001Good evening. We'll go ahead and call this meeting to order. If you would join us for the flag salute, please. All right. Let the record show that all board members are present. Do we have an adoption of the agenda? Do we have a motion? So moved. Second. Ms. Romerman? Yes. Ms. McAdams? Yes. Dr. McNeil? Yes. Mr. Nguyen? Yes. Chair votes yes as well. Consent agenda. All of the following items, those items of a routine nature normally approved at board meetings, will be approved by one vote unless any board member desires to have a separate vote on any or all of these items. The consent agenda consists of the discussion, consideration, and the action on the following items A through B. Move for approval. Second. Mr. Nguyen? Yes. Dr. McNeil? Yes. Ms. McAdams? Yes. Ms. Romerman?
002Yes. Chair votes yes as well. Information reports. USPA, UCTA. Ms. Gunther? President Reyes. Yes. Dr. Federline, members of the board. UCTA is currently in the middle of our association elections for officers and for delegates for OEA Delegate Assembly and NEA Representative Assembly. And we appreciate our members' engagement in this process. Additionally, this month and next month, our legislative committee will be participating in OEA Civication, which we've done for several years. We will meet with legislators. We will be talking to legislators about issues impacting public education. And we look forward to continue advocating for stronger schools. Thank you. Thank you, Ms. Gunther. Next, we have Girls Wrestling, Mrs. Barkley. I will give them a chance to start heading up this way. President Reyes, Dr. Federline, and members of the board. Obviously, it is a great time
003when you get to invite a team following a state championship. And so I'm super excited. I'm going to let, first introduce Ms. Barkley. And then I'm going to introduce our head coach, Sheryl Harris, who's making his way, too. Because he will be able to brag on them a whole lot more than I will since he's with them every single day. But just to recognize, this is our third state championship in girls wrestling in five years. And I think Coach Harris was kind of downplaying everything because, you know, going into it, I wasn't really sure. And heading into the last day, we had the lead. And they just punched it. Thank you. And they just punched it from there. So I'll let Coach Harris introduce everybody. All right. Girls, yeah, get all around her. So like
004Ms. Emily said, three titles in five years, y'all. And in five years, we've been through a lot. I'm going to try to keep it short. No, I'm not. But no, I'm kidding. Seriously. These girls deserve this. And we worked hard for it. Like she said, we weren't really holding back. We had a lot of injuries. One of our wrestlers came off surgery. Another wrestler just had a lot of issues and finally got everything back. We had everything together at the right time. But I told them, it's not how you start. It's how you finish. Junior high was undefeated all year in duels. I don't think we've ever lost a duel in junior high. Won. Two last year in five years. They won pretty much every tournament, every duel they entered. And they came out with
005the titles. And that's our foundation of this team. So the foundation team and the star on the team, I got to give a shout out to her three times. Is it three times? Three times junior high state champ. Kimora Cathy was also ranked number one in the country, 12 and under last year. So show her some love. National champion. Other junior high state finalist, Leah Tenille. She was a junior high state finalist, second place. So show her some love as well. And Malia. What place did Malia get? Malia, first year wrestler. Got her just popped into the room, scrappy. Where you at, Malia? The biggest girl on the team. Boom, there she go. Flex on her. Fourth place as a freshman. Let's get to the high school, man. You guys don't understand. This is a
006special group of kids. All right. High school, we have not won a tournament in five years, other than the state tournament. I told them we're going to be our best when it counts the most. And these girls did exactly that. We didn't even have a great regional tournament. But when it counted the most, we took eight girls in state, seven girls advanced, and six, ooh, my bad, nine girls with the state, eight girls advanced, and seven girls got on the podium. We had six state finalists. And one young lady took third. And we had runner-ups. Let me start. My heavyweight coming off a shoulder surgery, got cleared at the last minute, and wrestled her butt off. Paige Wayne Scott took third place. She's only a sophomore. And then we're going to work our way up.
007This young lady, her father's amazing. Our 100-pounder, Kylie Tran Harris, she took second place as a freshman, lost to a senior in the finals. No shame in that. This other young lady, I don't know who raised her. But, uh. Dakota Harris, she also took second place as a junior. She wrestled really well. Another young lady, she's not here, but she's a four-time state placer. She took third, second, first, and then second again, Terrilyn Banner, as a runner-up. And then your three champions, very special to our heart. Your first champion was a two-time state champion. She's only 15 years old. She'll be a 15-year-old junior in high school, my little cousin, McKenna. Wilson. She's also, I might get this wrong, my own vows for me. I don't think she's ever got a B in her life.
