Board of Education Meeting - December 2025

001and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. [clears throat] So um see this agenda is there any addition to the agenda? None to approve agenda. Move to approve the agenda as presented. Is there a second? Second. Any discussion? Purple. So, yeah. Yes. Quick fast. Item number three. Okay, we're at item three. U concerns regarding any USB 244 patron. Do we have anybody? Okay. Communications. So you all got to see the thank you note. Very nice. [clears throat] Do I have any additions this report? Any questions for me? Any questions for >> [clears throat] >> block two block two. So what's the difference between block two? >> So block two is like our it's a mix between like being out on the campus and still

002taking course work. They have a schedule. Um so they're in our buildings about 3 days a week. Then when you're blocked through your fulltime teaching >> away for really excited by >> school. That's right. We we took the student teachers out for lunch Friday. It was the ones that were here with us and walk uh where they all class, not student teaching. I'm sorry. So, we >> This happens every Friday. >> We made sure they had to go back and tell things in the state of Burlington for their for their friends. And honestly, like one of our interns that we had last year, um, you know, we were at big state, but she's like, I totally for like it's worth the drive out to Burlington. So, I think they do have good experience here. It's

003just good good PR for us. >> Yes. Hopefully that helps with the last bullet. >> Okay. Question for move on. Spring, are you thinking about that? >> I don't have anything to add this time. >> We had one block, block two, uh, this last year. Um, she did a really good job. So, I told her to pay attention and go online and apply for any open positions cuz she really enjoyed her time here. There you go. You're up next. >> Okay. Well, I apologize cuz those other two took about 30 seconds. [laughter] Um, if you ran by, I had some items at the very bottom, but wanted to go over with with everybody. So, I got got a [snorts] few things to go over right here. So, I knew I was going to be that

004guy tonight that took everybody's time. So, So if you look on the >> So going through uh this semester and uh looking at our schedule and the classes we had to offer. Um really what kick kickstarted All of these was obviously we're aware that we had a we had a teacher we had to uh move on from middle of October and uh financial literacy is a course that is taught um in our school it is a required class um so right now we require that class um to sophomores required um as someone that's taught this class for over a decade and researched and examined when this class is taught, talking with our counselors, communicating with our potential new business teacher um and other principles that I'm I'm familiar with. Um I I think it's important

005that this class be moved um to a senior level class. Um, the best way I can explain it would be we wouldn't want uh kids taking a college algebra or a calculus class as a sophomore in high school. Um, there's a lot of things in this uh class, financial literacy, that in my opinion sophomores will be able to retain when they go into the real world. They're two years removed from it. And there's a lot of things in this class that sophomores just aren't ready to take based off just life experiences. Um, not to get too deep into it, but I, [music] in my opinion, it's hard to teach a sophomore about health insurance and researching cars when they don't have a driver's license, they don't have jobs. It's just, in my opinion, it's a

006class that we need to have required, but um, needs to be taught at a upper level, not to sophomores. Um so um communicated that with our counselors and have a plan in place to how that would potentially change our schedule because it would impact our schedule um quite a bit to move that um to our upper upper level kids. So um I put some some reasonings on there why I think that's pretty important. Um and then just creates more flexibility in our sophomore schedule beginning next year. uh created opportunity for financial literacy uh prerequisite that will additionally increase enrollment in our business types courses which has been a concern the last couple years. Um and then it creates a secondary opportunity for additional elective opportunities for freshmen moving forward which we're going to outline those

007next ones um second third. So is there any questions on that first one? want to know there's a a couple. Um [clears throat] first of all, just in general, how long has this class been a requirement at our school? >> Yeah. Um as far back as I can go, it's been 7 years since the state made it a mandate. >> Okay. Um but I don't know I don't know why it's been at the sophomore level. >> That was my follow. >> So I haven't gotten that answer. I mean, it's not I didn't look real hard for that answer. Um, but if you look around the state and you see when this class is taught, traditionally, myself included, who taught the class for over a decade, I never once taught it to a sophomore. And the

008reasoning for it is that sophomores are just not ready for this content because traditionally you want these kids to learn how to fill out a resume, how to file taxes, how to research card life skills. You want them to learn that right before they graduate high school. And teaching this to sophomores, they're either not equipped for it or they're not going to retain a lot of that when they graduate. So that's always been the thought process of why it's an upper level class and it's it's a required class. Okay. The other question that I would ask is [clears throat] I know as juniors and seniors they can go off to county, Coffee County, places like not Coffee County, sorry, Flint Hills, places like that. If we're adding an extra required class to their senior year,

009are those individuals still going to be able to go half the day somewhere else and then come back and knock out this plus their other required classes? That's been discussed with our counselors that and that is going to it won't be an issue and and I'm going to go over that. >> Okay. Sorry. No, that's fine. I'm going to go really the first one trickles down to all these next three. So, really that's the first one. If if that if that goes through um the other two don't perfectly fine but this kind of kickstarts the other two. [clears throat] >> Uh does there any other questions on that first one? >> Um so the second one uh currently at our school we require interactive media as a graduation requirement. Um it's it's a freshman level

010class that they all take and after doing research on this. So with the counselors and our uh business teachers. So essentially right now our freshmen have the capabilities to pick one elective class in their schedule. They have the flexibility for one elective. Um, by removing interactive media and moving a class to the sophomore year, that would allow the freshman to have more elective choices in their schedule. And in our BLT meetings and talking with our counselors, we think that giving our freshmen more elected choices will decrease our discipline problems at the freshman level. Traditionally, freshman is the year where discipline problems happen the most. It would allow them to pick an electeds that they're more interested in. And currently right now they have less flexibility in their schedule than you would that they do as

011an eighth grader. Um your schedule's pretty much built in right from the get-go. You have one elective and that's how that's just how it works. Um so communicating with our counselor and trying to figure out what how we could replace this class. My recommendation is um and again this this has to go with our kind of our our lack of business numbers and enrollment the last couple years. changing the interactive media class to be a required class as a sophomore, but change it to a marketing class. So, what would happen is our finance class would go to seniors, so it would open up another class for our sophomores to take. Our freshman would not take interactive media. Our sophomores would take marketing, so we'd have three class per or three classes that would have more

012flexibility in their schedule. funding for it wouldn't change because it's still a funded course. It's a a year-long class. Um but more importantly, it would be essentially a prerec for four different pathways that we offer um in our classes. So last week we had a CTE uh meeting and we really talked about trying to increase our numbers in classes. We offer a lot of different options but we don't have a lot of classes with a large number of people in them. Um so one of the prevailing thoughts was um if we offer marketing as a as a required class as a sophomore [clears throat] that would be a nice bridge before they take finance and it would open up a pathway opportunity for four different pathways. So um on here I put um I'm sorry

013three different pathways. So the marketing class would be an introductory level class to three different pathways. Currently right now interactive media is an introductory level class for one pathway. So the hope would be having this class open create more awareness to our kids to take classes in three different areas um to help improve our numbers in our business classes which is one of the goals we're trying to do because that's declined the last couple years. Um and not only that but it would go into three different pathways where teachers would have three different content areas that could teach those. So, um, we would replace interactive media as a 1-hour credit to sophomore year, 1-hour credit as marketing. It would open up another elective for our freshmen. Our sophomores would gain an elective by not having

014finance, so they wouldn't lose one. And then we were taking a business class as a sophomore, then as a senior. Right now, they take interactive media as a freshman, they take finance as a sophomore, and then they're done. So marketing could be an opportunity for them to learn skills in a multitude of different things that could go into three different pathways and they could take those skills and move them on into any of the classes that they're teaching and we can still teach interactive media as a unit inside of the marketing class. They wouldn't be losing those skills or that content uh whatsoever in that regard. So lot of information there. So, um, questions on that one. >> It be the same teacher. You wouldn't be looking for another teacher to put in this position.

015>> No. So, currently, right now, we lost the business teacher. Um, I'm teaching finance next semester, but what we're going to do is we're going to convert. So, we technically had two business teachers up until um October. So, what we're going to do is we're going to put those two into one position next year. and then have them teach in the years to come a finance and marketing and then any of the classes that kids would be interested in. By opening up that marketing pathway, I'm sorry, marketing as a class that would open up three different pathways for us to potentially get interest in a multitude of classes. Right now with interactive media, it's just one pathway and essentially it's interactive media and then the numbers right after that just kind of go by the

016wayside. So, it's not putting blame on anybody. It's just it give us an opportunity to offer see what classes stick with kids and have more opportunities and three different pathways for that. So, um it would open up a class for our freshmen to take another elective, which is to me is another big opportunity for them when they come into high school to not say here's your schedule and you don't have a lot of freedom or flexibility in your schedule. What's the interactive media the entry level class? What pathway? So, right now that is in the uh digital pathway. Okay. So, currently our kids right now they take computer apps as an eighth grader which could be potentially another discussion Mr. Spring and I have in a couple months that we bring. They take interactive media

017and then you can take an audio visual or a game design and then that's the completion that that's as far as most kids have gone. And then usually after interactive media the numbers in that pathway go here quickly. Um so essentially our business pathways is for the majority of is that one because of interactive media being a required class. If we move to marketing the marketing is in three different pathways and then our kids based off that can go in three different directions. And then we can have our business teacher teach it. We can have our fax teacher teach it depending on what the kids' interest level is. [cough] Hopefully get our numbers back up in the next couple years and then use that marketing class to also help our FBLA program as well to

018use that as a marketing tool. So are we losing that that pathway by this class going away? We wouldn't lose the path. We still we would still offer interactive media. Okay. >> The numbers obviously won't be as high because it's not a required class. I understand that definitely. Okay. It will definitely be offered. The class is still there. It's just out of somewhere. Okay. I wasn't picking [clears throat] that up before you probably said it. Yeah. >> I don't know what the curriculum looks like for that for interactive media, but just from the sound of it, it sounds like almost everybody would get some use out of interactive media, whereas just like a select few would get benefit out of principles of marketing in the future. like whether they go to college, go into >>

