001September 9th board meeting. We're going to start with the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. And we'll follow that with a moment of silence. All right, Mr. Martin, I'll turn it over to you just to reach. All right. So, we're having a little bit of technical difficulty with somebody calling in. So, it'll be just a second So, while we're waiting, we can mention a little bit about Absolutely. tailgate that's going to happen. So, we got tailgate and celebration that's going to be happening. We're going to do employee rec new employee recognition and pregame recognitions and that's going to be this Friday, September 13th. Um, I've got nonachos and game.
002So yeah, that's going to I'm going to be there at 6, so don't make sure everybody's there at 600. Um 6:45 free game recognition. And again, game admission is free for um P Ridge High School Pidge School District employees and family. And make sure you RSVP by the 10th for your game passes. That's tomorrow. I honestly can't wait. So started. Perfect. All right. First on the agenda is our consent agenda. Are there any questions with this? I'd like to make the recommendation that the consent agenda finally reports of the regular board meeting on August 12th report this. All right. So, we have a recommendation. Do we have a motion? A motion. Motion by Jessica. Do we have a second? Second by Ryan. Any further discussion? All in favor? No opposed. Up next, we've got our
003student achievement success report. We're going to start out with learning from the primary and the um all of a learning conference here. And so bringing that back like this and I'm really excited to be able to share with you guys some of the awesome things that we learned this summer in San Diego and the some stuff we brought back and that we're already seeing um in both of our buildings so far. Um who do you have? Oh, I'm so sorry. Second grade. I'm Sophia Irwin. I teach social studies seventh grade advanced and eighth grade also. I'm Cody 8th grade advanced environmental science. Awesome. So, um we went in July. We were there for about 3 or 4 days in San Diego. Um it was absolutely gorgeous. We had a great time learning from John Patty
004and um Fry and Cry and Doug Ker and everybody else. So, we're going to take a minute and those of us that are going to fresher something that we learned that really got us excited and so I can start. I know one thing that Des's about to start in her classroom and I'm so excited. It's called the bump it up wall. And so, as they're going through their success criteria and they're looking at their proficiency scales and they can score a three, two, or one on an assignment sheet she's going to share. It's really exciting. Um, and so then we they put it on their bump it up wall and they look at year two. what could I do to bump it up to a three? And so then they look at it as a
005class, they kind of talk through what it is and then they go back and make adjustments to their work and they can bump it up to the next level. So she's already got the wall started and she's getting ready to start that soon in the next couple weeks. So we'd love to come and see it because we're super excited about it. Um, so yeah, I'm super excited and it takes um really building the right classroom community to be able to have those open to do that and really there's no issue with something. We just have to make those fresh back on a little bit that goes from San Diego to start that kind of ties in a deeper than what we had previously. Um, and something last time after this learning um, you guys saw
006like a learning reflection. Um, and I am doing that again this year and I brought you like about three or four samples of a recent assessment that was given to my students. Um, and it is all about data and graphs. Afterwards, I have them complete a reflection on that. So, they gave them the a level of understanding. I believe maybe one, two, or three. Um, one being they're really really confused. They need a lot of teacher support still. Two is are they're starting to understand the concepts of it. And three are they know it really. So I have them discuss something that they know they're doing well on build that confidence. Then they talk about what they are still working on just a little bit something they're totally confused on. So I have a couple
007of examples here and you will know on one of them have a student who doesn't understand and they don't understand what top of the look on the assignment you can see they didn't understand. So just being able to reflect on that honestly and move forward with that. And you said second grade, right? Yes, second grade. So these are second graders having these meaningful conversations about their like favorite dessert. I think I'd be all three on that one. Ice cream. Ice cream is the favorite based on this and part of that they each had a different graph. So they were applying it independently but they were working as a table. This is awesome. Okay. Um, so I think my takeaway kind of goes hand in hand a little bit with destinies. Um, is letting students know
008that there that it's okay to fail and not to be afraid of that. Um, her bumping up wall. That's awesome. I really like that because that shows them like it's okay if you're a one like she was saying. Here's how you can go from a one to a three or if it's one to four, whatever your scale is. Um, and I think it also keeps students from shutting down when they are aware that it's okay to fail. You're not going to be mad at them if they fail. Um, they're going to be more willing to have those honest and open conversations that she was talking about. And we are doing proficiency skills. Um, here in a minute you'll see something that's in my classroom. It's a mastery chart and it tells them, okay, you're not
009quite there, almost there, right on point. And then above and beyond. And so those kinds of things help that fear of failure go away. Um students are not going to be able to succeed if they're afraid that it's the end of the world if they mess up or if their teachers are going to be mad at them. So I think my biggest takeaway is just making sure that we're encouraging students and allowing them to have that room to make a mistake. Um because I am an adult and I make mistakes all the time. So just letting them know that that's okay was really my biggest takeaway. I think the other things will fall in line if they are aware that it's okay. Um so my big takeaway kind of goes along with Sophia's my big