008She's a straight-A student, super smart. She's going to do big things. She said, oh, I got one B. Okay, whatever. Next up, another freshman, this young lady, her dad's also a great guy, Corey Harris in the front. Corey, freshman state champion, ladies and gentlemen. All right. Last but not least, she's not here right now. This young lady had a rough year. She was always the top girl in the state, just didn't come together for it. Took third last year. This year she got beat at regionals, came to the state tournament and did her thing. Khalees Luker, state champion as a sophomore. And I couldn't do this without my coaches. You know, I'm the face of the program. I'm the big mouth. As you can see, I'm probably going on my time. I'm sorry. But this
009is my cousin right here. He a very loving guy. He likes to hug kids a lot and hug coaches. He don't like hugs. Hey, that's cool. That's why in Fort Worth, I'm a big fan of the big boys. I'm a big fan of the big boys. I'm a big fan of the big boys. You talking about good cop, bad cop, that's the man right there. Coach Tay, I couldn't do this without him, man. Junior high head coach, moving up with his daughter to high school. He's the man, seriously. He does a lot that people don't see. Coach Ingram, he's the wingman. You need something, he got it. All right? So Coach Ingram, he's been around. He's been with me for almost seven years. Unfortunately, his daughter was injured last year, came back this year, became
010a state qualifier. So Coach Ingram, I appreciate you. Last but not least, Coach Tay. Coach Tay, I'm so proud of you. I'm so proud of you. I'm so proud of you. I'm so proud of you. I'm so proud of you. You became a state qualifier, so Coach Ingram, I appreciate you. Last but not least, my beautiful wife right here. She does a lot. Hey, clap for you, baby. They don't like you. So I wanna do two things real quick. I promise I won't be too long, but I gotta do this, I gotta do this. This year was bigger than, I knew it was coming, this year was bigger than wrestling. We wrestle for a different purpose. In the five years I've been here, I've lost two girls of suicide. So I do this. time I
011can. I get better at talking at it. To let these little girls know, I don't care if you got a daddy, not a daddy in your life, a mommy in your life, we'll step in. You got teammates, there's always going to be somebody here for you. Life is worth living. I don't want to lose nobody else. You know, so this wrestle will keep us together, keep us going. We did this this year for a bigger purpose. We were not supposed to win state. We beat the number two team in the country who hasn't lost a tournament in two years, Broken Arrow. And we did that with hard work and faith. So I appreciate you girls for stepping up. I want to say long live Lydia. And this was for her this year. So we love
012her. One more thing. Thank you, thank you, thank you. What's up, ladies? What's up, ladies? Oh, yeah! Oh, yeah! That concludes my time. Hey, if you guys would stay, stay up here for a second. Don't move, don't move. Come up where you get a picture. Yeah, please. Just stay right there. Right here would be perfect. Yeah, thank you. I've heard you right. Thanks. Appreciate that. Hey, congratulations. Congratulations. Congratulations. Congratulations. Great job. Alright, next we have the city of Broken Arrow, the bond issue, Mr. Spurgeon. Is that a tough act to follow or what? So, good evening. My name is Michael Spurgeon and I have the privilege of serving as the Broken Arrow City Manager. So, President Reyes, members of the board, Dr. Federline, members of staff, thank you for being able to... Let me see
013here. Thank you for letting me be able to speak for a few minutes. I do have some folks I'd like to introduce that are with me. First, we have Councilor Lisa Ford. As you remember, Lisa was a member of the Union School Board for four years. She's here this evening. We also have our Communications Director, Erin McCulloch, and we have a special project manager who is a Union graduate, Shannon Marshall. They came with me this evening. And so, we do appreciate the opportunity to actually come and tell you about the bond issue. We're going to talk about the bond package that Broken Arrow voters will be considering on April 7th. And so, we have two slides and what you have, I think you've been passed out. We call this our palm card. And I just
014want to go over it real quick and maybe answer a question or two. On the side that you're looking there is on April 7th, Broken Arrow voters will consider eight propositions totaling $468 million. Propositions one through seven represent property taxes. No change in the current tax. No change in the current tax rate for $415 million. And the other proposition, proposition number eight, is a sales tax proposition. So I wanted to speak first about propositions one through seven. They are the traditional infrastructure projects that Broken Arrow have seen previously with proposition number one being transportation, proposition number two being public safety, proposition number three, quality of life for parks and recreation, and then proposition number four, city facilities. Proposition five and six are related to drainage and stormwater. And we're also proposing to our voters a
015proposition number seven, which is a partnership with Tulsa City County Library for $4 million to build a brand new library in South Broken Arrow just east to where the current one is right off of New Orleans, just west of Aspen. And so we're very excited about these projects. I would tell you once again that there's going to be no change in the tax rate, as we presented always in the past. But make note, first of all, that $415 million was the proposed budget. That's the limit that we could ask voters to consider was $415 million. The other proposition is $53 million, and it's related specifically to the sports complexes. So if we can go to the second slide, please? So what I want to share with you is that we reached that point that I
016know you all are considering a bond package in the next year or so. And we'd love to have you come make a presentation to the City Council, is that obviously in order to keep the property tax rate the same we had, we were limited to $450 million. Yet, we still have a lot of money. still had a huge need with our sports complexes. Many of your your kids or grandkids may have played at Arrowhead or Indian Spring Sports Complex and Dean Haas and some of those facilities are a little bit outdated, just very expensive. I mean, for example, the lighting to replace at Arrowhead Sports Complex for fast pit softball is over $2 million. So the council didn't want to leave the sports complexes out. So they decided to ask the voters for a temporary
