe that we're following the spirit of the law, the intent of the law. A very similar process at our middle schools. Uh students are going to be encouraged not to have them. If they do bring them, you're going to turn them off and you're going to get
043them stowed away in the lockers. Of course, at the end of the day, at the secondary buildings, the bell rings, they go to the lockers, they get their belongings, which would include any kind of technology, and then away they go. At the elementary level, um we don't necessarily have lockers across the board. Depends on the school. It depends on the classroom. So, same thing. We're going to encourage kiddos not to bring it at all. Um, but for those that do, um, we're going to not have give them access through the course of the day at all. We still say bill to bill, but that means as soon as they walk into the doors until they walk out of the doors at the end of the day. Uh, all of our classrooms will either have lockers
044in the classroom or they have cubbies. And so, again, we're going to have them turn off the devices. We're going to have them stored in the classrooms and the kiddos won't be able to walk over to pick it up during the day. So, follows the spirit of the law. Um this is I guess a little new at the elementary. Um I don't know as we I think each principal kind of took care of things on their own at the elementary level now it's standardized across the board um across the state of Kansas. Um I don't think that we're having huge heartburn with anything at the current time as it relates to this policy. It's a little bit more the same. It's just a little more common across the state at this time. So I think
045we're going to be operational as the upcoming school year gets a little closer. communications will be going out building by building a little bit through the district just to make sure parents are informed that this is what the law is and of course that's going to be our expectation as well. That's the first part and then the second part is another board policy 6.04 and Jessica has been following that and I'll have you give them an update. >> Yes. So this is also an outgrowth of the sub for House Bill 2299. It's related to social media. Uh this is a new policy that's recommended by KASB. Part of that act requires that school boards establish policies or procedures that prohibit employees from communicating with any student through social media. So that's private message, direct message,
046two-way communications. So this is to meet that requirement to have a policy about employee staff communications through social media as part of this legislation. but also because of continued feedback that we have received from our families and our parents, we have issued the district has issued an RFP for a unified mass communication system. So if you think about all of the different apps that different teachers might use, coaches might use, activities, um sponsors, club sponsors, etc. This would be one system that would pull all that together. So this would be another tool in the toolbox for our staff members to utilize. That RFP was issued on May 16th. The deadline for proposals was May 29th, which was last Friday. We received eight responses and had a chance to review those today. We will be moving
047forward with vendor interviews, demonstrations, presentations this Thursday, June the 4th, that morning. And it's a a combination of a lot of different individuals that are sitting on that evaluation committee. There's some folks of us at the administrative building, also a couple elementary principles, a student, some parent representation, our athletics and activities directors, etc. So, we hope to have a recommendation to you all by the next board meeting about a potential mass communication system. >> Any questions, comments for Jessica? If not, we'll move on to 6.05, 5, which is a choir teacher for Washington High School. >> Well, good evening. Excuse me. Good evening. Um, this evening, I'd like to just briefly share with you um some ideas about maybe inviting an assistant choir director um in the form of a choir teacher to Washurn Royal
048High School. As you know, our performing arts programs are incredibly important to our local community and through the hard work of the existing choir director. Excuse me. Um, we've continued to build our program over the years. Um, we are now at to 355 students for the next school year. Um, that has been tremendous growth year over year over year. When comparing it to some other similar 6A school district programs, we actually stand out even as compared to them. Upon doing a review um of staffing of 6A equivalent high school programs, uh we have learned that some additional support is necessary to continue the growth and support um the great efforts of our schools. Um in doing this, we actually are able to gain some additional music department efficiencies. So along with the increases um and
049choir at the high school, we're also experiencing some increases in band at Washurn Rule Middle School. And so uh through the addition of this position, we also were able to be a little more creative with our staffing to provide some additional support um to the burgeoning sections there. Um additionally um this position has a lot of travel responsibility and logistics responsibility support responsibilities um that are associated with the program. This the scope and scale um of one like what we have. So that's what this request is for. Do you have any questions um for me or for Mr. Quick question for me is if we didn't have this position, how many students would be affected? >> So, we would still have the 355 students, but we would have the one choir teacher um who is