010thing was that um we need to be speaking positively about every student that walks in our building. Um I I wrote down the numbers cuz I knew I'd forget. So labeling a child has a negative.46 effect size on their success in the classroom. And so that was something, you know, I took back and presented to our guiding coalition that that's something we really want to promote in our school. And so as a team, we decided we were going to make that a norm that we use in all of our meetings, staff meetings, PLT meetings, grade level team meetings, everything. We start out saying we're going to speak positively about students. And that that's our number one norm that we have now in your high. And um you know, and that and that goes along with
011everything talking about students, not necessarily just when you're talking to a student. That means when you're talking to your co-workers and the teachers, like trying to restructure our conversations to how do we fix what's going on in the students that with their behavior, not focusing on the behavior by itself, you know? Um trying to look at our end and how can we fix it rather than just dog, you know? Um and it's really working in our building. We're really loving it. And I know Beth did a principal lunch chat and these seventh printers that just came into our building are really feeling the positivity in the building and it's we're getting really. So what I love about this conference that we set two people from our building and the impact that these two young ladies
012have had on every staff member already by bringing back these ideas and this kind of fresh take on how we how we treat students and how we how we dive into the problems that our students have has really impact our building in a positive way. So thank you for allowing us to go to this conference. It's a huge impact on us. Awesome. Thank you guys for reporting back. That's awesome. Um the next slide we were going to just briefly go through is like what does it look like to elevate the learning um experience of the primary. And so this these pictures are all from around our building. Um I took some of these on like the sixth day of school and they already had learning intentions and success criteria up in their classrooms. Um we've
013started adding into our IM pull downs. They've added success criteria to those so the kids can see it and they can check mark it and kind of gauge how they're doing on the success criteria. um that Destiny's um learning reflection sheet is up there that she's doing with her kiddos. And then we had some our gu coalition and the ones who went to San Diego did the PD for the staff when we came back. And I don't know what it's cuz you guys are both microphones on right there. I thought we were taking it to the club. Oh, it's so what the true language is success criteria feedback and what is the language that we're using around physical learning at the primary and then at the junior high very very similar every classroom that I
014walk in we have some version of learning targets success criteria proficiency scales and so I'd like these two young ladies to show to talk about the examples that are from their classrooms um so my example I don't know if you can see it but there's a whiteboard with a very colorful full um chart and then next to it a bunch of like little beads hanging up. So that is mine. That is a mastery chart. Um at the very bottom I have my essential standard. So this mastery chart is coming from a CFA that is tied to our essential standards and proficiency skills. This is for my seventh grade class. Um and if you look next to it, there's some writing on the board. And again, like I said earlier, it says not quite almost there.
015Um on point and then rockstar. So it at the end at the bottom has that essential question which I go over it with them and then you have levels one through four and it explains like at a level one I can do A and B but I cannot produce this result and then so on and so forth. And so whenever we're starting a unit where this is being used I go through it with my kids and I explain to them this is exactly what you can do to make sure that you succeed. And then I also try to explain to them that level three that's proficient but they can always continue to like keep moving and go above and beyond which is that level four. Um and again that's clearly outlined in my mastery chart
016how to do that as well. Um so my example is in the bottom left corner. So the science team has developed a data tracker. So students are now tracking their own test scores from unit to unit after each test. Um, students try like they document their score and they answer a couple reflection questions like similar to some questions you guys are asking like what did you do well on this on that exam? How did you do well in preparing? What would you do better next time in preparing for this exam? Um, and really wanting students to reflect on their preparation and really get hone in on those study skills. Um, and realize, okay, why this isn't working? What do I need to do next? And they're also making a a bar graph so they can
017make a visual of what their progress is throughout the year. And then they can look back and be like, "Oh, well, I started studying after unit two, so my score went up for unit three." Um, and really they can start pinpointing where their weaknesses are. And this is something that we're doing just per unit at this moment, but in the future, we're looking towards students tracking their CFA scores as well, so they can track themselves out. and be able to kind of guess where they're going to be at the end. I like this more visual hands-on part when when you take a test. A lot of times the kids just take a test and then they forget about it. They'll visualize it and seeing it all the time. I like that drawing attention to that.