017increase in sales tax. That sales tax increases a half a cent for five years. So if you spend $100 at research, the increase is 50 cents. If you spend $200, it's $1. Now, obviously, 50 cents or $1 is a lot to some. And so the council decided to keep it short and also for a very small amount to generate the 53 million that will go towards making major improvements to all of the facilities within our community, which already somewhat of an economic development driver. But it's gonna provide great places for our kids to play, and then it's gonna help drive our economy. And so what's exciting about this proposition is council has said that if the voters approved the proposition number eight on April 7th, that we will complete all of the improvements within three
018years. So that means that we will award contracts for consulting engineer within 45 days of the of the approval within within a year we will go to construction. And so within three years or less, the kids and the grandkids broken errands and those live outside our community will actually playing on those new facilities. And so we spent about two and a half years preparing. This package. There's a total of 129 projects. So we're very excited to present this to the broken air voters on on April 7th. And I know we've got some folks that very familiar with broken air. I'll be glad on behalf of the council and myself to answer any questions you may have. Any questions, comments? I think we're good, sir. I appreciate it. Thank you very much. We appreciate your partnership
019and we look forward to coming back and basically just continue the great work we do together to serve our citizens in our school districts. Thank you. Thank you. Thank you. Okay. Next we have early release Fridays. Mrs Gray. I am so sorry. I promise we practiced this early. We had some technical difficulty and then I came down and it worked beautifully. So what? Um I'm so glad that we have copies in front of you those so that we can move forward. What I don't want you to miss is the video that I have at the end. So hopefully we'll help us with that point. Um so President Reyes, Dr Federline and members of the board. Our patrons as well on behalf of elementary and secondary teachers and administrative staff, we want to say thank you
020for the continued support for our approved calendar time this year during the early release Fridays. This time is dedicated to an intentional focus on student achievement growth within grade levels and content with essential skills. This work is done at what we call the P. L. T. Or professional learning teams level. So you'll hear that in the presentation. Earlier, later. So for example, a fifth grade team and the supporting members in an elementary school will meet and work through a process to plan, monitor and adjust the design and the delivery of essential skills. We're proud of the upward trends in student data with these essential skills due in large part to the dedicated time during early release Fridays. We also want to acknowledge the tremendous leadership of each site guiding coalition team and some of those
021members are in the audience tonight, and the model of how they guide and model this work so that it's kept at the forefront of what we do during our early release Friday time. Let's take a look at the work specific to early release Fridays and then take a closer look at the results of this work and I'm going to give you an example of a secondary site and then an elementary site, okay? So on the second page of your document you have four guiding questions which I don't have in front of me but I have a few more that I want to share with you. So I'm going to show you the first one. Okay, so the first one is the essential skills. So we center all of our focus during early release Fridays in
022our PLT time around these four essential pieces. The first one is really looking at what is it that the students need to know and understand in order to meet an essential skill. Now I'm going to preface with this. There are so many essential skills at a grade level or within a content we couldn't possibly cover all of them within the time of early release and PLT. So we're going to focus on these essential skills. So the first one is the essential skills. Now, the second item in this part is really the skills that the teachers really need to know and understand in order to meet the needs of students and PLCs. So teachers really have to be intentional with choosing and selecting these essential skills. What are the highest leverage ones? Which ones do we
023anticipate we might still have to intervene to meet the needs of students, okay? And so we look at those skills. And the second item that we really look at So a lot of times what the teams will do during early release time is look at an end of unit assessment, whether it's something provided in their curriculum resource or something that they've developed on their own. So keeping the end in mind, what is it that students will need to know with this essential skill by the end of this unit? And they work backwards from there. They create or use district-provided common formative assessments. And this is kind of like a mid-checkpoint. So after the first teach, typically, is when they will go in and they will give a mid-point check to see where students are. Which
024ones have it? Which ones don't? Which ones do we maybe possibly need to intervene on at this point? Okay? Now, what's really cool about this year, and I will say as many times as I've sat in PLTs, the moving point in the conversation around that mid-point check this year has been teachers have really focused in on misconceptions and been able to catch them a lot. And they've done that a lot earlier than they have in the past. They are also making notes, documenting, and planning for the next year ahead on those essential skills. But they know based on those misconceptions how to better teach and intervene when it comes to that second, what we call a tier two intervention piece. The third question that you're looking at is what happens when students don't acquire the
025essential skill, right? And that's where intervention comes in. We have a video that I'm going to show you in just a little bit that gives some examples of what it looks like at Rosa Parks Elementary. And then the fourth question is when students do get it, what do we do to enrich or intervene? Like how do we keep moving them forward because that matters just as much. So we're going to, the third page now that you, if you want to turn to that third page, looking at secondary, I'm going to use eighth grade as an example. Now I will say this, it is really hard with a secondary schedule to try to put into place intervention time. But our secondary sites are really trying. And I know that they're goal goals. Okay? And our goal