050spending a tremendous amount of time um of his own time trying to coordinate all of this on his own. Um it has become increasingly challenging as he continues to build the program. um this actually brings us more in alignment with our peers in other districts who may even have a hundred fewer students than what our program does. And so this would actually take some of that burden off of him as far as additional students. So um as I mentioned earlier, this gives us a little staffing flexibility. Um I I think that we're looking at somewhere around 100 additional students um who would be going into band at sixth grade um and seventh grade at Washurn World Middle School. And so by um enabling us to hire this position, it allows us to adjust some other
051non-performance courses to free up band sections that could come down and support this. And so there's also the middle level impact um of at least 100 I think it was closer to 150 students total. So >> you're welcome. >> All right. Any other questions or comments on that? >> All right. If not, we'll move on to 6.06, which is assistant volleyball coach for High School and I can take the lead on that one. Um over the last probably eight months um Brad Nuller and I have been having some conversations. We've had a lot of feedback from families um especially as we have um opened a new middle school and the interest in volleyball um in particular um with having two teams of of 10 each at the middle schools which means 40 40 freshman feeding
052into one team at the high school that um there was a there was a desire among at least the the volleyball families for for an additional team. And so we we've had conversations with the coaching staff at the high school. Um and so I'm bringing this forward for discussion. Um with volley volleyball being a sport um with smaller teams by nature um the opportunities for female athletes um in the fall is significantly less than that for males. So um the proposal would be to add an assistant volleyball coach um at the high school level to allow for a fourth team. Um right now we have three teams, a freshman, a JV, and a varsity team. would be adding a fourth team which would probably look like a freshman, a sophomore, a JV, and a varsity
053team. And so, um, open it up to any discussion. >> So, Jeremy, I you and I have talked about this, but is this recommended by the administrators of the school? >> Yeah, we had submitted a form was submitted that went through a committee for review in regards to the addition of another coach. Um there were varying opinions based on that particular review of people that were of elementary, middle, and high school. Um but yeah, a forum was created at the high school for consideration. Yeah. >> And what was the outcome of that? >> Uh that particular vote um was a pain committee and it failed. Of the I think nine people that voted, there was one yes vote and eight no votes. So we so to be clear, we would be as the board voting
054to implement this without a request from the administrator of the school. >> Yeah, I wouldn't say that. I would say that as a board of education, you are always in a position to approve a position on the certified side, on the classified side, or on the co-curricular supplemental side. Um, another example that may be coming down the road at some point, um, Quaca, and correct me if this is inaccurate, recently approved, um, girls flag football. So, I think there's an interest across the state to increase participation in any kind of co-curricular, academic side, or athletic side programs for kids, boys and girls. But I think there's been a push to try to get a little more balanced on the boys and girls to where they can be a little bit more equal. that we're not
055ready for that quite yet in our system, but that might be a request that that eventually surfaces. >> And so to to your point though, a case is valid. Whenever request surface, there are some people that are all in on it and then there are some people are like, that doesn't really make sense to me. I'd rather do something else. >> Well, and I guess my question, you know, is is this. It's um again, the board has a lot of purview to approve lots of different things. um curriculum. >> Uh but this board has largely stayed away from those kind of things. And I don't I like that. That's something I want to see is that you know we hire professionals to govern. Uh and my concern would be if we take action without that
056kind of consent or having those people here like the athletic director or other folks here to actually speak to say what would be the impact. My concern is for the board to do that. Um I don't feel like I have all the information. Um I you know I think and again I want to be super clear. I'm not against a girls an additional girls volleyball team. Um I want to make sure we have plenty of opportunities for our students. >> Sure. >> Um I've just become more uncomfortable as a board member to vote on something that's not being requested from people at the school. Uh I do know that and Jeremy's mentioned too that there have been a lot of families that reach out to him. This has not been something that's come up to