018So, this is how we're elevating the work in the leadership team. And I know that Colby and Sophia are both on the leadership team at the junior high. The my three teachers that went are also on our leadership team. So, we're kind of just going through we combined um the two schools on this slide on what things the leadership teams are doing at each building to help elevate the work. And so, um but I'll let you start on this one. Sure. So, as you all know, our district has a new model of instruction that we're implementing this year. And so, we are looking to our guiding coalition, our building learning coordinators to really be our um model classrooms in that area, be our instructional leaders in our in our buildings. Um and our guiding coalition
019as well is that is also going to be really diving deep into the data that we're collecting. We're going to be collecting a lot more data not only our assessment data for a map or CFA but also in our building it's our feedback data from our stakeholders from our parents from our students um from our teachers. what kind of feedback are they giving us on our processes and how can we as a leadership team take that feedback and continue to elevate the workforce students and the last slide is just what's one thing that we're learning as a team as we elevate the work and we said that everyone can have clarity on the learning it means clarity for all and so when Beth and I were talking about this is every single person can have
020clarity like from activity teachers to your classroom teachers special education teachers it's everybody So everyone is a part of the game and everyone can have clarity on the learning. So I have a question. How are you guys you you talked about um changing the the stigma and how you guys talk about students making sure everything's positive. How are you holding the rest of your counterparts and the other teachers accountable to that? What what steps are in place for that? I think as team lead like one just being an example. Um and then also something that we talked about in our guiding coalition at the junior high is having tough conversations. And as a leader in the building, you're going to have to do so. Um and we introduce speaking positively about students at every meeting
021that we have. It's in our norms. Everybody in the building is aware of that. Um, and so I think one way that we can make sure that we're like making sure that everybody is following that norm is just holding our teams accountable. Um, and there's a difference between talking about like my student is doing this in my class. Is there a way that you know how to better handle it? Um, there's a difference between that and then just saying like this is the worst student ever. And so I think just making sure that we're leading those conversations in a positive light and also calling out our team like hey remember that our norm is to speak positively about our students and we talk about this every time you know that it's a norm of ours
022and just holding them accountable. Awesome. Okay. And then question for you Miss C. So the bump it up wall. So, how are you getting students because you said one, two, or three, and there might be students who are at a one on certain things and then they might be at a three at something else. So, they're not always going to be at the same level. How are you um encouraging and having those conversations? Cuz you said you wanted to build that atmosphere. How are you encouraging that? So, before I ever introduce them, I thought, well, we spent the entire first year to talk about, okay, if you don't understand this yet, there might be a part missing. really building that community first and that it's okay to make those mistakes. We have to reflect on
023it. We can go back and make those adjustments. So before I get posted or anything, we will come together whichever you want for the tech will be and we'll kind of look through it go over our success criteria that posted on the wall. We have a topic statement here. Remember a topic statement should be restating the prompts. So do we have capital the proper punctuation? Then we should have a detail about how so do we have a detail that tells me about people we'll go through and we'll check it and then we'll pop off the little checklist. Do we have plants we have? So based off of what we just did, where do you fall? Are we missing all your details? If so, would that be a three still? And then having that conversation and
024then they know and that's not so much like, oh, I'm missing a detail about plants. I can go that. So it's it's getting students to take that ownership piece, just kind of guiding them. Hey, I'm taking a look at this. I think you might need to check your success criteria, I guess. So it's even if they are one big question going on with the piece. So you remember how on that first one we were appointed to do this thing. What do we need to change now so we can make our next up incrementally? I love that. Okay. Any other questions? No, I just I just say like I think we all could like learn the lesson of speaking positively. Absolutely. like car rider lines and sporting events and this political season we're in. So yeah,
025I think it's a great lesson. That's awesome, guys. Thank you very much for being such great representation of our district. We appreciate y'all. Thank you. Eric's going at 6:12. All right. After our technical difficulties, so he's not at the club. Eric, can he hear us? Okay, up next we have um some information on our K2 our K3 atlas screener and Miss Taber is going to present that. Uh we just wanted to give you all um a little bit of a um intro to our new state assessment that we have at the um kindergarten through third grade level. So, previously our students um took the um MAP test which was our K2 assessment. Um and just this school year they have rolled out um the Arkansas version of what will be a reading and math screener
026for kindergarten through 2 grade and then third grade will take the reading screener. Um we have to administer it in the first 30 days of school. Uh from the time that they open the window this year it was a little late. the first year. Um so it opened August 28th. We have to submit that by September 27th. So um this past week our primary building uh screened our kindergarten, first and second graders in math and reading. And then beginning tomorrow, our intermediate will screen our students in literacy or reading in third grade. Um and the purpose of that is really to look at the read readiness level of students and then determine some areas that they might need more intervention. um this one pager that you have is what will go out to parents. We