026goal for what we're talking about next year is to, is to increase the duration of that time and see how we can do it even better to intervene with our students. But taking a look at two examples at the eighth grade level. So the first one is we have eighth grade, the eighth grade history team. Now what's unique about what the eighth grade did this year, is they created a SMART goal based on the essential skill, but also making sure that they targeted, they wanted to, they wanted to assess a certain percentile of students and make sure that they got that CFA, that and that end of unit assessment. We know that students are absent for various reasons, but they really wanna catch those kids when they can. So you'll see for the eighth grade
027history team, they wanted 90% of students to reach mastery in each of the three essential skills, but with 95% of students being tested. Now they haven't quite met that mark in every single essential skill you can see, but they're still striving to do that. And when kids do return to school, they try to catch them when they can. What's unique about what the eighth grade history team did this year is they wanted to select skills based on what could be transferred across content and across like supporting vertical alignment within other content as well. So if you look at the first three skills, we have a pretest for interpreting visuals, cause and effect, and then primary resources. So the history teachers gave them 12 questions at the very beginning of September. Four of those were on
028interpreting visuals, four on cause and effect, four on primary resources. And what they did is they took a baseline, you'll see the baseline mastery percentile at the beginning of the year, and now they're threading it through their history content. So for example, let's look at interpreting visuals. The Road to Revolution, 81.4% of students acquired that skill after teaching it, which is great. And then if you look next at the next one in line in January, that covered Jefferson's presidency, an 89%. So you could see increased growth with that interpreting visual skill, for example. Okay, they will do another one with westward expansion, but that doesn't happen until after spring break, so we'll get the results after that. Let's take a look at the next example, which is eighth grade math, so if you'll turn your
029page. And they started off with substitution, but they quickly moved into combining like terms. They did a version of math, so they did the version 1, so the V1 stands for version 1, and then the V2 stands for version 2. Look at the growth, you guys. Like that's amazing and something that we're really proud of, 64% up to 80%. And then you can kind of see the other examples of what they focused on with their essential skills. So I wanted to show you some examples of this, because often we look at like big data picture. So we look at annual state assessments, we look at our screeners such as STAR for literacy and math. But this is really the work that they're doing and they're honing in on during early release Fridays that will and
030should have a positive impact on the larger scale assessments, okay? Now we're going to turn to elementary. So you have an example from Rosa Parks. I have data from pre-K as well as fourth grade and their cycles for early release Friday, PLTs. And with pre-K, you'll notice that after the first teach, for example, with recognizing, you know, recognizing and naming numerals, zero to five, they had only 34% master that. But after they intervened and had what we call this power half hour, and you're going to get to see what this looks like in the video here, 81% of students mastered that skill of recognizing and naming numerals. That's pretty amazing. I am proud because with four and three-year-olds, or four and five-year-olds, it's kind of hard to cover a lot of content and essential skills.
031But I'm telling you, they're doing a really good job with our littles over at Rosa Parks. And this is only with the first semester and partway into the second semester. And then let's take a look at the fourth grade results, okay? So you can see three skills that they've intervened on, but they are deep skills, okay? So finding textual evidence and literary elements, recognizing and correcting errors in subject-verb agreement, and then they go into a math one, which is the multi-step problems that require the use of subtraction and multi-digit homework. So you can see that they're doing a really good job of identifying the key elements of the math. And then they're going to go into the math one, which is the multiplication of the numbers, okay? And look at the growth just from after
032the first teach until the intervention. One thing I do want to note is on the multi-step problems, you'll notice that the percentage for proficiency or basic and above is the same. But here's what we want you to know. There's a lot of growth in between that first teach, after the first teach and that tier one, to after intervening. And what grew the most was really those kids who were below basic moving into basic, which is grade level standards into the proficient, which is grade level standards at a college and career readiness level, okay? And then advanced. And so while that percentage stayed the same for proficient and above, there's a lot of growth happening for kids in between there. So one of the things that we're going to do that we're proud of is, thank
033you to Chris McNamara and our communication teams, is we are going to start producing video segments of our schools being filmed during early release time, sometime student intervention, and then interviewing staff members as a thank you and so that our patrons can see what we do during early release Friday. So we want you to see this video from Rosa Parks Elementary. He might benefit from a lot of the wine. It takes a very special kind of culture to lean into collaboration this way. Adult behaviors are a key and integral part of the success of this. This mission and our mission to move students into levels of high achievement at Rosa Parks. Okay, maybe we need to really reconsider moving this kid to a group. All you do. Make it say its name. Make it say