019talking the other way around, meaning more from marketing or more from interactive media? >> Interactive media. It sounds like it's applicable that would be applicable nearly to everyone's career like not necessarily a pathway, but it sounds like it would be something that >> and that will still be taught inside of the marketing class as a unit. The purpose of doing that was to use marketing as a class to teach a wide range of different things between entrepreneurship, management, marketing, pre-inance, interactive media, giving them a little bit of knowledge on a multitude of different things and then see where they want to run with that. Do I want to go in the pathway of finance? Do I want to go into the entrepreneurship? Do I want to go into management, sports, marketing? Do I want to

020go into accounting? do I want to do any of those classes which are all brought up in a marketing type of class. Those areas aren't really talked about in interactive media per se as much. So the interactive media really focuses on one pathway. Uh marketing is an introductory type of class for three different pathways that could potentially land kids in a multitude of different classes. So, um, and then obviously giving some kids some more flexibility in their schedule as a freshman to me was a big one cuz right now they have one elective opportunity. >> So, it sounds like what you're saying is as sophomores when they don't really know what they want to do, this has allowed them to dip their toes into more different things to focus on. >> It's about as broad

021of a class as you could teach in this area and try to see what sticks, what area do they like? And then from there they could pick any pathway they liked and then that at least gives them a business class before they take it as a senior with finance. So essentially right now in our school our kids take interactive media and then finance and then I would say 95% of them at that point are done with any type of business type classes at the end of their sophomore year based off of my numbers. So, any more questions or you going to do >> I got one more. So, um just kind of piggyback on what uh Bob brought up earlier. So, um really trying to focus in on our our positive behavior reward system for

022our kids. So, the state the state requires a senior to be enrolled in five classes. Um after that it's up to the discretion of the school how they want to handle the rest of the day. Um and researching how many of our kids um uh excuse me senior year second semester have an abundance of credits well beyond graduation requirements. start diving into that and say, "Do our kids really need to be in seven class periods as a senior." And the prevailing thought based off how many kids are graduating with an abundance of credits, how many kids we have working work, study, Flint Hills Tech, internships, starting to collect this data. I've become more of a proponent of if our kids are doing things the right way and behaving and performing academically um to only have

023them be required to be at school or have the five graduation credits for uh graduation. So on that back page right there, I I put on there what an example of a student's uh schedule would look like um next year. So they have they would have their two required classes that they have to have to graduate. And then based off that, if they've met our requirements and they're in an internship or they're in Flint Hills Tech or they go get a job, those can be used as their graduation credits to graduate. And then once they hit their five, they can continue to go work during the day or they're once they've met their five hours, they're done for the day as long as they're in good standing academically, behavioralized, and it's it's another way to

024promote our kids that have done the right thing. Here's your here's your reward. you [music] don't have to take an elective based class as a senior that you don't necessarily need for any purpose other than you have to be here all day. Um, and then what it says on 2029, um, if the financial literacy piece goes through, then they'd have to since finance is a.5 class, their schedule would look a little bit different at that point. Um, but we would work this through with our counselors and see how this would work with them. And uh really the only thing that would change, we have kids at Flex Tech already, we do job places, we do internships, we do the work study. Really the only thing that would change is we have to develop um documentation

025that we get proof that these kids are actually at a job and they are actually working um 10 to 15 hours a week. Um and then if they were doing that, then they would get their credit for doing that. So, I'm a big proponent of if the kids are doing things the right way and instead of having in the class they don't necessarily need, then they can go work and actually make some money and, you know, start preparing for adulthood if if they've done everything that we believe they need to do. So, um, just another thing to promote positive behavior and get our seniors as prepared for adulthood as possible and not having to take some electives class that they don't need for graduation other than they just have to be here all day long.

026So, >> you have some questions on that. >> You have something worked out as far as an eligibility type deal. Yeah. If there is a struggle, we'd still in terms of like uh sport. >> Yeah. They would still follow the same eligibility policy. Um if they're there for half the day, they're still eligible for practice. They're eligible for games. Um really the only caveat that we would have that we don't have right now is what happens if they lost their job or they weren't working at their job. So obviously they would have to come back and get into classes in our building which we would obviously communicate that with them and their parents that hey you know if you're working 20 hours a week at Hooters we need that documentation every week that you're actually

027working there and then that would be your grade for that class. It' be a pass or fail class. Um and they would get the opportunity to do that. Um, and then obviously if there was issues there, then we'd have to put them back in a class and say, you know, based off this, this is what this is what you're going to have to do. So, you know, obviously if this goes through and it's new, you know, there's going to be some kinks [clears throat] to potentially work through, but we have a lot of seniors right now that second semester will be taking classes that they do not need other than it's just you have to be here all day. So, trying to not have that be as much of an issue for seniors. So on

028the 2029 schedule, the three offsite hours, that's enough to get them from the morning till lunch. >> Okay. I can't remember how the hour breakdowns throughout throughout the day. >> Well, it would depend like you'd have to have multiple um classes of government. You'd have to offer multiple things because like some the Flint Hills kids are gone in the morning. Like it would traditionally Yeah. government. >> Yes, government is offered in the afternoon. >> Um, so yeah, our kids could go in the morning and then they come in the afternoon, get their classes or vice versa depending on how the schedule works. Really, we're going to try to accommodate how the kids' schedule is and then based off when these classes are offered. Um, and then, you know, give them the opportunity where they don't

029have to be there all day long. Um that's really the that's really the caveat and the focus there is um if they have a class that they don't need then let's give them the opportunity to go learn a skill or make some money somewhere else. You're implying that the government English would have to be offered in the afternoon for the kids that are in college and it had to be offered in the morning for the kids that were leaving and going to work. >> Yes. And >> so how our senior schedule work that is how that works. >> Yeah. morning and afternoon and English are offered right now for our kids in the afternoon for that senior test. >> So, we would have to get creative on how we did that depending on how the

030schedule work. And if it doesn't work out for every kid, then we'll just have to adjust. So, it's it's it's not going to work out 100% for every kid year [clears throat] one right off the get-go. Um, but you know, if a kid goes to class for five hours a day in our building and they've met our requirements, then they don't have to be here the other two days or two hours as well. So, to me, this almost seems like an expansion on the seniors being able to go do an internship somewhere. I know, you know, it's not just seniors, I don't think. I think my son did it last year as a junior. They leave for the last hour of the day. you're just allowing it to go a little longer and allowing to

031expand what all falls in the time that you're allowed to do that, >> right? You know, try to prepare them for adulthood as much as possible. And again, my biggest thing is if a kid doesn't need to be there, I have a hard time making them stay at school when they've met all their requirements. To me, that's that's the big one for me. And giving them the opportunity to go out and make a buck or learn a skill to prepare them for uh the real world. So, uh, you know, I've talked to a lot of our seniors, too, and you know, when you're second semester and you're in a class that you don't necessarily need to graduate that we've all gone through that dreaded phrase of senioritis before and uh, you know, there's a reason

032why that phrase is out there. >> The only question I have left is are other schools doing this kind of thing like in the area or >> traditionally it's a bigger school thing? >> Okay. It's uh you don't see this very often at smaller schools. Why >> used to do that? >> Um yeah, >> I was going to say I'm sure there was. >> So we we don't have a lot of schools in our area in our size that do that. Um but we the one of the reasons I think we can do this is cuz we we have we offer so many opportunities for our kids already that a lot of our kids are gone so much as it is which is a great thing why not give them the opportunity to be productive.

033>> Yes. And to me it's the best way to prepare them for the real world. Um, sorry. Uh, do you have any plans for if it's super successful, a lot of kids are out of the building second semester, do you anticipate maybe staff not having as many classes to teach or small classes and how would that not? Sure. Absolutely. Yeah. You know, that's that's that's always that's always a concern down the road. And you know, if you guys would like some more data on, hey, um, if we were to go through this, what would the class sizes look like second semester, I'd be glad to do that. So, um, you know, really it would affect your elective type classes more so than anything, which is why I'd like to make marketing a required class and

034I think that would create more interest in some other areas and if a kid wants to be there all day, they're certainly capable of doing that. Um, so really what it boils down to me is the the seniors we have right now that are on pace to graduate with an abundance of of class periods, the classes they wouldn't be taking would be their elective type classes. So [clears throat] I think that's why it's really important to make a marketing and required class or to open up interest level in um our our facts and our home classes to ensure that they are teaching freshman and sophomores all day long so that when our seniors aren't in the building, we're not having class sizes of one or two. So something like this does have the potential depending

035upon how the numbers work out too. If we have teachers who have less classes that might be a little more, hey, somebody's got to step out to go basketball coach, we can cover the building and supposed to have to get partial subs as much. >> And and the question that was asked earlier is does this happen at smaller schools? And I think well I know that is one of the reasons why it doesn't because if it does work, you may have some teachers that have some small class sizes second semester. Um, and that tradition, that's why this is more of a big school thing. Um, so if this were to go through and that were to work, to me, I would view that as a good problem to have. >> Yeah. The second semester, I'm

036busy with track and spring sports and stuff where people leave early a lot. you know, scholarships, taking visits, you know. So, to me, if it were to go through and we have a teacher that's got small class sizes second semester, cuz we have so many seniors doing the right thing, I would view that as personally as a good problem to have and then what we're fixing on our end would be the result of a lot of positivity. >> That's for us to learn about, manage, and keep track of, be efficient as much. So, make sure we're >> absolutely. So, and it really it boils down to creating more positive behavior incentives for our kids. Um, we did the semester opt outs. We have 167 kids that have met our criteria that don't have to be