027don't get any results from this screener until um midocctober that the goal is October 14th from Desi for this school year in the first round. Um and so that coincides nicely with parent teacher conference week for our elementary and so when they roll out parent teacher conferences they'll be able to share this one pager. Um, parents will have access to scores in the state portal and so we'll give that access information through parent through conferences as well and kind of be able to explain the results and what they mean. Um, this year our campuses decided to um continue with map testing just so we had another data point comparison um to get some some quicker data really um if we have a delay of o mid-occtober for our kids. Um they gave they're giving that
028right now in our buildings. Primaries gave it the week before. So, we'll have that early data to work on. Um, but this will be our new state assessment. We'll do that this month and then we'll also have a middle of the year and end of year where we'll give um the same assessment, but it's adaptive. So, it shows us where our kids have grown in the areas that they need continued work. So, um we're excited about this this information that's going to be coming to us based on the standards. Uh and we're ready to dive into the results as soon as we can. So, Mabber, um, we have this one and we have two more of the exact same, not exact same, but two more of these screeners before the final Atlas test. Well, so
029this is, um, all one one piece. So, the screeners first and then it determines where a student will start on what's called the intro and the summitive. Okay? So, they'll start at the intro based on what they showed us in the screener and then they'll assess and show us how much they've grown and then at the end of year it'll be based on that. So, it's the same assessment uh system. It's just based on that initial screening, which they'll do the middle grade end of. Okay. Thank you. And atlas is the term that the state is using for their whole assessment system. So, now kindergarten through 10th grade will all take an atlas exam. Okay. We want to give you all just a little bit of information coming out um as as we're rolling out
030the assessment fees, but again, we won't have results or parent information to share until mid-occtober. Awesome. Thank you. Any other questions? All right. Up next, we have trips. We have four of those. Um we have our um college and career class under requesting to go to MSSU in Japan, Missouri. On October 28th, we have our high school softball requested on April 9th, 2025 with Missouri. That's no way out, but they're planning. Well, um cross country, they have already approved a trip on October the 8th to Missouri, but they need to change the town that they're going to. So, I do not remember the previous town, but this one is Street on October 8th. And then our last one is our junior high self trained classroom to go to I hope I say this right Oklahoma
031um to an animal farm for a for the day. Awesome. On October 11th. Are there any questions? Um with that I'd like to make recommendation we approve all four trips as presented. All right. So we have recommendation. Do we have a motion? I'll make a motion to approve. I'll make a motion that we approve all four trips as presented. Motion by Ryan. Do we have a second? I'll second. Second by Jessica. Any further discussion? All in favor? Okay. Is Eric. Eric, are you a yes? Yes. All right. So, four yeses. All right. Up next, we have our tuition agreement with NWTI or Northwest Technical Institute. Um what this is is a tuition agreement so that our students can attend automotive service technology um heavy truck technology, HVAC construction and welding. Students want to put out
032there and take courses. It's an outstanding opportunity for them. We've done this for years. It's just continuing that agreement. Any questions? Okay. With that, I'd like to make a recommendation that we um approve theou with Northwest Technical Institute. All right. So, we have a recommendation. Do we have a motion? I'll make a motion. Do we have a second? I'll second. Second by Ryan. Any further discussion? All in favor? Eric or yeses. Next, we have lure renewals. We're going to do each one separately. Our first one is with CDWG and that is for our Go Guardian. Um it is right now it's for now our threshold 21,000 something a little over 21,000. So both these are right over that threshold. So we approved this. The guardian is what we've been using for several years for teachers
033to be able to monitor um what's going on on on student devices and whatnot. It's something that's very much needed. Um, any questions? I know at one point we had talked about like parents. Yeah. Um, I think that I'm not sure if that's a feature that we had purchased in the past. I can get with Adam to see if that is something. I didn't know if it was included or not. Yeah. I'm not sure if we're interested in that or not. Okay. So with that, it's I would like to make the recommendation that we purchase Goardian from CDWG in the amount of $25,149230. All right. So we have a recommendation. Do we have a motion? A motion. Motion by Jessica. Do we have a second? I'll second. Any further discussion? All in favor? Eric? Yes.
034Four. All right. Up next, we have our licenses from SHI that we use. Um it it's something that we do every year. It's for student devices and and everything as well as our um staff devices and it's an amount of $21,21.75. I don't know if it matters, but it still has Kellen's name on it. Should it have Adam? That's just who it went to. We have all of Mr. Taylor's email to Mr. H. I'm sure he's correct it, but that's how the Awesome came through. Just making sure. Are there any questions? Okay. With that, I'd like to make the recommendation that we approve the bid from Sher in the amount of $21,21.75. All right. We have a recommendation. Do we have a motion? A motion as presented. Motion by Ryan. Do we have a second?