034its name. Teachers can't do it by themselves. It's too big of a burden to take on that academic instructional responsibility all by themselves. So it needed to be a team effort because all students are our students. Go to the sentence strip. Our half hour is a guaranteed time within the school day. All students are receiving the level of instruction that they need. What letter is this? A lot of our students are really excited by this. We're lessening the gap for students that still haven't met those grade level standards. And for your child, if they are on the grade level standard, then we are extending that so that they're prepared better for their next grade level. You are going to write the main idea. As you walk through the building, you might see our PE teacher
035has a group of students working on a grade level essential standard for third grade. Our media specialist has a group of students, coaches, administrators, our counselor. Everyone is involved in this effort of moving students' academic achievement to high levels. It's been really nice for the kids. They get an opportunity to go with a different teacher and learn something maybe in a different way than they've learned it before. And every single cycle we've had so far, we have had kids growing. What letter is it? Our power half hour is the result of the work that our teachers get to do on collaboration Fridays. These are your choice. I mean, kind of like. I mean, I'm going to go with the Our Friday early release gives our teachers an opportunity to meet, whereas sometimes they don't have
036that opportunity to meet and allows a lot of our support staff to be a part of this process as well. And so that amount of time is given back tenfold during the school day because they have the time to intentionally plan for those small groups of instruction. And so we're really focused on to improve student learning. We get to use immediately the next week when we get into those groups. With power half hour, it's really helping our school to see the importance and the value of quality intervention. Everyone's coming together at the same time every day, and that's the complete focus. We know that if we don't act now, that those little gaps can become big deficits. And if we also don't support the students that already have great understanding of those essential grade level
037skills, we're going to have to move forward. So we're going to have to move forward. So we're going to have to move forward. They need the opportunity to either apply those skills or extend their learning. And so our power half hour time guarantees that. We are meeting the needs of everybody, and it's an all hands on deck experience. It's been really, really nice to see that growth. It's been nice to see the smiles on their faces, you know, when they get done with that post assessment because it's like they got a second chance to go back and reuse that skill that we taught them. We're hoping that we can continue this on because our teachers have put a lot of work into it this year. And they're seeing the results of the work that they've
038done they've done with the instruction in the classroom. Our mission at Rosa Parks is to empower and equip all students to graduate high school, college, and career ready. Alright, thank you guys for your patience. I apologize about that. Good job Rosa Parks Elementary. So that will be on the website tomorrow morning. We filmed at the 7th grade center last week and we'll go back to the 7th grade center to look at their intervention time. So this year as well as going into next year we will be highlighting early release time and the benefits of that. Thank you so much for your support with this work. Thank you to IT. Alright, do you guys have any questions? I'm sorry. I have one. Yeah. First of all, this is amazing work and it's so cool especially having
039a maybe a little dyslexic. You do math like dad does math and then to see him just soar and be proud of the work that he's doing. Yeah. Is there any not only advice for just parents but just that we could see as well how we celebrate the growth as well as the mastery? And like any, have we developed any good ways of saying like maybe we've gone from, we're not to Z yet but you've gone from A to B and we're super proud of you. Any ways that we've done that as a district? Dr. Nelson, we, I mean we definitely have like that larger scale data that I was talking about, STAR for example. And I know that you presented was that the last board meeting the growth in elementary math for example. We
040have some fresh data as well for literacy up through not just elementary but as well as secondary. And we are very proud of the gains that we are seeing. And so yes, we do have some of that and we can, yes. So we can run reports and look at our data just like he's describing like are we making at least a year's growth plus, you know, a year's growth or the other data that we can run in the future. And so that's one of the things that we're looking at. And so the other data that we can run is are they on target and are they at a proficiency level that's expected with college and career readiness where they should be in literacy and math. Yeah. Is there a, I guess, for the student they
041don't know, Google. Oh they love it. Honestly like we've gotten, we have heard so many, you see Theresa shaking her head. The principals and guiding coalition teams are reporting to us like this is the kid's favorite time when they have that intervention time and looking at that common formative assessment and getting that immediate feedback. It's just so cool. It's like a game, right? When you get that immediate feedback, it is an instantaneous just incentive to keep going. So they're loving it. Absolutely. Thank you. Thank you guys. Thank you, Ms. Gray. Appreciate it. All right. Next we have hearings and correspondence. Okay. Ms. this agenda. Consider and take action on the revision to the 2025 to 2026 school calendar. Dr. Federline. President Reyes, members of the board. As you know, we had some snow days earlier
042in the year. And the recommendation that we bring to you tonight is using, we missed four days of school due to weather. We'd like to use three of our built in snow days. And the last day we would take care by moving the scheduled virtual day from April 2nd to April 3rd. And moving the parent teacher conference day from April 3rd back to the end of the year, Tuesday, May 26th. Which would make the last day for students Friday, May 22nd. We think this is very similar to what we did in years past. It's a good solution. And most importantly, it keeps us from coming back to school with kids after Memorial Day. Move for approval. Second. Mr. Nguyen. Yes. Dr. McNeil. Yes. Ms. Romerman. Yes. Ms. McAdams. Yes. The chair votes yes as well.