037there the last two days of the semester. And I'm just wanting to promote more things for our kids. If you do things the right way, here's your incentives. And it's just kind of pushing that forward more for our seniors. No, I >> two things. So, just to echo that, um I got to thinking because my son brought the paper uh home to my house and we went over it, but um do you appreciate that cuz you know, I was thinking as a kid, what would incentivize me to want to do better and not being in school would definitely incentivize me to do better? I think you got a good work, right? >> I think you got Yeah. Then go to work, right? So, I think you got a pretty good idea there. My other thing

038is, let's flip the other side of the coin, right? Cuz you are going to have kids that aren't going to meet the criteria, >> right? >> And you stated that they're going to be in classes that they don't need. >> So, how do you keep them engaged to meet the vision of the board, right? To be passionate contributors to their career community. So, what do you have in place on the other side of the coin for that? So for our kids, So for our kids that are struggling academically, is that um that don't meet this requirement >> for the senior opt out? Yeah. >> Really, what to me at that point, we got to try to get you to graduate. I mean, if you're if you're not out and about, that means you've either failed

039a class or you're we're concerned that you're not going to graduate. So, >> well, the thing is like let's say the kids are meeting these requirements. Maybe they don't have a job or can't attend Flint Hills. So, they met all the requirements and they met the graduation requirements, but they don't have the opportunity to go Flint Hills or get a job, but they have to be in school for classes that they don't need is what you said. So, it's like that's my question is keep those kids engaged. >> I think we would have to get creative and see what we can do with inside of our building to have them help other adults. Um, I don't have the number specifically on how many kids that would apply to. So, right now we're at 247. So,

040you know, roughly based off that, our class sizes are about, you know, a little over 60. Um, I can't envision that number of that example being very high of kids that have met all those requirements and then want to be there all day. Certainly, we would have a few of those and I think we would have to get creative on how we continue to provide them with um some some fair enrichment activities. Um so that to me if we had three or five of those kids and I can't imagine having more than that um we can we would definitely have to get creative on how we provide them with those opportunities. Um, you know, if they want to be in classes all day, they could. Um, but if they don't, then, you know, Coach A

041has an intern as an athletic director helping people. Um, you know, we could do things like that where they are a teacher's aid or they shadow somebody or they're helping an adult within the building so they're not in a class. I mean, I think we can get creative on those opportunities, but I would not want to have a kid in class all day that has earned the right not to be in there. And the reason I asked is unlike Lucas and Selena, I was the kid that was I just I'm here for the second half of the day and I have no idea why, >> right? >> You know, and so I just wanted to provide that. >> Absolutely. >> It's going to be that. >> And to me, the biggest thing is I I

042just don't want our kids that have met all the requirements to have to be in a class they don't need to be in other than what we just that that's just the way it is. Um, I I just have a hard time with that. I rather them out learning a skill, making some money, helping somebody within the building, doing something other than just sitting in a class that they don't need. >> Um, we just don't want to waste their time. So, yeah, there will be examples that come up that are unordinary, but I have the confidence within our building that we can find a way to reach all of those kids, even if it is a unique situation. So, there will be some kinks to come out with. Um, and if we need some more

043data on what those class sizes would be for teachers second semester, we definitely get a ballpark ideal on some of those things. But really all of these kind of if one goes into place, it could really alter the other two and then vice versa. So, just wanted to introduce those and take your questions and just those things we've been working on pretty hard the last couple months. So, sorry to take this idea. So this I would say moving forward. >> Yeah. I guess this would go into effect for 26 27 years after this year. But this would be information for you all to have now and as you know if you have any questions you can bring them back in January if you had anything else pop up. This is this something we need to

044vote on or just kind of give a thumbs up thumbs down. I mean >> how does that work? I would say just giving just if anybody has any questions because then it will be approved when you do the handbook and that's for 26 27 that's the answer that would be a formal piece of it. So so what I can bring back in January is just an idea of just assuming that if this were to go through what potentially some of our elective based teachers class sizes could be. Obviously, they're not going to be 100% accurate, but we could probably give a nice range on where those could look like just so we are planning for that in the future. Doesn't seem like this year's seniors as a baseline or something. >> Yeah. Yeah. Yeah. And

045just see, hey, how many of our seniors right now would meet this requirement where they don't have to be out here? I I think you'd be surprised. It's it it' be it would be more it would be more than you think. It really would be. The only way they wouldn't be here is if they for the most part if they failed classes I would presume either had a severe discipline problem or they failed classes. So you know when they come in next year as freshman we have our assembly at the start of the year. Hey you do everything the right way for 3 years senior year. Go make some money. You're out of here. >> Okay. Thank you. >> Thank you for your time. I don't have any. >> Okay, thank you for that. Okay,

046you have >> I don't have anything you guys have any [clears throat] questions anyway. Yeah, >> I don't really have anything uh much else to add. I will comment that um whereas the eighth grade computer applications class and interactive media used to be the foundation classes for about three pathways. The state has shifted as they have revised pathways and and so now those eighth grade computer apps and interactive media is one pathway. But now business essentials and uh business essentials is is like a could be an eighth grade course and does cover those three pathways which then gets you into that marketing. So part of it is part of it is a shift in what the state has as they've revised and they've combined several pathways into one and and different things like that. So,

047um, as they do their revisions every five years. [snorts] >> Anything else for Greg? >> Thank you, G. >> Um, the AI policies or whatever. [snorts] >> Yes. >> What can what can kids get to on their computer or like AI wise? >> Anything? >> Pretty much. I mean, we try to block some of it, but you know, I mean, >> there are so many companies that are utilizing forms of AI that you can't block it all. I mean, you know, unless unless you did a uh uh like a optin of websites where you said, "Okay, kids are only allowed to go to these 100, 200, 300, whatever websites alone." Um >> cuz I know like are you looking at policy wise of like what AI they're able to use or or are you looking

048at like No. No, we're looking at proper uses for AI. >> Um, most districts are looking at levels of use, >> right? >> Uh, and not just students, you know, what is what is responsible use as a staff member at? What is responsible use as a student? >> Yeah. >> Um, when is it allowed? Um, you know, I was in a a meeting last week and like at the very beginning of the year, the very first assignment that students write as a paper is paper pencil. So that they can so that teachers can get an idea of >> this is your personal abilities based on what you know and to see your writing styles and that. And so um you know in certain certain areas you know AI AI is not going away you know

049so that's just finding those responsible uses and when it's appropriate to be used both as students and as staff >> cuz I think what can we use no co-pilot is one we can use it when we think that's the only one we're allowed to use and >> I just didn't know >> if you tell students they can't use their AOS on definitely use a different computer, >> right? >> So, the first time I ever that I'm aware of was about 4 years ago when Snapchat started becoming really popular with students and we had some kids Snapchat AI a paper in 8th grade cuz then we got Craig went back and put it into a system and it was 99% that is the one thing there's all kinds of systems now to do AI check or

050AI checks. So, and and largely largely what we faced to this point is already covered within our plagiarism and >> um your own you know your own use um but with the growing number of of uh AI uses out there you know deep fakes and all those kinds of things um school districts are beginning to develop Okay. >> Policies. >> Thank you. >> Great. >> I know when I attended the schoolboard conference, I went and sat in the uh state board of education panel and that question was brought up about AI and they have a software engineer individual on there and [clears throat] talked about that AI really can't be used for plagiarism anyways cuz it's not reliable, right? It's AI is not reliable. And even when you look at it and you go at

051the very bottom there's an ask that says this is not a reliable source or there's something about reliability inside of that because of the right somebody scanned a document said it was plagiarism they went and looked and said this was actually not plagiarism AI was not true and accurate. So one thing I will say that even the state board of education is looking into AI and how to enforce it at a level that can be sustainable or you know can be used at school uh as a tool and probably not as a you know a lot of it was the older generations like oh gosh AI is going to teach us math this I was like no it's just more of a tool right but one thing they were for certain though is that it

052is not a reliable able source. So one thing to cautious on that caution on that is although it might say something that we should always be cautious is not a reliable source. So anyways look into potential whatever state board is talking about it cuz it's on their discussion topics. >> Yeah. >> Okay. Thanks. Anything else for I think we skipped you. Great. Uh here's some information again. Uh we we and I truly mean we we should all be proud of our facilities and the strategic plan piece in our in our uh in our strategic plan. In terms of facilities, I'm not going to lead over everything, but I know this is something I I I'm very proud of and we all should be very proud of the past 10 years. the improvements that have occurred

053all throughout the district at all levels, elementary, middle, high school, athletic complex. Uh the list goes, excuse me, goes on and on. But uh again, there's a lot to be proud of and a lot of work has been done and it takes a lot of time, energy, effort and you guys as a board have been all of you together, all of you as board members have been very very supportive of improving facilities and so on so forth. down below. I want to talk a little bit about uh again the preventive m measures that we have done. Preventive maintenance is so so important work we do with automated control systems. Again, we're exceeding expectancy life expectancy with boilers and chillers. Those are big big ticket items. Hundreds of thousands of dollars. um you know by 10

054to 15 years of boilers and chillers ACS is telling us that you don't get you know 20 25 30 years out of boilers and chillers like we have in the last chiller been needed replacements like a 33y old year old chiller. So again that preventative maintenance we're doing the sewer jetty cleaning schedules the chemical treatments the pest control all those things are very very important to take care of our facilities we're just very fortunate again to have such valuation tax base from every in our district and again it's very very important for what we do here so um again lots of good things lots of we things that we should all be proud of so um want to mention a little bit Dr. Walter Jones testim test testimony trust lit mobilized literacy grant. I can