057me, but we were in different circles. So, >> can we get some more clarity on Dr. Mc Williams said that it was one yes and eight nos on that particular committee that you were just referencing? What committee is that? Were they choosing between things or was it just a should we have it or should we not have it or opportunity costs? >> Yeah, so there is annually a supplemental pay committee that has give or take around 10 or so folks and represents elementary, middle, and high. And so those are conversations that surface. Examples of that could be we have a recommendation for a position that currently exists, but it's growing and the responsibility is now greater. We're seeking a 1% increase in salary for this position. That's an example. There are times that new positions
058will be expressed through the committee as well. So there's a long list of items any given year that can surface from the building levels. Sometimes it's elementary gets a little higher numbers at the secondary level because those kids are of an age that they can participate in more things. And so um when the conversation surfaces at that committee um once the conversation and clarity has been identified or agreed upon then a kind of a confidential vote is taken. Is this something that's a thumbs up or a thumbs down? Um and then you add up the votes and so any given year um should know not all things are approved. Um some will then take another year for more conversation and then sometimes they come back and sometimes they don't. Just kind of depends on the
059situation. But it's a little bit uh it's usually common to have a mixed review on what the outcomes are. They're not all yeses. They're not all nos. So are they working from like a a budgetary pool or something like that to decide what they should be? >> Not so much that. Yeah, not so much that. Of course, many things we do at the end of the day, you know, finances are always part of the conversation, but not this whole part. Yeah, I think for the most part, it's looking for the right opportunities for kids. Um most on the committee um will agree that having students involved in something is important. Um and so that's kind of the function of What are those things that make the most sense? Yeah. In this particular case, obviously, we
060already have a volleyball program. Um, the request is to get more kids to be able to participate in the program. Uh, some of the kids that would otherwise be cut and may not have an opportunity to play any longer would give them another year or longer to continue with the program. So, that was kind of the spirit of this one, I think. >> And a quick question about Jeremy's comment about the opportunities for female sports. I think that's true when you compare football and volleyball, but are there additional um female sports that make up for that cap? I know we do tennis and things like that or is it >> when you compare them, are we equitable? >> I'm going to say uh and again, correct me if this is inaccurate as we move into
061the winter sports. I'm I'm going to say we are equitable for the simple reason that we have a an extraordinary wrestling program. There are many schools in the state of Kansas that have far more boys that are wrestling than girls and that hasn't been the culture set at the high school and so those are pretty competitive and so we're a phenomenon a little bit in regards to that. Um and then when you move into the spring sports um of course there's a girls soccer team and a boy soccer team that switched from the fall to the spring. Same thing with tennis, same thing with golf. So, for the most part, many of the other sports are pretty equitable as far as the number of spots overall that are able to be taken, but that isn't
062always the case in the fall. >> Yeah, it's a good question. >> Yeah. And one of the things I'm new to the board, I've only been on six months, so I ask Brian, who's been here a while, not calling you or whatever, but have you has has the board taken action like this before >> that you can remember? I don't remember that we've had this issue come up. >> We're not just on this issue, but where the board has decided to make a staffing decision without recommendations from administration? >> Not that I can recall. >> Can you recall anything? >> To be clear, it is within the board's perview to do that. >> Yes, sure. >> What What exactly are we approving here, though? Are we approving that yes, they go have to go hire
063a volleyball coach or are we saying that they now have the ability to hire one if you know the administration decides to? >> I think that the motion Well, we can make our motion, but I think the intention is this evening to make a vote on it. >> Vote on what though? >> On the creation of this position >> on an assistant coach, which would give authority to be able to hire another coach, which would then create another team for the upcoming 26 27th school. So we would essentially be giving the authority to WHS to go out and create the requisition etc. But we're not necessarily creating the position or >> so they still choose one >> to ignore that >> they could yeah is that is that correct? >> That would that would be