035I'll second. Any further discussion? All in favor? Eric. Yes. All right. Four. Okay. Up next, um we have budget and Mel has been working very hard with all of our um department heads, our building principles, you know, with me, with all of us up here to make sure that we have a balanced budget to each of our students. You know, we say that scheduling balance is what we our student our master schedules. We um use that to manage our time and we use our our budget to manage our our financial resources and our financial resources are dedicated to improving student outcomes. So, let me get this pulled up. Well, not just that. Thank you very much for making special time for some of us who couldn't attend the last one. So, I appreciate it. Thank
036you. Yes. And you too. And Ryan says, "Thank you, too." Okay. You have a little bit of Yes, ma'am. So when I prepare the budget and I have our meetings, um our goal as a district is we always want to strengthen our programs. We always want to make them more effective and we always want to look for new programs that we can and we always want to try and retain and hire and best personnel. So when you when we do get to the budget, you'll notice that 80 to 85% of our budget is our personnel. It is our staff. All our teachers, bus drivers, instructional aid, everyone who is um my principle when I budget is this. You always want to spend less money in your city. I like that basic principle. Um focus on
037improving our teaching and learning and distinguish between what we need versus what we want. We always need to purchase our needs first and then our want to use. Um our key budget components are our local property assessments and our state foundation funding and our student membership which is how we um arrive at our student state foundation funding and then the learns act of 2023. As you can see here our property assessments continue to grow dramatically from year to year. We anticipate the next time they do an assessment that it'll grow even more. We have a lot of new um housing coming in which should increase our assessment system. And this is important because we are a bedroom community for those of you who don't know that. Yes. And the increase assessed values is how we
038had our 1.5 roll back two years ago. Um maybe we assess we're anticipating another roll back for our tax also. This is our average uh daily membership. So this is our uh number of students that were funded on from year to year. As you can see from 2324 um so for 2425 we are funded on last year's third quarter average motion. So that's where the 2516 comes. We are actually a little over 2600 students. Yeah, I think today we're 2627. So we're already at 2627. So when we look at the budget numbers, please keep that in mind because we're already having to hire for those additional even though right now we're funded at 2516. Now the state will towards December and then May, the state will look at our average for the year and then
039give us student growth money to compensate us toward the additional funds. But we are not hiring based on school choice. This is based on our student population. Based on our current population. Okay. Thank you. This year's state foundation funding is we're funded at or we're guaranteed $7,771 per student which is an increase of $153 per student for lunch. Now this $7,000 doesn't just come from the state. A portion of it comes from our property taxes, our local tax revenue, and the other portion comes from our um from our state for the I can't talk. Um our local revenue pursuit, we're guaranteed 98% of our assessment on the first 25 mills. We're at 47.2, but we're guaranteed up to the 25. The difference between the 47.2 to the 25 mills as our debt notes that we
040use. So for 2425, this is the breakdown of where the $7,771 comes from. As you can see, 27% comes from our property taxes and the other 73% comes from our state. The next slide kind of shows you historically where it's been. It's been about the same percentage from year to year. And what is that like three two? It's between 27% growth like two or three I think. So and so we're headcount we're like 8%. Yes. So on our operating fund projections I look at revenue. I look at our growth funds and then I look at our expenditures. So our operating revenue 50% of it comes from our state foundation 38% of it comes from our property taxes and about 9% comes from our state revenue which is our categorical funding and some um get some
041special ed state funding as well and then we have some miscellaneous which would be our interest in how we get rebates tax um for local Our operating expenses, as you can see, our salaries and benefits are about 75%. So they do rate between 75 and 80% depending on what our debt balance is. Our utilities are about 4% of our budget and our debt service is at 8%. So if you look at that, it only leaves us about 13% of our revenue stream for supplies and for other expenses expenditures or technology or travel, which is why we have to be very much. And so I'm going to show you the [Music] We'll look at the revenue first. So when I budget, I budget um the major funds first separately. So I do operating, then I do
042federal, child nutrition, and our building fund. So those are our big four funds that we budget. Our operating fund is where we put in our state foundation funding and our property taxes. So, as you can see, I kind of compared this year to last year. You can kind of see where our growth is between this year and last year. We do have some decreases in categories, but we had a big grant that expired at the end of June. Um, we got some special funding from the state that also expired at the end of June that we're not getting into and please and this is our operating expenditures. As you can see, salaries and benefits are 21,000 out of our um 28 21,000 28 million out of our 28. And the other big area is our
043debt service, which is 2.3 million that we're having to pay. And I do just want to clarify when I met with you all, I had a line item called miscellaneous. And at the time I thought it was our Busley's. Our busley is included in debt service. Our miscellaneous is really it is our uh amounts we pay the co-op to take care of our special ed needs at the prek level. And then when we receive our Medicaid money, we're required to pay a portion back to the state. So that's within 95. It's okay. Do you mind going to Our next fund is our building fund. This is where we have um transferred money over knowing that we were going to have big projects coming up in the future. And so we anticipated some of those big
044expenditures. Last year we were able to buy a lot of land for future growth in some ball fields. And so we don't have a lot of revenue stream in our building fund. We do have some tea bills that is generating about $100,000 in interest income from those tea bills and that is that is to earmark for our building fund and so we have a carryover balance which is why I have use of reserves and use of reserves is our carryover and we're anticipating and next on the agenda that we'll be talking about the football field and the new track and so um we'll discuss 1.7 million, but I earmarked 1.7 million for that. Next is our federal budget. This budget, we had a significant decrease. In the prior years, we received ESER funding, which was
045from the CO days, and we used all our funds at at June 30th. The funds do expire at September, but we finished it off at the end of the fiscal year. And so that's why you see a significant drop in funding there. And then um we did the decrease in salaries for the for the federal funds is we did have a few people that we paid out of the federal funds from the ESRE money that we were able to absorb in our operations. And so that's why you see a decrease in our expenditures as well. 2324. We were also able to buy some buses using the ESRE money and some special education money. We were able to buy last year special money. So that's why you see a big significant decrease between this year's act