055remember that was one of the first things that I got hit up with when I first took this job 10 years ago. I remember Darla coming and talking to me about here's this great grant opportunity and we got going really fast on it and we've been able to have that liaison person Briggs and Darla Amanda have been tremendous to to to work together to help that uh prek and kindergarten uh connection in our community and in our schools and I think we're starting to see some results now you know again as we're seeing those kids become older and they're getting to be third fourth fifth graders so on so forth and we're seeing some test results with them that uh we are you know really positive positive uh you know information there for us and

056so um again anything early childhood early literacy early education is so important kids are such sponges you know and I know um how how important you know that is for for kids at an early age so again kudos you know to Darla and Amanda for the work that they've done in terms of that You all have asked me to get some more information. Darla and I have been spending a lot of time with Clark Simpson as well as Brian Patra from Gordon and we over the past 6 months have learned have gained a lot of information. I shared with you, I think it was the end of maybe it was the beginning of last month right after the board meeting in November, shared with you some information that we received because what you wanted me

057to do or what Darla and I to do is gain information in terms of what a renovation would cost at at Burlington Elementary School. And that was one thing we didn't when we did the bond issue general information. We had um I think Naples Construction came and talked us through and gave us just a rough idea. We didn't go into that number extensively because the information we were getting back from the advisory committee was we should be looking at a new elementary facility. So again we gave a rough number of about 25 million. That was what NAF holds when they came to visit with us on site what it would be just their best guess not getting in deep in deep the weed so to speak. So since the bond issue failed, again, one of

058the things we heard is we really didn't get an idea of what a renovated elementary school would cost. So we spent a lot of time over the past six months um that number is not 25 million numbers closer to 34 million. If you were to do what needs to be done at Burlington Elementary School basically to make that space similar, you know, to a newer type facility, a newer type build 34 million and that's not bringing the fifth grade back. is not putting the belt a new belk if you will. So remember I want to go back kind of re kind of retrace when we had the $45 million bond issue in place that was a birth to grade five facility at $45 million brand spanking new remember that that bel is a 1922 building

059and it's been so many different things throughout the years the the history of of of the district it's been the board office it's been below shop it's been I can go down a list of probably four or five other things it's been that building's 1922. It's going to need some attention time in the future. So again, we'll back birth to 8 grade 5 facility, brand new was 45 million. This here, the only addition we're talking about is a 5,000 ft² office space be on the norththeast corner by the gym. And then there'd be a 30,000 square foot, we're going to call it a music room slash storm shelter, like a FEMA storm shelter. That music room that where where the music room is currently located is right next to the cafeteria. We believe we can

060access some additional space with the cafeteria by maybe taking out a wall there and getting that music room space for the cafeteria to make the cafeteria larger. So that's why those are the two areas the only two additions to that this plan or to to the Burlington Elementary School called renovation the small addition that's why that those two areas are looked at we really believe that the front entrance needs to be on that north side that main entrance needs to be on that north side then you look to rework parking and site work and grounds and so on so forth. So anyway, um the the the renovation small add-on looks more like 35 million or 34 million now. And that those are very accurate numbers. I shared with you documents, but you can see how

061they work. They basically Darla and I went with went over with Clark and Brian and and Mike. We created light, medium, and heavy renovation areas. So again, first grade wing, for example, is a light renovation area because we did a complete gut in in 2020 with that first grade lane. It's going to be essentially probably a sprinkler system there that needs to be put in because if we touch all parts of that building, it's going to have to be sprinkled. New codes will make it mandatory that we sprinkle the entire entire building to meet codes that are current. So anyway, having said that, that's a light area. There are going to be areas that will be medium, areas that'll be heavy. I think you see the diagram in your in your attachments there. And then

062you see some square values for as far as what cost per square foot's going to be. Now, mechanical court wanted me to make sure and let you guys know that again if if whatever, let's say the board wants to try to pass if you get feedback and you say, again, I'm just throwing out an an example. Let's say you guys say you want to try to pass you think we can pass a $25 million bond issue, then you're going to have to make determinations and scale down what needs to be done. I can tell you that this isn't anything extravagant. What Darla and I brand Mike, it's not the quote mahal. This is a strong Chevy, if you will. It's not a Rolls-Royce. It's not a Tesla. I guess that's the new term. The new

063car is fancy Tesla. But anyway, Rolls-Royce. I'm showing my age here anyway. Having said that, um I'm going to stop here and just ask and just answer in some questions that you may have. >> Yes. So, I'll start. So, um uh and again, I know that we talked about this uh renovation versus build, etc., and all that. So, if we renovate for 34 million or whatever, what does that give us? I mean, how much time does that exist before we say, okay, so let me just readress that a little bit different. An entire county is looking and trying to grow the count. They're wanting to grow the industrial base. They're wanting to grow housing. >> Yeah, they've been wanting to do that for years. I mean, >> okay, we finish. So, uh, they're wanting to

064grow all that. And so, that's my question. Now, whether or not we grow or not, I don't know. That that's a question that I don't know that anybody can answer right now. [cough] But, what does that get us overall? >> You're going to have a real nice building. I'm not going to lie to you. It's going to be really nice. >> And I mean, how how long will that sustain us? I guess >> I I believe it it takes you, you know, dozens of years in terms of 30, 40, you know, it's it's hard to project again what the future looks like. But this this this project would give that life expectancy to Burlington Elementary. It would extend it out further cuz you're going to be taking care of system, you know, utilities, electrical, plumbing,

065you know, the HVAC work that all that needs to be. So, you're going to you're going to be you're going to be taking care of all the mechanical type systems. So, uh, again, one thing that I will sell and we'll tell you this, Darla and I met with your elementary staff on Friday. We went basically, I've already shared this with you, I knew it was coming up on Monday, we shared, we gave a little sneak preview that we were going to be talking about this at the board meeting. And we did talk and you see a timeline there, guys, that if you were to pass a bond issue in March of 2026, which I don't think that's going to happen. Again, remember state the state law applies now for bond issues. March, the first Tuesday

066in March, first Tuesday in August, first Tuesday in November. You only have three times that you can pass a bond issue. So this next one coming probably not going to do it March 2026. August and guess that could be a target date. And then you go to November, you're going to have general election for governor. So it's going to be a big voter turnout. You have to make some decisions there. So again, your time frame is going to be two full school years where they're going to be working construction and we're going to have to work around them because they're going to be working during the time frame. This isn't going to all just be done in the summer. It's going to be work that's going to be done during the school year. They're going

067to try not to disrupt as much as possible, but there's going to be some noise, dust, mess. You get the idea. So when this project would be done would be the start of 2829 school year August of 28 2028. So it's going to be 2 years and then staff were like oh you can just see the look in their eyes. It was kind of hard to see that they're going to be going through this type of it's going to it's going to have some impact on education. Other questions, comments? Anybody else? >> No, I think um I mean it's something we have to look at regardless of any conversation broken account. I don't care about any of that stuff. We have safety issues need addressed. 27 doors in the building, the 5,000 foot office that

068people are going to call it. It's really creating a safe entryway for the school right now. You walk up to the door and one of the secretaries hits a buzzer and you can walk in and walk right to the first grade wing and yell your kid or your wife or whatever you want without actually having to stop at the office. A new 5,000 ft facility located on the north means you enter the building, you talk to the staff and you're actually you're you enter into a foyer essentially. >> Yes. >> You talk to the staff, you're vetted that you should be there, you're safe to be there and then you enter in the rest of the building. So you create that buffer for children or students and their staff. But so and all that needs

069to happen regardless of the county getting two more houses put up. That's that stuff has to happen. So we look at just doing that and like you say it down to $25 million and then we still have a in 20 years we have a 70-y old building that has parts and pieces scabbed onto. I don't know. still doesn't seem like the right place to put public's money, but they definitely weren't on board with uh maybe the birth through fifth grade facility we had. So, should we reexamine what we did with that with not a birth through fifth grade? Um part of the thoughts about why we did that was to make it uh safer um essentially get the belt and the school and everything on one campus. We had long conversations about the benefits and

070uh non benefits from moving the belt up there. Uh I'm kind of at the point that I think the whole thing needs re-examined with as many people as we can get around it with these numbers and a real no kidding plan of what a remodel looks like. And I'm hoping for what everybody else is thinking. >> Yeah, >> I don't think there's any reason to pull the trigger and say we shoot for a bond issue for doing this next August. I think that'd be irresponsible. But I think we need we need to do something. I think the public said that the other idea we had wasn't feasible at the time. So I think we need to take this information and evaluate it. >> Yeah. I think a lot of it in what we heard was

071we didn't have this We didn't have these hard numbers. We did come out the gate saying we're going to be expanding. We're going to be getting bigger cuz these chip plants are coming. Nope. I mean, we can't build with we can't the expectation that something's going to happen and we're going to grow like that. And so I just think it was just right off the gate not done right. >> Yeah. I I mean I some fault on myself and how that went down. not on purpose of that, but I'm willing to learn and go forward and do what I still think needs to be done and address issues. >> Absolutely. >> This is just more information and anything that you guys may want to look at doing, you know, moving forward in January setting up.