064an option but it would not be the option I would think that they choose to I mean you know that's I'm not that's the reality. Yeah. could could at some point somebody and make a decision that I don't think we have enough kids to have four competitive teams this year. That could be the case, but you'd have the option to do so. I think at the current time we have enough participation when you go through the triyout process that there's enough kids to fill more slots. Um, but I think that's that's the conversation. So now we're having the conversation. The reason that it's an action item tonight is we had to cancel because of inclement weather the last board meeting. So that was an item for discussion at that time. So that's why as back
065to back on this particular meeting. Um so yeah as a board that's something that you all can think about what the best approach is. >> The last comment I'll make and I appreciate about that Scott is that my concern is not again I'm not against adding a girls volleyball team. What my concern is is the board would be taking action that would be like you said even if it is just approval. Um, I would like to I guess I'd like to hear from the folks that would be impacted by this >> um at the school to get their feedback on it because it is, you know, there are logistics to it. Additional, you know, schedules, additional um janitorial, lots of different things that would go into this travel. Um, and again, it might be something
066that people support. It just But that's it. I'll stop talking about it. Are we up against some sort of time constraint on this? >> Um I don't want to speak out of turn. So I think um I would be mindful of um it at times takes a little time to post a position to find the right person to make a fit for a coach. Um you don't want to be a high school that is reaching out to other schools to say I might have a team. kind of get you on my schedule because they're going to say, "Well, I can guarantee I've got a gain if I go to another school because you're a question mark." And so, it takes some time to create a schedule. It takes some time to um get a position
067posted hired. They're all workable things. I've never been one to try to rush anybody to make a decision. So, if you need more time or more information, if you let me know what that is, I'm happy to get that for you. That's not a problem. It's on an action item tonight. As a You can choose to take a vote and see how it goes. You can choose to say we're just going to take a break and then please bring it back at the next meeting and there's some more information that you need. So, whatever you're all comfortable with is what we will do for you. >> But Jeremy, you said you've been working with them. >> We've been having this conversation for for a long time. >> Um, and it's I mean it's it's just
068a long process to do and my fear about what Dr. William said like the idea of being able to build a schedule this summer and being able to hire a coach. We're kind of running up against who we're already in the in the summer season and just knowing um all the things going on with Border and the high school and open gyms and all the things going on. The faster we can get an assistant coach hired to be able to have help with those, the better um we're going to be, you know, as far as getting the summer and starting the school year off well. Um, >> I guess I have another question. Who's we and why has this not been something that's been brought up before? You know, part of my concern is in
069a month, Dr. Mc Williams is going to be retired. Dr. Collier is going to be here. So, this is something that's going to fall to her plate. And at this point, I don't think she's been consulted on, which is fine. She's not in the job. But, we know next year there's going to be a deficit. we're going to be adding a choir teacher and we're going to be adding this teacher. Um, and at some point we're going to have to have a discussion about things that we pulled away. And so that's my question is who's we and why is it now? Why is it brought up and has this not been a request? And I and Jeremy brought up a good point that I didn't think about that we now have two middle schools um
070but we had the same amount of students that were coming. So was this that they got cut sooner? >> Yeah. One of the things that we heard on community uh school community feedback sessions that we had some time ago is in this school when you have almost a thousand kids, you know, I have a student that is really interested in you fill in the blank, but my kid wasn't able to compete at a level to make a team and so he or she just quit as a seventh grader. And as a family, we were kind of bummed about that because that was really a sport or an activity that was of high interest. uh that same feedback was by splitting and having two middle schools now. It doubles the opportunity and so we have more
071participation than we've had before. Many of our families have viewed that as a positive. Um because it's just less people to compete against. One of the best things about the Auburn Washurn school community is we're we're large. we're 6A and it's competitive and we've got a lot of kids with a lot of talent that choose to get it involved in a lot of different things and people feel awesome about that. Um, one of the downsides is we have so many kids that are talented in so many things that at times we have to say no to certain kiddos because we just don't have enough spaces for them. That's always difficult. Yeah, that's always hard. So I would never advocate against uh providing student opportunities but every quote one additional thing always comes with some conversation.