046last year's actual and this year's and the ESR funds was use it or lose it. We had until September or we didn't. You had until September 30th to use it. Yes. Yes. And the goal that we always had was not to have recurring costs of those funds because like a salary and whatnot because the salary is an ongoing expense but that was a one time injection of money. So we made sure that we allocated those resources towards one time allocation. Perfect. Thank you. And whatever was not at one time we made sure that we could absorb it in the operating future. Okay. And the last one is our child. [Music] Then our child nutrition funds. This is generated from our free and reduced applications. The money we get um based on whether students are free
047to reduce and then of course our full pay students. And so um I am anticipating a little bit of growth there. This is hard to really anticipate because you just don't know how many children are going to use the cafeteria. You don't know how many children are going to be reintroduced. And so I've estimated about 1.2 2 million there. The majority of it up you can see is our salaries and benefits and then of course our food costs. Last year we did have some big expenses. We bought some new food equipment and red started wine. So that's why we actually see some big expenses under equipment which we won't have. And the last group of funds we have our activity funds. We don't budget activity funds. Those are student funds. So the students raise the
048money and it goes directly into that account and it can only be used for the purpose that they raise. So if band raises money only man can use that money. If football it can only be used for football but those are not. Okay. Thank you very much. Thank you. Do you have any additional questions? Do you have any questions? compliment. It was a compliment. Yes. Thank you, Natalie. Thank you very much. Okay, with that, I would like to make a recommendation that we approve the budget for the 2014 school year. All right, we have a recommendation. Do we have a motion? A motion. Motion by Jessica. Do we have a second? A second. Second by Ryan. Any further discussion? All in favor? Eric? Okay. No opposed. All right. Up next, we have the football field
049resurface and track placement. We've been working on this for a little bit of time and everything. And I just wanted to cover them while real quick. Our current play services are near life expecties. Honestly, they're past their life expecties. Our maintenance department has done an outstanding job of keeping them safe, but our average the average charge expectancy is 8 to 10 years. We're on we're on season 13, but year 12. And so, and it is time to um replace. Um the work is to install a new synthetic playing surface on the football field that also includes striping for soccer which will be 18 by70 um soccer field and also the construction of a hard circus track um for the turf but inside I'm sorry let me go back to inside the football field we were
050also working on this and we'll talk about this next one as well for our band stand to be installed on the north end stadium. kind of in the D section back there kind of behind the um goalpost so that they can be more part of the more part of the event. So that would be a really good thing and a construction of a hard surface track. What we have right now is a I'm going to call it a turf track or carpet track and we would very much like to have a hard surface track which is meets um meet requirements and meets the needs of our students and community veterans. uh the process um you know in July all through the architect owner agreement and that gave us the time to start bidding. Mr. Elliot
051um sent bids out for us. He represented us as our architect. We opened bid on August the 20th and now we're here in September board meeting asking to consider those bids for approval. And then if approved um we will begin construction I would say beginning of Decemberish somewhere in there and it will take approximately 6 months to complete. So basically December through May and June. And what are we going to do with track during that time period? M we have uh communication with Rogers using their facilities for practices conversations. as best we can. Okay. And then what about like seven on Saturday football and that kind of stuff that happens in that? Is that going to be done by that time? Uh if we start December 1st and everything goes perfect. Right now they've given
052us a timeline of 185 days. We expect that they'll beat that and be done sooner. But uh 185 days puts us June 4th. Um, so we may be misplaced maybe in the field, you know, right up here or right behind you. We're putting those plates in. We'll see as we get closer. We don't know about weather and rain and the thing with this project is there is no getting it in the dry. It's all out. It's all out in the weather. And so any rain day will could push them back. So, okay, depending on temperatures and placing, you know, track it, the bottom part's asphalt. So, if you put 2 to 4 in of asphalt down, that has to be so warm before they put it down. And then when they come after it cures,
053they come back, they put the overspray on the final coating, it has to be so warm and rising before they put that on. And so, we will be at the mercy of weather a little bit. Understand? I just want to make sure we've got lots of track athletes who have really worked hard and tried to to compete that we don't throw them off kilter and our track coaches too. We looked at every option we have the timeline starting up driving but we have started searching. Okay. It it is not the resurfacing of the football field. That's basically just pulling turf off putting turf on. It's the building of the track. Okay. So this has an outlay for soccer. Yes sir. Is that season in spring? That's starts in March and usually concludes in May. And
054so that when that does occur that can coingle with track and field we have to work out practices and what that looks like but that's not I think it's great. I just want to be able to do that scheduling at a higher level. Correct. Okay. You know, our anticipated cost is going to be about $1.7 million and the district, you know, we're in a financial position where we are not asking you for a a millillage increase. So, I'm not coming to you for a for approval for a second bond. We'll pay for this out of reserve and our building fund and everything. And so, I think that's very important to note as well that we're in good financial state to be able to do this. Um, our bids, we received four companies bid on the
055job. Um, we had them bid the job two ways. One was a non-fill term. By non-fill I mean it doesn't have the sand and the granular rubber in it. And the nonfill has none of that. So we had to do that um both way two ways. And of course the track is a hard track. Us incorporated by the slowest fit for both field and non field systems. Um here's our ditch sheet. I can read that. Okay. Um I know that um surface came the cheapest at 1.614 million for the non bill and 1.43 um for the field. um PPC um spin turf and United also provided good and but came back as our best and I am perfectly comfortable using service. We currently have geo service on our field and it has paid us 12
056years of of good quality um field for our kids. I was expecting that to be a little bigger. Can we go back to that? Yes sir. So, can you speak to the what Elliot said about the bids for the second and third one? I see the number of days is like that's like a Yes. way way shorter. I we don't know why they gave those. Is that realistic? No, sir. 50-day turnaround is not realistic. We we had uh when we started looking at this in the do process, we had two companies come actually on site go one and then being chose not to do that projects [Music] going their strength was a little bit off what they were looking for cuz I was like that's real like you know Five months is worth my question.