072We want to have some community meetings and share this information. But Gordon and Clark from GMCN, they're all they will be there at at meetings if we have open house town hall multi meetings for the public to talk about. Hey, here here is the information. Add-on, small add-on, small add-on, and renovation of Burlington Elementary School. This is what it's going to cost. Also, expect again that $45 million price tag on a brand new bees, which we have for a bond issue, that's gone. That's long gone. 3 to 5% increase on that if we were to do it this year. So, that's I reason I say this is it's not going to get cheaper. It will not get cheaper. you're going to have a 3 to 5% increase if we were to try to pass that

073$45 million building this year. And again, each year it's probably going to be somewhere between 3 and 5% increase. And so anyway, so I think that's something for you all to think about and and maybe we look at setting up some meetings January, February. I I would agree you're not looking to doing anything March. That would be my recommendation to you all. I think August or or November is a more reasonable, you know, time frame for us to accumulate in for more information kind of like what Selena has mentioned and what you all are saying. >> So I just add so I'm not saying that the county is going to grow, but I think that has to still be you still have to think about that as you future plan. Mean we have to do

074anything with it, but you got to keep that in mind. I mean, you know, so I I think that's just a whole awareness. Otherwise, I think it's a little bit like what Lou said. And again, I've said it before, you throw good money at bad. I mean, so we throw a lot of money into the lower elementary. I'm not saying that we don't need it cuz there are some stuff that definitely needs to happen there, but we throw a bunch of money into that and then you you're there. I mean, you're you're not going anywhere. You're going to be there. And that's why I asked the question, how long are they going to give us instead of >> I believe that facility will last you a long, long time if you do it the right

075way. If you do it the right way, but it's still going to be located in a landlocked area. It's still going to have traffic issues. And and when I say safety issues, I'm not saying safety because of the jail there. The jail is safer than it's ever been. Safety meaning traffic. There are some kids at the elementary who like at times may like to run and if they run in traffic, highly populated traffic areas, you're going to have issues. So we we you just you have some issues that you have to deal with. So you this is information for you to think about, talk about. We'll bring it back up in January and continue to have these discussions and you all can give me some direction on how you want to move forward with with

076some. Do you want to have some, you know, open house town hall type meetings just with people to give us feedback on what makes sense and what doesn't? John, >> uh, one thing to pick back on that, right, the public really comment and wanted these numbers. I'll echo what everybody else said. [clears throat] What we've done now is we posted all this information on our public agenda. So, everybody that really wanted to know has complete access to what we have now. So yeah, people of YouTube can go and find this agenda on board.com or whatever, right? So they can go look at and say this is all the information we have. So get uh get informed, right? The other one is maybe Mr. Baldwin's plan will work really well that when we have reduced number

077of kids in high school, we can just switch classes, right? So you got a plan now. There we go. We take elementary to the high school. Like I learned by with the reduced numbers, we can take them to the elementary. But anyways, I was just just being silly, but in reality is the stuff is posted on public agenda. Go look at it and get informed. >> I mean, we can share it >> and make it easier so people don't have to go through. >> Yeah. Not everybody watches. >> Yeah. We found it before. >> Yeah, >> I realize we're all kind of repeating each other here, but I agree. I think when the first year rolls around past the holidays, I think we need to sit down and talk about all these different options. >>

078Um, and I agree with everything you guys have said. I do definitely understand Selena's concern with growth should not be a primary thing that we talk about, but at the same time, I understand James' viewing. Um, a little bit of OE. My dad was on board in another district when they decided to build a new building for this exact same reason. The old one was getting worn out and by the time they finished the building, the new building wasn't big enough. So, and they did not expect they didn't see it coming. I'm not saying that we need to say, "Hey, we have how many kids was it in high school? 247." I'm not saying we're going to jump from 250 kids per school to 500 tomorrow. But I do think we need to at least

079be keeping that. maybe not as a first or second level issue but maybe a third level issue we need at least keep it in mind. >> So I can I mean I do think I will just say like I think it is worthless somehow however you all decide to like pull the people or share the information cuz like this was even before like all the numbers and stuff were in but we had site council which is some teachers and just some parents and I will say it was pretty resounding with those people. I mean they're much more in favor of new building and they really talk about like you know they really think the emphasis needs to be on safety like we really need to come back if we look at whatever I mean you

080know we even talked about like you know this we've kind of talked about this before with you guys are like does the scope of that project change like do we look at what we tried in the past before and kind of like you've been talking this renovation like do we pair down somewhere in that project to make it more palatable to the people But um I mean I think it would behoove us before we give all the effort to like run a bomb issue really feel out a wider variety of our constituents because we had a really we our advisory board is good but like we had a lot of the same population I think represented and not as broad as we could have that >> the only people we could get to show up.

081>> Yeah. I mean that was the only people that cared to give an interest at that point that we show it showed from the voters >> uh that we had is the older voters. So we need to go to the senior center, we need to go to the coffee shop like whatever we decide to do. >> We we have the names we have the names of some of the people who were on the opposite side of the spectrum last time. >> But I mean >> and if it requires a direct email saying hey we want your viewpoint then we need to do that to try to get all the way across. Yeah, but I Yeah, like the demographics. So, >> also just like really making the people understand like what a day in the life

082is like because people are like it was good enough for my kids and it worked in like kids are still kids but like the challenges that we face every day in education. They're a lot different. I mean, I'm like you're 29 credit when we talked about that earlier this year. Like, and I haven't been in elementary all those years, but I have been for a lot of like the last 20 something. And when I first started being a principal to like being a principal now, what I deal with on a daily basis has changed significantly. Um, so it is different. I mean, you know, the needs of children are different. >> I think you guys know that we have a lot to discuss. I think that's what we all agree on. We'll bring it back.

083Thank you guys for putting in the extra effort and spending the extra time that I'm sure you would have been rather doing things more directly related to your daily job. You're welcome. I appreciate that a lot. >> I do think that regardless what we do, we have to somehow get public involvement and get these people that want to come in after we've done all this work and say no and throw up their hands and complain about stuff. We need those guys to be on the front side >> and actually get some luck out of them or some influence from them because um it's really upsetting to sit here and work on this for >> no longer we start talking about my first board meeting two years ago >> and then uh get people to come

084in and just complain. It's it's pretty upsetting. So if y'all out there watching, you guys need to get involved. >> Yeah. And I know that everybody just got their tax bill, so I'm sure they want to hear the board talk about raising taxes, but it was 7 mills, I believe. 7.2. >> So overall, right now, liability of a USD 244 uh person including county and uh fire department, uh school, everything is about 91 mills. So we're looking at seven. So you're looking at less than 8% increase. So do the math on your property taxes. Less than 8%. just take what we pay and that's where you don't have to guess how much it'll be before we got a new school. It's possible to imagine and understand that hey that is only $200 a year for

085a new school that's going to last us 60 plus years. Can I afford that investment out of my community and have the intellectual and intelligent conversations and thoughts and questions about it? >> That's okay. We'll bring the tax more in January and continue this on and figure out what we want to do. Good good conversations. Thank you. That's all I've got. >> Oh, you didn't want to discuss the uh letters of >> Well, I can I can mention that too. Just so you know that Flannel Technical College and Alli County Community College as well as I I do have letters of support from them wanting to have satellite, you know, versions of their fac of their programs for Hills Technical College and and Allen County Community College in Burlington, but they needed a place to

086have those facilities. In other words, Burlington Elementary School, they were questions about what would happen with the current Burlington Elementary School if we built a new Burlington Elementary School. I shared with you [cough] we met with them, Darla and I met with and I had I'm waiting on one from a state, but they are interested as well. They are are interested if they've got a place to have satellite versions of their program of their colleges here in Burlington. >> I think should be beneficial. I only wanted to discuss it because I know that was an issue for a lot of people and I understand that this is not a commitment. No, >> but it's a step in the right direction. It's more than just I talked to a guy and he said if there's some

087actual written on paper, you know, >> they're not interested in purchasing that purchase. They cannot purchase a facility still own it >> or or or somebody would own it and do a rental lease type option with them. I mean there's ideally we would not own it but could there be an entity maybe that would be interested in owning it and doing it a cheap enough price. >> Exactly. Exactly. I mean it might be worth it to all the >> that's positive. Okay. Thank you. Anything else for results? report that our summary is our kids are smart. No, I think uh just >> um the state assessment, I don't know if you guys have read through the slides and we've talked about it before at different um earlier meeting this year, the cut scores and all

088that change the way that the you know determining determining um what our Christy one goes from there. Um kind of talks about those different >> direction. It's >> there you go. It talks about the new descriptors and like what how they rescale that and just like what that means. Um so basically again um you know kids preferably in being threes and four but level two is considered basic. Um, so that's new. The big change, a big reason for that change was like they felt like students particularly about the older grades like how they were performing on ACT and other um postsecary readiness wasn't matching how they were performing on state assessments. Um, so I think there's probably more change at the higher grade levels more so than the lower ones. Um, so it's kind of

089like a re starting point on our state assessment. So you can't really, you know, like compare like how we did a year ago to this year because our scores are different. Um, but I can just speak like mindbuilding like looking at our scores. I'm excited to say like again we performed um higher than the state versus um at both of our grade levels. So anytime we accomplish that, we feel good. Um there so there's the dees scores showing um our kids. So in both you can like the bite is the level one which is the lowest. So you can see like across the state like I mean we're don't have near as many kids in there. Um so we feel like we um good job. I mean like that that's great to see us being

090successful in that assessment. Yeah, the cut numbers have moved and that's obviously affects it. But how we compare to the rest of the state, that is something we can lean on and that is going to be fairly consistent. So yeah, >> and with that fifth fifth grade math performed uh below the state average, but something that I did put up there that's good to see is um 7 and 12% less students performing at level one in the state overall at the middle school. Um and then also 7 and 12% more students performed at level three and four than the state also. Uh we've had quite a little bit of turnover in fifth grade um with that. And so [snorts] uh we have three new teachers, one that's that's there and then we have um two

091new ones. Uh when we look at our fall interim data, um when I look at the overall average last year, uh we're about 2 percentage points higher than what we were last year at this time. So that's good to see. Um sixth grade right now when we look at our fall interims, uh definitely outperformed uh the state by 9 9% which is very good to see uh as well. And then uh that that's based on this year's fall interim data. And then last year, seventh grade math just absolutely knocked it out of the park. Seventh grade and math and language arts did very very well um within that. 8th grade performed above the state average. Um that's the first time in the last couple years that that has happened also. So, uh one thing that