043Consider and take action on the proposed 2026 to 2027 school calendar. Dr. Federline. Another calendar item. President Reyes, members of the board. Last month we brought the proposed 26-27 calendar to you for a first reading. We've had 30 days in which to gather. We've had a number of meetings with the school board. We've had a number of meetings with the school board. We've had a number of meetings with the school board. We've had a number of meetings with the school board. The first reading, we've had 30 days in which to gather feedback from the community. I personally have not received any, so I think that no news is good news and the people I have spoken with are in approval of this calendar and we'd recommend that you approve this calendar for next school year.
044Move for approval. Second. Dr. McNeil. Yes. Ms. Romerman. Yes. Mr. Nguyen. Yes. Ms. McAdams. Yes. The chair votes yes as well. Thank you. Consider and take action to approve the capacity levels in the calculated open transfer capacity amounts as follows. recommended dr. Nelson it's president Reyes dr. Federline and board I recommend that the Board of Education consider and vote to approve the capacity levels and the calculated open transfer capacity amounts by school the capacity amounts the levels are unchanged this is the quarterly posting that we will need to make for April 1st so the updates elementary the overall capacity is about the same there's almost 40 more or so students capacity at secondary then last quarter again we don't see these levels change a whole lot during the school year primarily our transfers come in
045the spring and most of though the new transfers are students who move out of Union and want to stay in the district about two-thirds of the approximate 300 students that we've gained in transfers each year over the past three to four years we've about 1200 students the 10 Union on a transfer now about 300 of those children of employees any questions yes dr. McNabb yes yes travel to us as well thank thank you consider and take action to award the commodity processing bids for the 2026 the 2027 fiscal year mr. bush Ian yes president Reyes board members dr. Federline this is our annual request for commodity pricing this is for the 26-27 school year the amount is a little bit more this year than it was a year ago unfortunately as you guys have seen
046as you go to the grocery store that prices have gone up but these items rather than have the commodity products delivered straight to us we pay processors to turn them into things that kids will eat so I ask for your approval second Mr. Nguyen yes Dr. McNeil yes Ms. McAdams yes Ms. Romerman yes the chair votes yes as well thank you thank you consider and take action on the purchase of Geocom indoor safety solution from Geocom Inc in the amount of one hundred thirty two thousand two hundred eighty dollars from bond funds Mr. Borland yes good evening this will do multiple things for us first and foremost our maps will be able to get updated some of our maps are older than I am they're not as accurate as we'd like for them to be
047so what this solution will allow us to do is the company will come in with lidar and scan every room and then it will automatically map certain things for us as well such as camera locations AED devices and whatever else we train the system learn so that way when we look at the maps we can create different layers and see exactly where security cameras are water cutoff valves gas cutoff valves so in time of emergencies or whatnot we know exactly things are instead of trying to look for it. The other thing this will allow us to do, we can send the links directly to BAPD and TPD in times of emergencies. They can have full access to dynamic maps. Any new security software features that we buy that do automatic mapping, they can be integrated
048with it so in times of emergency they can have real-time information of where incidents are occurring and not just PDF maps. And Mr. Worley, this is good for three-year contracts? This is a three-year contract. Obviously we can do renewals past that. And part of the annual contract, as long as the building doesn't change by more than 49 percent, which depending on the year, that may or may not hold, but if it stays less than 50, they'll re-scan the building for free during agreements. Move for approval. Second. Ms. Rowan? Yes. Ms. McAdams? Yes. Ms. Chauvin? Yes. Dr. McNeil? Yes. Chair votes yes as well. Thank you. Thank you. Consider and take action on the 2026 to 2027 application for temporary appropriations for the 2026 to 2027 fiscal year for the General Building and Child Nutrition Funds.