057No sir, we did not feel good that that is realistic because laying the lay the pavement you have a 30 to 45 rate dealing with the second I just saw that and I'm like is that that's great. Let's keep going. So that leaves us with three options that we can do. Our option one should be the non-filled turf and trash and that would come in at 1.7 right at 1.73 million. Um option two would be to do the field turf and track and with architect fees and everything in there at 1.5 through 4 and some change. Do you want that broken down in here somewhere? Am I missing that? cuz I can't see any of that. No, ma'am. Did not Okay. Sorry. No, you're good. I just thought maybe I was losing it. Okay. Is
058it on back here? Maybe. Okay, perfect. All right, found it. There you go. And then um so option one is a non field turban track. Option two is a field turf track and option three since we are budgeted 1.7 million and the field turfing track comes in at 1.5. It allows us opportunity to make some improvements at our facility and that would be a new sound system, band seating, and paving the area by our concession stand that is currently small gravel for chat. Um, so when it comes down to it, my recommendation is to improve the whole facility for right under 1 68 million and to make to improve the overall experience. So from an athlete perspective, is one significantly better for an athlete to participate on versus the other from a field or a
059knock? Anybody football experts here? No, they uh we we get our field tested every year. It's called the Gmax test. We test the softness of your field. Nationally, the Gmax has to be at 165 lbs per square inch or less. Okay. Both of these options are guaranteed to be less than 165 for the life of the Okay. And what's the life of the turf with a field versus a nonfield? Bill on a non field. They they guarantee it's 12 years bill. They guarantee it for 8 years. Everyone gets more than 8 years worth of work. I mean, we got 12 out of out of what we currently have. And this is a a newer product. Okay. But which one's better? That would probably be this. You ask the salesman. Well, from a safety perspective, I
060wanted to make sure that we weren't jeopardizing from a GMAC standpoint, they both they both well within and you have to remember the vast majority of fields are field based. They have they have the river. Okay. Are we are we sharing content on live stream? Yes, sir. Okay. So, like we'll have this and an announcement will go out tomorrow with that as well. in color, not black swan. Awesome. And so, uh, my recommendation is to accept the bid of geosurface incorporated for a field system and hard surface track in the amount of $1.43,100 because the architect fee is on top of that and everything. So when you add that all up and in October to make recommendations for the additional facility upgrades for the band seating, the sound system and the paving and we need
061a few if we want to go that route. I need a few more days to get those three bids in. Okay. Our three options in. So today is the recommendation for the 1.4. Okay. Okay. That's what it will look like. Yes, sir. You want to see if Eric's got questions? We're kind of old just talking here. They're wondering if you have any questions. Sorry, I didn't hear that. I have no questions. That makes good sense to me. I'm on the line. Good. And then when is it when do when do we get to add soccer? I know it's a two-year every two years. When would that be? We have an interest survey going out to students pretty quick. Okay. I mean, I think it's this week. It might have went out. Are we also going
062to send it out to parents? Well, this is a student interest survey to see if it in grades 8 through 11 to see if they're interested to see what numbers we may actually have. Can we if we send a parent survey out that's not getting the information? Well, I'm just afraid that if we don't send communication out to parents, kids aren't going to fill it out because the last one that went out, my kid didn't even tell me about it. She didn't do anything with it. We can send information out that we're surveying the students. Perfect. And whatnot. And so, we will do that, but from a playing standpoint, you we can start a year and it not be within the cycle. We would play JB only, which may be a good option for us
063to start. This year starts the two-year cycle. Usually they're doing them in two years. So I play at your field one year, you play at mine the next, and we we agree to that on the front end. Okay. Uh if we want to start soccer in an interim, so let's say we wanted to start next year, uh we potentially could have to do a JB team because there's usually more flexibility or um looking at schedules. Uh we may be able to find enough teams that are leading games to put together a schedule and that sort of thing. Okay. Usually you try to do it at the first of a cycle. Uh but the first thing we have to do is we've got to get new turkey. We got to get lines in there. Okay. So
064that we're set up and organized. It's a little bit more than just going. So we need to do interest surveys. We've got some planning to do on already and then we'll push forward. Yeah. And you know from a goal standpoint the there's no um anchor points within the turf itself. It's all based on weights. How you hold the goals down based on I think it should be called Jonathan's law and and everything. So, we're we're researching that to make sure that we also get the appropriate bells made as well. Yay. And that's a micro purchase. That's not This is exciting. So, my question is on the band cover. So, they're going to be out in the sun. I know you're going to look into finding covers or if it's going to be possible to be