092I've that I've done is sent to all staff members uh that gave the fall interim. I went through and we color coded it. If there if we're above 80% it was green. If it was um 70 to 79 it was yellow. If it was 60 to 69 it was orange. And then if it was below 50 59 it was red. Now obviously some of those skills on the fall interval we have not taught at this point. Um and that's just natural with that. So, and a quick reminder with the the results report you're doing, a 30,000 foot review of how things are. They are diving in in their buildings to individual students who are not doing quite as well. They're looking and evaluating individual students and that's very important for you all. They're having discussions

093with teaching teams, have discussions with all all staff. Building administrations leading those discussions and they're making sure that they're diving into the kids that have some challenges. to the question that I had why are we assessing kids on curriculum that we have not talked about >> that's just the way the state is set up >> we have no control so these inter test these are sum of tests are intended like the standards that you should be teaching you know what you're like be assessor so the states develop what they call interim test which covers all the standards but they want you to take that data and use it to form instruction because then you can take we We have a fall interim and then we have a winter interum and so you can kind of

094track the growth and like okay on this standard we we've made some gains or like or teachers were like yeah I I mean like last year when we gave for the first time my teachers like we we had fractions on that and we had like yeah we didn't know we got >> and and some of it doesn't even make sense why it's on the fall term as well >> but those numbers don't show up and it So it >> those are tools. It's just a good indicator. Are we on the right track for that? >> That helps our teachers a lot in my building like look at those results and kind of like okay like here's what we need to be doing. Here's where we need some work. So they are spending a lot of

095time in that data. >> That one is the 2024 where fifth grade was below but then on the 25 then sixth grade >> is up. No, that's those are all 242. That's all last year's data. So if you go to the >> So 25 that was >> that was that is this year's sixth graders currently, >> right? That's what I'm saying. >> Yes. And they're >> Go ahead. >> Yeah. >> So if you look at the fall interim data right now on our sixth graders, they're performing eight percentage points above the state average. So that's last year's fifth graders, correct? >> And if you go a page above it, then that's the sixth graders. >> No, that's the same thing. It's just broken down by grade level. >> It says 25 at the top. One

096says 24, one says 25. >> Oh, I miss missed that. I apologize for that. >> The other thing to keep in mind is when >> that be so it should all be 25. >> Okay. That's awesome. >> But when we look at the fall interim from our sixth grade currently, they're performing 9 9% above the state average. So even though they were below last year at the end of the year, what we're seeing now is that they're performing above the average. >> What were you saying? >> Just also keep in mind that they're as they have changed the leveling system, they reduced the number of questions as well. So there may only be one level four question. The keeper not gets that one level four question, they're automatically not qualified. So whereas there's a lot

097more level ones. So the state a comparison is a good comparison versus anything comparative from year to year. >> Well, we have a small sample size of students also. So one or two students who are struggling are going to skew the data quite a bit. >> Yes, absolutely. >> As opposed to a school that's got 600 first graders, you know, whatever it is. And that's why it's harder to get over level four. So, is it safe to assume you guys were talking about maybe we haven't gotten to certain fractions or whatever yet. Is it safe to assume that if we were to try to cover fractions, we would have to take time away from another topic that would be covered on the exam? So, it's you kind of pick and choose what you're covering. >>

098Sure. Like the inter like there's only like the state says like the interim test is available from October 10th through the 24th. And so like you have to give that form that formative assessment at that time. So obviously it doesn't feel like it over you're not going to have cover very much of your curriculum at that point. And then again the next one I think is the last two weeks of January. Okay. >> But the teachers know we also know when the assignment dates are. So they know like the things that are tested we need to get those things all taught from August to March. You can cover 9 months worth of material in a month, but those scores should go up throughout the year. They can evaluate the things that we taught like yes,

099are they mastering it? Okay, check we got those ones and we can keep moving along. >> I I think that answers what you were asking earlier. Yes, kind. And they can also give that specific to a standard that provides a little bit better data as well. So, and I'll just if we're going to talk about this assessment and kind of move this through here. So, like this test isn't the end all be all. It is very important. We all know that. But both of our buildings use different screening tests to you know track student progress uses the ang testing. So, I just like to share with you guys like the three charts like that was last year's first graders progress. benchmark in the fall, winter in spring and kind of track their growth. And then

100you can see like where our fall scores were. We're just wrapping up our winter benchmark season and are tracking that and getting ready to read our growth. But like obviously we want kids in the green because that means they're what is considered on the national test at no risk suit for their subject. So like the bigger that green is and the smaller that red is the happier we are at BES. Um so you can just see like every every class you know has made strong gains over the course of the years and we spend a lot of time in our AIS web data because once we look at it then we do some diagnostic testing and further you know determine what kids need. So >> it's hard looking at this 30,000 foot level to get

101everything out of it. I appreciate you guys being able to speak because, you know, plus it's I'm not my forte. So, I appreciate uh this this this shows from last fall to last spring. So, in in one year's time, uh the growth over time. So, what what you want to see is you want to see the bottom side shrink, you want to see the top side gain. And so when you look at fifth grade, we went from 62% above benchmark to 66% by the end of the year. So we raised that 4% which is three or four kids roughly. Um sixth grade for whatever reason um did decline throughout the year. Um but this year when we start looking at some of the interim stuff, we're [snorts] actually seeing it uh an increase there. eighth

102grade when you look at seventh grade, seventh grade pretty much stayed stayed the same. They're relatively high performing group uh and they work really hard. So again, 83% of them were performing above the benchmark there. And then when you look at 8th grade, 62% of the kids were above benchmark and then by the end of the year, 67 kids were above the benchmark. So again, move 5% of our kids up. So we want to continue to see the the top grow and the bottom shrink. same scenario that you have with the high school students in fast bridge. They're using fast bridge whereas elementary is using as well. And I I just wanted to add one thing on our end um didn't get a chance to go over that. So when we take our um when

103we get our data um back from not just FastBridge but from um our our CAP testing at the high school level for our sophomores, they u they place everything based off categories. And one of the areas that um we're trying to figure out what we can do better for with our kids for our sophomores is the actual category of geometry type skills. So um when our data came back it gives us different percentages on how we perform in different areas such as statistics functions interpreting functions algebra reasoning and then geometry. So the area that we have to get better at in our building is the geometry geometry area. So right now we're we uh we're at a 60% clip um which would put us in a level two area. Um, and that's something that we've

104got to continue to figure out what we can do better for our kids to improve in that geometry area uh moving forward into next year. So, um, just to give a little recap on that. >> Darla, I got a question back on board. So, it shows us um the like fall, winter, spring of 24, 25 and then you have the fall of 25. Is that the same class or it's the class coming in that's like on first grade? >> Yeah. >> So, >> no. That's a good question. So, it would be a different group >> like that. It says like >> So, this is so like the three the three would be like last year's third grade every year and this is our third graders from this year >> coming in who were second graders

105last year. Okay. >> Y >> that's why I just didn't know if that was still that same group or if >> No. I will say grade three at the top of the respective charts but a different year. So >> yeah, that's like you take that grade three and like go back and look at first second grade >> and see like you know they ended with a lot of green at the end of the second grade year and a little bit of red. So like there was some slide there but also the test is adjusted like it's normal for third grade. >> It's it's up 11 years. That's what I was like, gosh, are we losing that much over the summer? I mean, I know we lose a lot, >> but I was I was just

106kind of shocked with that visual of like, wow, we're losing a lot. But if the >> adjust so like today we had 17, we were talking about kids, different kids in their thing. And so, you know, >> like their fall into the winter, like the expectation like to score at a certain percentile is raised because they expect, you know, We're going to have to have happen. So, >> okay. Thank you. >> Question. >> Okay. Thank you. >> Accept the math monitor report as reasonable interpretation of the board and results. >> Second motion second discussion. >> I don't think so. Very nice. She's going to have motion car. So board member items. Um, unfortunately Mo'Nique was not able to make it tonight. We did have a plaque presentation for her. So, I'm going to read it,

107Monique. I'm going to read it and then um you can come by the board office here and pick it up or we can deliver it to you wherever you'd like. Okay. Um this uh distinguished service award presented to Monnique Hart in recognition of 12 years of outstanding service as a school board member for USD 244 Burlington awarded this 8th day of December 2025. Uh and thank you again Monique for your service and uh this will be here. [snorts] >> Perfect. Thank you. >> Yep. Um I have an update on the community foundation day school. So uh December we generally have kicked off the foundation for the month of hopefully rounding up. Um it's been very successful. Um and then uh on Thursday we have a event we're doing a pep rally and an event for

108uh basically for the off the foundation and for basketball um basketball making a donation and um I sent a flyer to send that out for the board members um put up on Thursday at anybody really attend to get it finalized finalized. Um we're putting out a mail in the next few days um for a founders campaign. Um we have that radio on January 3rd. We're going to do a video to anyone that kind of off Christmas holiday. Um my group is helping us out out with that. and get one cop that was very successful. So help us. There was an article in the paper last week about the foundation all the things that we've initiated. So um we're uh moving forward. That's all that's what I know about that. So hopefully um have been um

109members been on it. So hopefully you'll learn how updates in the trailer. So, um we just are um excited about the future. We also are doing um office jobs at Friday night football games. Um so, that's just uh out there and um get any questions. Anybody have any questions on that? So, be nice if you at all wanted to show up on the 11th on the Wildcat Grill. So um kind of a kick in the kickoff camp. >> Okay. >> All right. Well, thank you. Super search. Yeah, there's so I kind of want just wanted to make sure that we uh talk about go over our schedule that we've done here with the super superintendent search unfortunately is going to retire in October. So we figured we need to find a new superintendent. We hired