072So it's a good conversation to have >> this is not a I'm sorry this is not a teaching position. This is a person if there's not even anything on the supplemental pay list to pay them at the moment. Right. There have to be for that if we I'm just trying to make sure I understand where they fit in. >> Yeah. We we have the position of assistant coach already in the in the negotiate agreement. So as a board of education, you can't select compensation on your own. That's a mandatory negotiable concept. >> But it's the supplemental pay committee that would do that. >> Well, that's that's that was the committee that we talked about earlier. >> What kind? >> Yeah. What kind of position or what kind of pay rate? >> Yeah. for the semester
073>> assistant coach position ballpark I know it's specific to the individual roughly would be about >> every sport I mean volleyball somewhere in the lower four to six% something >> okay so salary 4 to 6% >> so make sure I kind of understood what the pieces were there >> well but I guess that's my question that if the person isn't hired who does it fall on to create schedules is that person going to maintain everything or is it going to be part of the coaching staff because there's other costs there if >> people are getting involved. >> Yeah. So, if this position were to be approved, um I think the high school ad is the one that currently gets schedules taken care of with transportation lined up would partner with the current coaching staff to
074interview to select an incoming assistant coach and then he or she would be responsible for the team this fall once the team is made. So yeah, there's a lot of big parts and factors in regards to that. >> Yeah, >> Jeremy, do we know how many women are being cut from volleyball? >> I don't I I don't have a number for that. Um I had a general conversation, but um without having firm numbers, I mean, I I can tell anecdotally from, you know, my daughter's experience um what happened, what Scott said. you know, she started volleyball as a as a seventh grader um and went from 80 to about 18 or 20 um and then the next year when they tried out for two teams there were about 45 to 50 to fit 40 spots
075and so we saw that attrition from one year and I know that there are um several that are cut um from the high school team but I couldn't say there are also um kids that choose to no longer go to private school or other them that are also the team when they so >> yeah I do know like Dr. Williamson who just reiterated that kids do self eliminate when they get cut in seventh grade and eighth grade. >> Other questions or comments on that? >> Um well actually I just have one last comment. I mean I think everyone makes good points here but I I kind of reiterate what Dr. William said, which is I I'm never going to go against student opportunity. And I think that, you know, from a budgetary perspective, yes, we
076may be going into a deficit, but it's all speculative at this point. And so I don't think it's worth cutting opportunities now where we could provide additional ones for the potential for future, you know, cuts. >> I want to be clear, I'm not advocating for eliminating opportunity. What my position is, I'm uncomfortable voting on something when the athletic director is not here to answer for it. >> I don't know if we need to hear from them directly because Jeremy has spoken with Mr. Bordwick, right? And Mr. Reigns is here as well to speak to the high school perspective. I mean, >> from my from my opinion. >> Sorry to put you on the spot. Do you have comments or >> concerns? I always have comments. >> Um, you're all right. um and you all make
077good points. Um what I can share with you are are the facts and maybe some history that um would come into play here as well. So um prior to the budget crisis that we had in 2009 um we had an additional level of volleyball. We had an additional level in several sports, not just volleyball. And at the time the superintendent in this area decided that for budgetary reasons they were going to cut those sports. So that's when they went away was in 2009 2010. Um and um nobody's planned for those schedules since then or anything like that. Um so what is true is that um we the administration put in a request to the supplemental pay committee um and that's part of our process um for an additional volleyball coach and uh that was reviewed
078by the supplemental pay committee and as Dr. Mc Williams said um that was voted down by the supplemental pay committee um by a pretty healthy margin and um I I you know I have a lot of years of experience with that committee. They're very deliberate and thoughtful about what they're doing and what comes out and the recommend recommendations that they make. So um so that is true. Um, it's also true that you as a board uh can supersede that and you can do what you think is in the best interest of kids. Um, so that's those are the words that I would have for you. >> The compliment there's the history too that this existed too. Thank you. >> And it sounds like the administration has request the supplemental pay. I would say as a