065able to add covers just for the weather and sun elements. What I will bring to you will not have a cover. Okay. Um cost cost price point um and everything. And it's it's in the evening. Yeah. I just we also kind of some of the games rain and we those instruments are very expensive and they are um right now I don't know if I can bring that recommendation to you just based on price point. And I'm also concerned about straight line winds here. If I have a shed roof on that field that's open where the wind can catch it, it it it might take up a journey. And so um it it's considering those factors as well. So today you're looking for a motion for the 1.4. Yes, sir. Uh the recommendation is for 1.43
066million to be awarded to geo for a field turf and hard surface track. That is the recommendation. So we have a recommendation as presented. Do we have a motion? I'll make a motion as presented. Ryan, do we have a second? I'll second. Second by Jessica. Any further discussion? All in favor? Eric. Okay. I think he said yes. Thank you so much. I know we have some very happy parents. Well, will be having some very Absolutely. It's It's always wonderful to make upgrades to facilities and everything. And I think what people will notice the most is the sound system that that we put in. I think they will notice that the most right now where we're struggling a little bit with our sound system. No, my apologies. I don't think we if if we're next is
067personnel, right? Yes, ma'am. I'm just No, you're good. I just don't think we need executive session. Okay. Did you you good? All right. Up next, we have approve a new certified position. Um, at our junior high, we are continuing to grow. Um, I believe they are at 6 and around 50 students at the junior high. Yes, ma'am. In three grade levels and we are meeting a another elected teacher. Um, that elected teacher will be able to um right now please correct me. Miss time, please correct me. Um, I believe we have a math teacher teaching two elect two sections of elective, an English teacher teaching two sections, and I cannot remember a science teacher. When we bring in the if we can bring in a teacher to teach the career electives piece, it will open
068up those core classes. Okay. For each one. So, with that, I'd like to make the recommendation that we hire an additional um career elective teacher for the junior high for grades 7 through 9. All right. So, we have a recommendation. Do we have a motion? I have a commission. Do we have a second? I'll second. Any further discussion? All in favor? Eric? All right. No oppos. Okay. And up next, we have um resignations. I would like to make the recommendation that we accept the resignations of Amy Ford, Josh Johnson, Cindy Landis, and Julian Tucker Writer. and to especially Mr. Johnson. He has been with us for about 20 years, but he is not leaving us. He is going to the city and we will continue to work with him. Well, that's very sad about Mr.
069Johnson, but congratulations to him. So, we have a recommendation. Do we have a motion? I'll motion. Motion by Jessica. Do we have a second? I'll second with regret. All in favor? Fair. Zero opposed. Okay. And next we have employment. I'd like to make the recommendation that we offer employment to Emily Shel, Jennifer Roth, Amy Lamont, Daniel Kaiser, Tony Day, and Robert Hilong. All right. So, we have a recommendation. Do we have a motion? A motion. Jessica, you want a second? I'll second. Jessica seconds. All in favor? Eric in favor. All right. And last on the agenda, I have board to board transfers. Um, as we get to the school year, we start to look at capacity at where we are on staffing and everything. Um, right now you have the recommendations for transfers in for
070for those grades. right now with the addition of the um career teachers, the eighth and ninth grader that are listed on here that we can take them once that person comes online. Um we have three students recommended to transfer out and we also have um four students who we are recommending that we deny transfer to and place them on a waiting list. Um grades 10, 11, and 12, we are actively searching. And I believe we will have a candidate shortly for the MAD position that we're free to schedule up to bring them in. And in grade two, I believe we are at 98.5% capacity right there. We literally have three spots and we have quite a few quite a bit of new housing coming in. So my recommendation is to allow the transfer in of
071the seven students, recommend and approve the transfer out of those three students and the four students to deny transfer but place on the waiting list and we'll get them in as soon as we can. Okay. All right. So that's your recommendation. Yes, ma'am. All right. So we have a recommendation. Do we have a motion? Motion by Mindy. Do we have a second? I'll second him. Second by Ryan. Any further discussion? All in favor? Bless you. Eric. Yes. And call on. That's all I have. I make a motion to adjourn. I second. All right. We out, [Music] guys. Thank you very much for your time. 10. Only