049Dr. Williams? Good evening, Mr. President, members of the board, and Dr. Federline. This is a recommendation to approve our application for temporary appropriations for the 26-27 fiscal year. This application, once approved by the board, goes to the county excise board. And that's the 2027 fiscal year for the general building and child nutrition funds. Dr. Williams? allows us to begin spending our budgets on July 1 through September when the estimate of needs and budgets are approved by the board. Be glad to answer any questions. Move for approval. Second. Mr. Nguyen? Yes. Dr. McGill? Yes. Ms. McAdams? Yes. Ms. Romerman? Yes. Chair Butz, yes as well. Thank you. Consider and take action to receive bids for the purchase of $32 million general obligation building bonds of 2012-06 of the district and vote to award set bonds to
050the lowest bidder complying with the notice of sale and instructions to bidders of the sale. Dr. Williams? Thank you President Reyes. This evening we have two agenda items dealing with the sale of the 2026 bond issue that sale took place today. We accepted bids electronically. We have Jerriqah Dawson who's our bond consultant here at the board of all districts. She's our board percentile consultant. I think she's also willing to communicate with the board member regarding this issue which is the sale of the land, 2026 Bonds to the lowest bidder that's who's here with us this evening. I will tell you that prior to receiving bids the district's bond rating of AA plus from Standard & Poor's was affirmed. So that's always good news for us. A great vote of confidence in the district's financial status
051as well as our ability to manage our debt. On today's bond sale we received I think a record of eight bids. We have never received that many bids and our first action tonight is for the board to receive the bids and then to award the bids. Thank you for having me tonight to present these bids for you all and yes it was a great turnout. A lot of bidders which speaks to that rating that the district maintains and that we're going to be able to get a lot of rating. We talked about it most years but it's because of strong financial performance of the district and the strong metrics that the district shows in in running things for your students and for the community as well. So we received and I'll have to read off
052all the bids so we can present them to you all to vote on but we would recommend that you award the bid to UBS Financial Services who is the low bid at two point four nine five six zero four percent. Rates have come down over what we've been seeing in recent years and so actually on the bottom of the page you'll see kind of a table that shows what the last five bond sales where the rates have been and so just for a comparison last year was three point oh eight nine three percent so quite a bit lower and the same term so we sell five-year bond terms for Union Public Schools was this was a thirty two million dollar bond so eight million dollar maturities. And very competitive across the board from all of
053our bidders today. So UBS Financial as I mentioned was the low bid JP Morgan Securities LLC with a two point five five five one one eight percent bid. Mesereau Financial with a two point five seven five nine four three percent. Robert W. Baird two point six seven seven two three three percent. Huntington Securities two point seven zero seven eight four one percent. Jefferies LLC two point seven one nine five zero zero percent. Wells Fargo Bank two point seven five seven zero zero seven percent. And PNC Capital Markets two point seven nine six zero zero nine percent. So a lot of bidders today a lot of great bids that came through and I'm happy to answer any questions like I said per state law we recommend that you award to the lowest bidder who did comply
054with the notice of sale in all of the requirements. Questions comments? So we need a motion. So motion to approve. Motion to approve UBS Financial Services for the record of bids. Second. Ms. Romerman? Yes. Ms. McAdams? Yes. Mr. Newman? Yes. Dr. McNeil? Yes. Chair Mochess as well. Thank you. All right next is consider and take action on a resolution providing for the issuance of a general obligation building bonds of the 2026 in the sum of 32 million dollars by the Independent School District number nine of Tulsa County Oklahoma authorized at an election in the year 2020. The institution in question calls and held for such purpose prescribing form of bonds designating bonds as general obligation building bonds of 2026 providing for and registration thereof, providing for the levee of an annual tax where the payment
055of principal interest on the same approving the form of a continuing disclosure certificate and fixing other details of issue. Dr. Williams. Short word. I'm not sure what else you would like to see. We've been talking about the deferral of the fiat From a fiscal standpoint. We've been talking about the deferral of $51 million. It's also the tax return of $14 million of tax return which is $55 million. Can we advance that? We can. We can. We can. We can. We can. We can. I can say Mr. Ray. He's done a great job of covering. We recommend that the board authorize the sale of the bond as presented. Move for approval. Second. Mr. Nguyen. Yes. Dr. McNeil. Yes. Ms. McAdams. Yes. Ms. Romerman. Yes. The chair votes yes as well. Thank you. All right. New business.