110uh KSB to help us out with that. We had meeting with public interested parties to look at different characteristics we want to find in our superintendent. the board has met, discussed those um that those may draw in November. Um in January 19th, we need applicants to have all their applications into the KSB. And then on the 22nd, it looks like we're going to do some screening as a board and um go over things, [clears throat] talk about our superintendent search, and then it looks like at the end of February, we're going to intend to interview and find a successor, Mr. Marshall. So, I just wanted to make sure that we're open to talking about the schedule so it doesn't surprise people when we introduce a new superintendent the first week of February and just kind

111of get conversation. Rachel said I just want to talk as much as we can so people know that we're working. >> Yeah, I I do appreciate I know uh I know we all sat down and uh went over the results of all the surveys. It sounded like they got good feedback from a variety of different groups. I know they talked to individuals out in the public that had no association with the school. They talked to uh teachers at various schools, central office staff that they it seemed like they pretty much uh got samples from every nook and cranny. Um, and uh, I just appreciate anybody who was willing to sit down and spend some of their day to try to help us figure out the future of the district and where we're headed cuz I

112mean, let's be realistic, the superintendent is the face of the district. And, you know, making the right decision here will make the next, you know, 5 to 10 years, you know, easy or difficult. So, >> I had the opportunity to um, sit in on the discussion with the high school students. We had sophomores and juniors that were um that I comprised from and um it was it was really great. They did a really good job. They asked questions. They shared really good comments. Um the um two individuals that were there leading it were very impressed with our with our high school students and their and the high school students themselves were very appreciative that they were included in the search. >> They did report that to us that they were impressed with the feedback specifically

113from the high school students. So that's good to see that they're taking an interest. Thank you. >> Okay, moving on to uh contract approval appointments. Uh like we have the driver's ed fees. >> Yes. And you'll notice that there's information here. This information should look very familiar from years past. Um one thing again, if you you know had a chance to look over it, you'll see our our driver's ed fund is decreasing slightly. There's a couple of reasons. one, we've increased the amount that we're paying to our instructors and we did do a partial purchase of the school vehicle with driver's ed fund and district capital funds. We can you can do that if we're using vehicles our school vehicles for driver's education purposes. So you'll notice that if I write that dollar amount that

114fund line was in the 30,000 range 30 slight low 30s if you will gets decreased a little bit. Um we we have proposed to increase the resident fee uh student resident fee to 140 and the non-resident fee to 340. Again, it's still a really good deal for you don't have to travel to go to wherever to PA to ABC driver's education school or whatever. So again, we proposed to do a slight increase to those feed those fees uh for driver's education. Any questions that you may have? >> How much of an increase is that? I couldn't maybe it's on here but 120 and 320. Okay. Thank you. I was looking for a number 140 and 340 that's on the numbers. Sure. So it's a slight increase. It's not uh not too much but yet it

115helps us to rebuild some funds in that light. Motion to approve driver education fees for the summer of 2026 at $140 per resident student and $3.40 40 for non-resident students submitted program second discussion submit your movement. Motion carries summer 2026 project. Huh? >> It popped up a thing that said there was a problem recording your electronic vote. Please try again. >> So you were both you were I can see you were on there. Okay. >> It doesn't have US. >> Yeah. It just popped up like a red message that said it didn't record it. >> It actually didn't even allow me to save. Um must have all glitched at the same time or something. >> Yeah. >> But it did record. >> Okay. Thank you. Well, as you know, every year we do the summer

116concrete projects and so there's your bids before you um for any of the concrete that we decided we need to fix or repair. >> So there was there were a number of different projects and basically project 1 through 16. You can see the breakdown. We had two biders, Burlington Construction and Kane Construction out of Fredonia. Uh their bids were very very similar in the total amounts. You know, of course, their projects vary from one project to the other, but wasn't that much difference between the two. Um, um, I again, you can see what those projects look like. A lot of them are parking lots. Again, it's just parking lot work that's being done. There's a few, uh, different odds and ends type project. I work with Brian Shank, Keman, and Jared on the grounds transportation.

117We went through the district. Uh, we looked at areas that just seemed to need be need attention. So I would suggest until we know what we're doing with the elementary to not be doing all this concrete work on there. >> The elementary school has very very small amounts that we be looking at doing. When you look at one, two, three, is it three projects? It's 1, two, and 14. 1 2 and 14 are very very small amounts of work and we feel like >> and that's still $15,000. >> Correct. >> That's not like small to me. >> And and and we we can we can choose to not do anything at the elementary. These were some areas that we feel like that again safety was going to be you know needed to be done. they

118could be trip hazards, safety hazards, and so that was the minimum type areas that we felt like needed to be addressed. So, um the one the one large dollar amount, I want you guys to all be aware of that. The one number 15, that's one we are not going to look at doing, but we wanted to get a price tag on that. That is basically the concrete area inside the fence line of Wildcats at the stadium. So, we've had some issues with track that we are hopefully now resolved. One of the things that they talked to us about is concreting inside that area. A couple of things. One, concrete does hold moisture. Moisture, it helps with the retaining the moisture around the ground. Um, you know, around the track. you don't have, you know, different,

119you know, heavy rains, you know, uh the the the dry area, the dry times where you you got drought where your ground shifts. Putting concrete next to your track will help the moisture in the ground and will also gives more support to your curving and your perimeter around your track. So again, that's that would be the start of a project to concrete inside of the Wild Wildcat athletic or wildcat stadium there inside the fence line connecting I guess the concrete to the curving around the track. >> You said you're not >> we're not going to plan on doing that cuz that's a huge dollar amount of $129,000. We really don't want to do 300 or $298,000 worth of concrete this year. So, of course, just looking back to this, I some of these seem like

120there's a big big sway in what the price was to get the >> house 14,000 versus 2500. >> Yeah. So, they they had to have an on-site meeting with Brian to go over all of the areas. So, it I feel very comfortable. Again, the the total amount is very similar. The project amount can be varied as far as the dollar amounts. >> So, >> didn't we just do the baseball complex triangle when we built that concession stand? >> No, there's another area there. It's a very very small area that just it it it's tough to get a mower into that little small area. Concreting that area will not allow we don't have to get a mower in there. And then we also don't have to worry about trimming that area. It's a very very small

121area. It's It's in the It's behind the press box >> to the to the south. >> It's just a little piece of ground. >> So anyway, >> what allows us to put this out, captain, give their bids and then us just say we don't want to do line 15. >> We we can we can accept or reject any and all areas if we want. We could we could reject all area. We we could do no concrete work in the district this year if we wanted to. It's up to you. And then >> number 16 that entrance 20. Which one is that? >> It is it is directly north of the woodworking shop. The woodworking shop that is a it's a it's a it's a ditch. That's it's it's dangerous in my in our opinion to

122mow down there. It's it has a it has a >> So a lot of these aren't like we're repairing concrete. your concrete grass. >> Some are and some some are repairs. And then there are some areas that that are are going to need to get rid of areas that are troublesome areas in terms of mowing mowing and trimming and just just need to be as they need to be addressed in in our in our opinion. Again, a lot of this is parking lot repairs as you can see. So we can make a motion on hold 15. >> I mean that's what I'm saying. >> The recommended motion and B construction was the low bidder in this in this project. They would be low bidder. If we do look at this recommended motion with just those

123job areas 1 through 14 and 16. I guess my question is the py office Selena's comment. What's our risk for holding this off for another year until we get the Burlington Elementary stuff figured out? I mean, you look at it, it's what? What's the bid? >> No, it's 16892952. Typically, we do about $150,000 a year in concrete. Last year, we did a very, very small amount of $23,719. only 23,000 in change last year. >> You had something to say. I'm sorry. >> Um, no. I just I'm I don't like the idea of where we just keep concreting more and more things because then it just amounts of concrete that we're going to have to just keep repairing. >> This for example, this colar that we're talking about that is not a traffic area where you're

124driving over it. It's it's a small area. If you if you if you drive out north of of that, you'll see what I'm talking about. It is a safety area trying to get your mowers down into it. >> I I Yeah, it's it's a safety issue. >> Is it unsafe to do with the push mower? >> You could do it with a push mower, but if you do these areas again, mortality, it it takes more time. We have a lot of grounds. We don't have a lot of grounds, people. And so it it can help you with the the the drainage as well. When they're pushing snow, they can push it over into this area, which is then to a culvert, a drainage cover. And as the snow melts, it's not going to be necessarily

125pushing the snow into a place where it's taking up parking spots. Going to push it towards where there's drainage, coverts, and the water's going to run away. And again, we can do we can do any and all. If you don't want to do anything at the elementary school, that's up to you. We can take those areas off. This is a very I said very bare minimum of about $15,000 worth of concrete work approximately. But there are some there are some safety issues, some trip hazards. Well, we're comp claim going to that you is going to cost you more than 15,000. So I can just say you can get behind in a hurry on concrete or asphalt and I'm just going to have concrete or wood asphalt anyway. But once it starts breaking out and the

126winter the freezing and the belling etc. Now some of this with the adding on that's a little different. Well, I understand the point on the not doing the elementary school stuff because we don't know. But even if we make a decision in the next 6 months on that, we still have 3 years before we would have a new building if that's the way we went. >> And how is this concrete going to stand up to three more Kansas winners and it's already starting to be show some kind of degradation. >> You also asked the daughter of the woods this sidewalk that were I wasn't part of that to be honest. So I can't speak to that. I wasn't on to so I don't know where the spots are that are those without explanation. Do you

127have an explanation in here of which projects are um a safety hazard and which projects are just a degradation of the concrete? which projects are around. I don't necessarily have that breakdown, but I would say what we how how we evaluate it, we look to see if it is something that we we're we're going to have issues with with safety. I'm going to say pretty much all of it is is safety. 13, 14, and 16 would be the only areas where you're adding some concrete in my in in my opinion. the concrete slooh at uh the middle school. That would be number eight. That is if you think on the north side of the height of the of the middle school there, it's gets really wet there. The slooh are going to connect to gutters,