079middle school principal, the supplemental committee will generally go off of this year's numbers. Like we put in for an additional cross country coach this year because we ended up with 80 kids out. And so when they look at volleyball numbers, they're going to go on how many people are out right now, not how many people could we have out because those are the decisions made. But I know we talked about self elimination. And I know between the two schools right now, we probably had 40 45 eighth graders that made the team. And a lot of them are already saying, "I'm not going to go out next year because we already know like 10 people make it for freshman." You know what I mean? It's generally the A team from Wash North, the Wash Middle School
080A team. That's who all these kids are saying going to make it. So, a lot of my junior varsity B teams are they're self eliminating already because there's there's not spaces for them. Other questions or comments? If not, we'll move on to 6.07, which is the 26 27 administrator handbook. >> All right. So, over the last 11 years, I think I have changed the date on the cover and that's about it. So, the only uh thing to note is from 25 26 it will now say 26 27. No other changes recommended. >> And the last time you have to change that workbook out the way. >> Yes. >> All right. Any questions or comments on that? All right. If not, we'll move on to the 2627 elementary school handbook. Okay. I'm going to take a
081lead on this. So, I work with the elementary principles on making the revisions to the elementary handbook every year. You should have a redline copy in front of you. Most of it is just updates to dates, schedule changes, that type of thing. There were a few things that we provided clarity on in a few sections. They wanted to make sure the arrival and dismissal tardiness and leaving school sections that there were specific times listed rather than leaving it a little bit more open and vague. Um the biggest changes were related to reporting of grades and that is to align with the change in the grading that we have committed to um with those newly adopted standards and then the language surrounding the personal electronic communication devices. Again, back to that sub for HB2299, the the
082earbuds and the cell phones and that type of thing. And then the last section that had a significant change was transportation. And basically that whole section was just con condensed and and reworked so it wasn't as long. >> Questions, comments. >> My address is wrong. I was just gonna say please check page five to make sure your contact information is right. >> It's all my information actually. >> Is it Have you ever looked at that? It's an old address. >> Oh, okay. I told him old address. Okay. Thank you. I will. >> Yeah. Just check page five. Especially if you're new or there's red by your name, make sure that your contact information is correct. >> Oh, boy. >> It's my kryptonite. >> All right. That's a lot of information. >> Question or comments. >>
083All right. If not, we'll move on to the early childhood. >> Okay. So, I'm going to talk about that one, too. So, very similar in terms of just updates to dates and contact information for some administrators who have changed. There were some minor changes, the price, the cost changed. You had already voted on that. So, that's been updated. Um, changes to the curriculum section and then the reworked language about transportation. And Jamie, your address is right in that one. I'm going to guess it's not. >> It's the same. You listed my wife's cell phone number, but that's okay. >> I'll check it. >> Oh, man. >> It's probably because she's a primary in the school. They know. >> Okay. So, address changes and phone number. >> Anything else? >> All right. Food service update. Rich
084Jones. He doesn't have a tie on so it can't be that expensive. >> Right, Rich? >> What's that? >> If you don't have a tie on, so it can't be that expensive. >> I don't I'm not going to ask for money. >> Good evening. Uh the purpose of this is just kind of to update you on uh our status right now of the food service program. And um several of you are new, so I want to give a little bit of history. This is we typically come about this time of year with a recommendation for the the next school year. For a long time about 10 years, uh the USDA was recommending that we increase our prices, but through board direction because we had a healthy reserve balance. Um we we kept our prices low