056Okay. Opportunity for comments from the audience and board members. We do have one. See, we have Mrs. Adkins. I'll read this off here. The rules for this section of the agenda are as follows. Speakers should identify themselves. Each speaker has a total of three minutes for his or her comments, regardless of the number of topics a speaker wishes to address. The individual dignity of board members, district employees, students, and members of the public should be respected by all speakers. This is an opportunity for you to be heard, and it is not a question and answer session with the board or individual board members. This is not an appropriate time or place to address complaints against individual employees or students or complaints and grievances currently under investigation by the district. There are other processes under the
057board policy which can address such matters. Should these guidelines not be followed, the board president may interrupt and terminate any presentation with or without prior warning. The total time allocated to this time is 30 minutes. Under board policy 1800, the board of education, the president has the discretion to determine if topics are relevant enough to be heard and to establish the order of presentations. This includes the right to interrupt this section and move on to the next item. Each speaker will be addressing the board as a whole, and each speaker's remarks will be taken into consideration by the board. Because board members can only take action on previously published agenda items, there will be no action taken tonight on any non-agenda related matters addressed in the public comment. This is Ms. Adkins. Welcome. I appreciate
058the time. My name is Judah Adkins, and my concern tonight is unions in the school. And I have many things on my heart to speak about that I hope to do that in the future. But one thing for the last three decades or more we have been, not have been to the benefit of the children, or I feel the good teachers in our schools. One of the things that is paramount and what I have to share today is in the respect to the unions that have no place in the school system. I am from a city right outside of Detroit, Michigan. I started working first, working after school, making money, working in factories. This led me to dealing with unions. I know how they operate. As you know, we are one of the largest manufacturing
059states and have more unions that can be counted and unions. can be great if they stay in their lane, but unfortunately they don't. You have to keep them in their place. Yes, they were great when they come into our factories and forced manufacturing companies to put in place safety measures, especially in operating huge presses that required me and three others, two on each side, to operate. It required all of us to put our whole bodies inside this press to place a bumper fender for cars inside. It was a press that was notorious for repeating itself without being pressed by four operators at the same time. Many people have had their hands cut off by smaller presses due to lack of proper setup and repeated without warning. The machines repeated. So yes, the unions have done
060a lot of good for manufacturing and truck drivers as well, but they have gotten out of control and out of their lane. Why? Because they begin to collect union dues. Subtitles by the Amara.org community group at Amara.org Page 2 of 3 These dues guarantee that the unions would fight for you if you were fired for no reason or work ethics that needed to be addressed. But I have seen them putting workers back to work that had drinking problems and other things that deserved dismissal. That power that came with these decisions brought into unions a place that wasn't regulated properly and how far they could go. Many times the bosses that were fair were dismissed because there were too many deals. It is a great question, and I am glad that we are able to wrap
061over. But can you comment on the system pretty much again? ử Talk about working in unity. This issue mites you to see how the workers had trouble getting the jobs cut with the front offices. It got out of hand and the unions started calling the shots. But they would smooth it over by telling the people that if they made production early they could shut the lines down and chill until the day ended. Only to find out that the workers were being baited to turn out more parts the next day. By the way if you did not if you did not you were of factory owners and union bosses that went together. This is where problems come in. To begin with, the unions were growing super fast and becoming wealthy fast. They become far more powerful
062than anyone thought at the time. And today, work more like the underground mafia. I went out with one of the head union bigwigs, and the gentlemen received calls during our time together to say the least. I refused to go out with any more of them after that and stopped paying union dues. This gentleman conversation on the phone was not one of just taking care of business. The business I thought that required attention to someone's job, it sounded more ominous. I also worked for Jink School Systems as a professional. I've seen teachers sitting in the office drawing a paycheck knowing there are teachers that should not be tolerated. That's so true. And we're certainly not putting their best foot forward. The unions cause bad teachers to continue. The kind that are just passing students that cannot
063read, etc. Even though educational systems have been dubbed down, bad teachers have added to the problem. As long as you tolerate the unions, the educational system will not improve. The parents are having to cover more of the expenses. Notebooks, projects, and tolerate teachers requiring the best of their ability to do their job. We didn't do any of that because I don't know if you could do it or not. It's just that the student had to do it by themselves. The students had to do it because they're the ones who didn't have the resources to do it. The seniors had to do it because they had to do it. The teachers had to do it because they had to do it. If they didn't do it because they couldn't do it, then they had to do
064it. They had to do it. And I think they're right. But I also wanted to say that it's not bad, and I think that's the only reason to make a decision. The students are not in a position to do it. Yes, they are. I'm going to do it, and I just want to say I'm very happy that I was able to do it, but I'm not going to do it. tolerated, it certainly put, okay, as bad teachers have added to the problem. As long as you tolerate the unions and the educational system, it will not improve. The parents are having to cover more of the expenses and the taxpayers, as far as I'm concerned, they're getting the short end of the stick. They're providing more and the schools are providing less than they pay taxes.
065While those in administration are getting big fat paychecks, oh, that doesn't include all the programs they cut out saying that school can't afford them. And on my way, and oh, by the way, there are so many schools needing up-to-dates and repairs that the administrators say there's no money for it. Where is all the money going? I tell you, it is being put into garbage in our schools. I tell you, it is not worth opening the pages to, but that still doesn't add up to where all the money is going. No, the schools will not produce the excellence for students as long as the unions exist in the schools. I say as a parent, join me and let's get rid of the unions, pay good teachers what they're worth, and turn out wonderful, bright students that
066one day will be our presidents or professors in college that will teach our children excellence and not socialism. Thank you, Ms. Atkins. We appreciate that. Thank you very much. Thank you. Thank you. Okay, next we have executive session. Motion and vote pursuant to Oklahoma Statute Title 25, Section 307B1 to go into executive session to discuss the appointment and contract for deputy chief financial officer. Acknowledgement that the board has returned to open session statement of, oh, I'm sorry, it's a real grab. Do we have a motion? So moved. Second. Ms. Romerman? Yes. Dr. McNeil? Yes. Chair, both yeses. Well, we are now in executive session.