128drainage to shoot the water further away from your building. You get the water further away from your building, you have less foundation issues. We've done that at the elementary school with the concrete sloos over on the second grade wing to shoot water and get water away from your foundation so you don't have foundation issues. So I guess 8 13 14 and 16 would be the additional type concrete projects. Well, if we are looking at 160 grand, that's those three. And I'm just putting this out there. I'm not saying one way or another. You're talking of 35 40% of the total cost with those few things just because 16 so high. >> Mhm. >> You said 14 is adding. >> Yes. >> That's not far. >> It's a small little area. It's just a troublesome area

129for mower for the mower. 18 square ft. So 6 ft by 3 ft. It's it's very very very small. >> [clears throat] >> I make a motion to approve the summer 2026 concrete project bid from Berlin Construction Inc. for projects 1 through 14 and project 16 and amount 168,92952. seconds. So on side for me I think the we need to address like Bob said the sidewalks we get our conversation with trust pointer here talk about safety all the time about how our um claims can affect very substantially our insurance rates and so we need to address sidewalks whether it's just going to be used for a year whatever you need to address any of those. So, the ones that are listed sidewalk, I think they're no-brainers. Um, someone rolling a mower over on top of

130them doesn't sound like a great idea if they're mowing something that's too steep. Maybe there's other avenues to take care of that just rip rack and not mow it instead of concrete can be substantially cheaper. Um, gravel. Yeah. Yeah. Put it in 3in rock, 4 in clean rock or something. Not mow it, but still not. What have they been doing since 89? >> Well, so that back road up there I'm think of it like part of that road broke off on the north side and I don't know if it's because of some of the construction they did what they did to track when they put that one pipe that came out of it has got that flapper valve on the end of it. I don't know how that all set up and with the VHS

131construction in a room if that's affected some of the slope or not. So things may have changed back later and maybe we can address it in a more financially beneficial way. You know what I'm saying? Like RA I mean put out some map put out some rock cost 10 grand instead to 60. I don't know. >> Well, I just feel like we're conquering everything to get rid of having to mow it or maintain it like and I know that like I just I loved the entryway at the elementary school. Like I know it was work to maintain it and then it's like we're just concrete over it and then any piece of grass we're just like concreting over and then that's something that you have to constantly also then replace the concrete. >> What are

132some alternative solutions that we can go with other than just concrete and everything? I know there's maintenance in anything we do, right? But efficiency wise, >> would you like to come back with some more? But I I know it sounds nitpicky cuz this is to me this isn't looking at each one of these isn't necessarily a uh something that we should be making that call. >> Well, realistically, we're guessing that's what I was going to say. Is there any way, Craig, that we could get some pictures of what these things look like so we have an idea? >> I mean, sure. I mean I mean take pictures of it. [clears throat] >> I mean if it's if it's obvious that something is falling apart and I totally get that if there's cracking up the sidewalk.

133Let's repair it up and work there's an issue because $45,000 here is going to save us a lot more money in insurance later if there's an issue. I totally get that. But I think that would just make it easier for people to stomach some of them. >> Yeah. It says the 2026 summer projects, right? So it's are the bids good for a week if we get information and then did any of them say only up until 25 working days following the bid opening. So I I have some time to do we could do a special meeting. >> Yeah. >> I compare this now this number down if you want to get down to a certain number. Um or like I said when when we're looking at that there's really again truly only three areas that

134are addition we're adding concrete we're not upgrading everything. It's number 13 which is 171 ft. >> No, I'm not saying I'm just saying over the years we just keep any piece of concrete. >> So but in this situation we're just in three. >> Right. Right. Yeah. No, that's what my comment was like we are putting concrete on everything. That's >> true. >> Maybe if we have a picture and you see it on some of them, maybe you see the one that's 18 ft and you're like, "Yeah, I whatever. That one doesn't bother me because it's Can we get to get some pictures and submit pictures with I can do that?" And then on our part, it's going to take the board if we want to do this within the 25 days of opening or whatever

135it was. We need to make sure that we're available to get that approved or not before it gets >> because one of these companies is going to want to get on their summer schedule. >> So, let's get some more information, but it's going to take some time more time for us to look at it. Make sure we do what's right and make sure that we don't have anybody trip on something unsafe for months on the shoulder. I agree. >> Okay. Uh if we get a chance to look at the student hand any questions or anything you have anything to comment on that? No, just the last time we talked just reiterated the changes we made were to be more universal middle school through high school. This is yeah all information we already discussed feedback put

136in the form for kind of like what we did tonight in the future we'll see this >> yeah I forgot about this talked about okay motion to accept the revision of the Bend early learning center parent one scratch that motion to approve the BHS student handbook revisions as presented motion seconded any discussion Very nice. Circle vote. >> Sorry about that. >> Okay. Motion carries 70 revision to the Burlington Early Learning Center BLC parent handbook. >> Yes, you see the tuition payment policy. It's a revision that we wanted to put in place. So, we were having some issues with some families and collecting um overdue fees. We wanted to put a little more teeth into this to make sure we get our fees collected in a very timely manner. You see the tuition payment policy. >>

137Anybody have any questions on that? >> And again, thank you to Christie, Lacy, and Lexia, Bentel. They worked really hard on getting this line out. >> Motion to accept the revision to the Burlington Early Learning Center parent handbook as presented. Second motion second discussion trying to make a motion 70ear professional development plan. So this was done at the professional development committee meeting. Um, this was uh a group of people that are involved in PDC administrators, staff. Lisa Kman does a terrific job of leading our PDC group and this is just something we do every year review the five well I should say every 5 years to review the PD plan and this was done with everybody together on a Wednesday after school Friday. >> Exactly. It includes the discussions we had about professional development points.

138>> I move the final professional development plan as presented. I'll start >> motion second discussion hearing none. So last time I loaded I hit yes and then confirmed it and then the box stayed up and I hit it again and it said error but it still took it. >> So you just skip maybe >> give it a second. Maybe I don't I waited this time it went through >> really multi session on personnel >> uh moving to uh principal contracts move contract with high school principal for 2072 That's how motion discussion. >> Hey, I need approve. I got a house. My neighbor got so >> I need this approved. Motion carry seven. >> Thank you. Continue. >> That was on a concrete bed, was it? >> I was looking at some of those quotes on

139there. Those don't add up. I know a guy. Yeah. Assistant principal athletic director contracts. Uh motion to approve a contract with Arian Sel High School assistant principal athletic director for the 27 26 2027 and 2027 and 2028 school years. >> Second motion second discussion your vote that was two years with confidence. >> That's like there we go. It's just it's just slow. >> Uh middle school motion to approve contract with Matt Spring Middle School principal for 26 27 27 28 school years. Second motion second. Any discussion? No discussion. That one still motion carry 70. >> Moving along. Motion to approve a contract with Darn Long Elementary School principal for the 26 27 27 28 school years. Second discussion hearing. None. Submit your vote. Do we used to do these all together? Uh, >> it's been

140different. >> Yeah, it's been different different times. We have done it together. We have done separate. It's >> cuz you're so far away. moves on transfer. >> Motion to approve a contract with Lindsay graph special education record for 26 27 27 28 school years. >> Second. >> Motion second discussion. Submit your vote. How do you mine just a little slow I don't know technology [laughter] motion to approve with Greg Kman technology director for the 26 27 27 28 school years hope this goes True. >> That one [laughter] super fast. Make everybody else nervous, but yours is no problem. Monique. >> Yeah, there it goes. It went just went motion carry 70. And uh Okay, Johnny has a question. >> Uh yeah, so we did a lot of these. So my question is for probably man

141for Craig. Uh we don't see the director of transportation on here. Is there a different >> one? We'll do them come January, February. I can't remember. I think it's February. So anyway, but you're you're lucky to have these people. >> Yeah, we are. Thank you all for being here. We appreciate you. >> Thank you. >> It seems weird. >> Maybe we can take some back. >> I don't have any student issues though student issues. See, that's good. Yeah. So, temporary >> uh debriefing. >> Uh good work on the on the student stuff at the high school league. That's great. I think that'll be well needed. >> Thank you. It's had a lot of people voice some different opinions on that. So, definitely collective effort. >> I'm glad you filter all those opinions out. >> Just

142try to progress forward. >> Yeah. I just want to say I sincerely appreciate all you guys' passion for working at the school district and doing what's best for kids in the district. It's definitely you can see that through all your guys' individual input on all the data and stuff that I get lost in, but I appreciate you guys diving deep and finding what makes our kids the best they can be. Thank you. Again, I appreciated the meaningful conversation that we had around the results and the um there's another one about the information you brought for us about students and uh motivating them to be uh in the classroom. So, I appreciate that. That was pretty good discussion we had there. >> Okay. Anything else? December 17th, you're invited to come vote for our um decorations

143and we'll have you can come anytime in the any time that day and do that. And we'll I haven't decided if we're going to do electronic or on paper. >> Walk around. you'll just walk around and look at the doors and they'll be numbered and you'll decide them. Um I haven't decided either if it's like just the top one or your top three or categorize them, but they are um they look really good so far. Some not done yet, but um very creative and students have been able to participate as well. So um excited to have you come into the school and see it and um so If you know any other community members that would be interested in doing it as well, then they're more than welcome to come and um and vote. I

144was going to ask really quick if cuz that's on Wednesday the the 17th if there's a home basketball game that night and so I didn't know if we could >> walk the halls and vote that night just so then I don't know that I can get back into town like >> just get with me and I like walk you around >> cuz I go to work at 6:30 then get back to here to yeah in the morning. Um again uh thank you Monique for your time on the board. I know this won't be your last meeting. We have a special one before but anyway thank you and again your practice here so appreciate your time. Uh the back here the back is journal.