085for about 10 years. And at the same time, USDA was telling us we had to decrease that reserve that we we had too much money in there. So we were doing that and then that led u during co that kind of all changed. We were u getting a lot of reimbursement back. So our balance went up again and so we spent down and then um last year uh was our first year where we were going to hit a negative balance. So we and we saw that coming. So the last two years we've made increases to our meal prices and and fairly substantial. Uh I included uh a chart from across the state and districts our size and you'll notice that we're right now we're probably the about the second highest in the area. Manhattan's ahead
086of us. Um they can have that honor as far as I'm concerned. Uh but for a long time we were the lowest in the peak area and in the state for our our size district. So uh through you know things that we had to do board guidance we last year was our first year that we hit a negative balance and we were just under $100,000. So when that happens we we have to supplement that with general fund dollars because we're supposed to food service by state regulation is supposed to be pretty neutral. Supposed to stay about a zero balance not negative but not marginally positive either. And so, uh, we had to bring that up to a posy balance to start the school year this year. This year, we're going to end about 124, uh,
087under. Um, but we're not recommending a meal price increase because we've we've taken a lot of data. We've looked at a lot of things. We've looked at our menus. We've looked at staffing. Um we're we're seeing a decrease in in students, a decrease in participation, but we we have some ideas that we think um we could we could possibly hit a home run with and get our our balance back where it needs to be without putting that burden on our uh parents. Open for discussion on that. If if you feel like we need to do something, we're open to that. But but our recommendation um right now, especially since we don't have any guidance from USDA currently, Um, two years ago, USDA reduced our our reimbursement and that that's what hit us hard is we
088were getting four something per meal. Uh, and it dropped back down to about three between 385 and four depending on if it was three or reduced. So, that was our big hit. That's what and and it happened in July or end of June July and and we didn't have time to react to it. So, we're not thinking there's going to be any major changes. Most districts in the area are looking at a 5 to 15% increase for the coming school year. Um we'd like to try some other things to see if we can uh avoid doing that this year since especially since we've had two years of pretty large increases. Questions or comments for Rich? >> Um before we So this is just item for discussion. Is it going to become an action item next?
089So the actual >> can can be or >> yeah the board wants to approve annually what the meal prices will be. So unless something changes between now and then we'll bring back to you status quo on prices. >> Um Richard, can you give us more information either now or next board meeting on what those you know creative measures are? >> Sure I can give. So it'll be uh menu planning. We we have a program that Stan's working on right now. Stan's our food service supervisor. um that uh it's some creative purchasing through some co-ops uh for the food. Uh we also uh we've got some staff that are leaving that were not planning on filling positions. Uh with the the split of the middle schools, we're able to kind of move some people around because
090the elementaryaries don't need as much support as they had and we left it where it was at this year, but we can move some of those people. Uh, and so those are our main things that we're looking at, the the menus, some creative purchasing with food, uh, going out to bid for the milk. There's really only two milk providers and that we're kind of stuck on milk. You can see I put in there we've seen like over a 50% increase in our milk prices. So, uh, but also a lot of kids aren't drinking milk anymore, so we're putting water and juice out or some type of flavored drink. So, we we've got those are the type things that we're going to try uh to implement for this next year, especially in the staffing areas. We
091we think we can do a lot with staffing and and do a better job with um our prep times and how much uh how early we're bringing people in. Kind of stagger those a little bit because we don't need a full staff for breakfast. We've got a couple buildings that were one serving 50 breakfast, the other serving 80. We don't need the full crew in there to serve 80 breakfasts. So, shifting some hours and making some changes there. >> Okay. Just a comment. I think it'd be pretty interesting. I don't know if you guys are doing this, but interesting to take a look at that data and use that analysis to then be able to create more efficiencies in menu planning. >> This is the first year that we've done that. And we are we
092we have a full year now. We we didn't have that in the past. So that's that's why I'd like to wait a year before we make any huge changes in the meal prices because we we have that data now and so we're making adjustments based on that data. So one thing too that I I forgot to I put in here we still um at we qualify at Pauline Central, Pauline South and Tall Grass for everyone to eat free. So those um we're going to do a little bit at Pauline South Paul Central everybody eats breakfast and lunch at South. It's a they don't bring them in for breakfast unless they have told the building, but I'm I'm planning to work with the new principal and see if he'll do the same thing that Central does
093and everybody just goes to the cafeteria and we get more breakfast participation. That that helps our program, you know, because we get reimbured for all those meals that we serve there. >> I have a question as well. Um, so do we foresee any changes with what we're required to ser the with the new pyramid food pyramid changes with you know I know you the protein >> and now that's ultra processed so we have to provide chicken and beef >> we that has not come down as a regulation for this it's it could be coming and if that happens then we're going to have to do something because that will cost a lot more to provide those things but it is not a requirement this year from Kansas so I I know that that I know
094exactly what you're talking about we've looked at that right Now we don't have to do it. So yeah, if we do then this will be a different discussion. >> Any questions or comments. >> All right. Thank you. >> All right. We move on to section seven which is action items. The first thing on action items is 7.01 which is Washurn Middle School and Washurn Real North uh 2627 student handbooks. Mr. President, I move the board of education approve the Washurn Middle School and Washurn Middle North Middle School 2026 2027 student handbooks as presented. >> Second. >> A motion and a second. All those in favor. Motion passes 6 to zero. Um we're going to move on to 7.02 which is revised secondary science core instructional materials request. Mr. Mr. President, I move the board of
095education to approve the presented instructional resources in the amount of $393,625 13 cents. >> Second. >> A motion and a second. All those in favor. Motion passes 6 to zero. We'll move on to 7.03, which is choir teacher for the high school. >> Mr. President, I move the board of education approve choir uh teacher recommendation as presented. >> Second. >> It's been a motion and a second. All those in favor? Motion passes six to zero. And the last thing on action items is 7.04, assistant volleyball coach for the high school. >> Mr. President, I move the board of education approve the assistant volleyball coach recommendation as presented. >> Second. >> A motion and a second. All those in favor? Motion passes 6 to zero. Um there are no communication items tonight. So, at this time,
096the chair would move to go into executive session at 7:50 p.m. Uh, to discuss personnel matters pursuant to the exception of non-elected personnel under coma, to discuss budget pursuant to the exception of employer employee negotiations under coma, and discuss students pursuant to the exception of relating to actions adversely or favorably accepting affecting student under 25 minutes. Uh, the open meeting will resume in the boardroom at 8:15. >> Second. >> Motion, second. All those in favor? Motion passes six to zero. We are in All right, we're back on the uh record in public session after being in executive session. I'm going to uh I'm sitting in for Jeremy to leave. Um I would ask for a motion on case one. Uh I would uh I'd like to motion for the appeal hearing case one discuss executive
097session. I move that the board of education affirm the appeal officer's decision. >> Second. >> I have a motion and a second. All in favor? Motion passes. What do we have? Five now. Five to zero. Um I would ask for a motion on case two please. >> For appeal hearing case two discuss executive session. I move that the board of education affirm the appeal officer's decision. >> Second. >> We've got a motion and a second as it relates to case two. All in favor? Motion passes 5 to zero. I would ask for a motion on case three >> for appeal hearing case three discussed in executive session. I move that the board of education affirm the appeal officer's decision. >> Second. >> A motion and a second to on case three. All in favor? Motion
098passes five to zero. Ask for a motion on case four >> for appeal hearing case four discussed in executive session. I move that the board of education affirm the appeal officer's decision. >> Second. >> Have a motion a second to on case four. All in favor? Motion passes 5 to zero. I would now ask for a motion on out of district out of attendance area students. I would move the board of education approve out of district and out of attendance area requests as presented uh for the 2026 2027 school year. >> Second. >> You heard the motion and the second. All in favor? Motion passes 5 to zero. I'll entertain a motion to adjurnn. Motion to adjurnn. >> Second. >> Motion to adjurnn. All in favor? Motion passes five to zero. We're journ