ACSD TownHall and Board Work Session 10-22-2025

001Okay. No, I'm going to go. >> You're on. >> Well, thank you for coming tonight. Um, you guys want to move over there so you're a little closer? >> Um, would you hope you're able to see as unchar? Yeah, as long it might be >> the end and then I can see >> some of the some of the screens going to be small especially parts of the um like the conceptual drawings might be just as easy. Yeah, I'll take you tonight. Um this is probably our 10th or 12th presentation of the sharing information on the school board's master project um and bond referendum. So, I'm going to get started and then there are board members here that are feeling pretty comfortable about talking about the presentation. And we always started out talking about, you know,

002what's important to the school. And we have two main goals, their board goals, but their district goals. And one is for all students to have one year academic growth. And then the second one is to improve daily attendance with all kids because if they're in school, they're learning. And if they're not in school, I don't know if they're learning. And then here's the project priorities. You can see it's always about safety. We want our our buildings safe and secure. And then we also want to make sure that our buildings are um up to date and modernized to meet the 21st century learning uh needs and then create facilities always to to serve our students needs better. And then we're also looking at um having facilities and educational programs that are appealing to families that are

003going to be moving into Atlantic. We want to stay very competitive. Okay. So, it was about a year and a half ago that um we had a good problem and that was we had a a large kindergarten class to the point where we had five classrooms of kindergarten um and we had 24 to 25 kids in a kindergarten classroom, a lot of little bodies. We didn't have any space to create another kindergarten classroom and the board said, "What do we I'll just jump in and say I mean part of what created that sort of the extra challenge for us was that a lot of them were not students that we knew were coming up. students that are um littles that are in Atlantic, we usually, you know, we can we can get a sense about

004that they're coming, but these were ones that were a lot of them were moving into the district or were open enrolling in. And um the board had had several years in a row um the district was having increases in our enrollment each year. Um a lot of it through open enrollment, but a lot of it through moving in actually. I mean, it's probably it's both. >> So, the board said, "What do we do? do we start shifting third grade up to Schuler and have a 3, four, five and then is that a domino effect? They said it's time that the district and the board review all the facilities, check out to see what our buildings um have in good shape and and what do our buildings need to improve. So, they started into a master

005facility plan and in we'll show what it is, but it ended up revealing that there was a $40 million potential um project worth of improvements. a little bit of timeline. It goes back to that uh 2023 lack of space and then by May the board um and it was through a lot of discussion. The board decided, hey, let's hire a company to come in and do that facility assessment review, give us information because we want accurate information from experts such as instruction company, they're called IAT Estus. And then in no uh December of that same year, just a year ago, they hired an architect company to start taking that information and then drawing out schematics, blueprints to meet the needs of the high priority things. And I'll just say that each step of the way,

006we just felt like we were still um everything was tentative. Everything was exploratory. All of it was, you know what, we we want somebody, we had somebody come in and sort of help us think about the future of our district and what were some needs and identified that our facilities had some lack some shortcomings that we needed to address. And so we started to kind of tabulate what those were going to be. And at each time we're like, okay, well, this is these are the things are shaping up. We got this long list of stuff to do. And so then we're like, okay, we need people who can help us figure out how to prioritize and what's the best approach to take because we know with the regular funding that we have, we're not able

007to pay for all of these improvements that need to be done. >> And then the next series of things that happened in May, they started hiring a communications company and then a financial adviser, Piper Sandler. And then a few months later in July, they start working with their attorneys to start talking about bond language. And by August, the board reviews all that information and they decide how they're going to fund that $40 million project. Okay. So, here's what the master plan looks like. All of the things there listed are high priority, I think. Nope, I don't have it. Um, and this is just a bigger uh blown up version so you can see it where you're setting. I mean to clarify so that that 40 million I mean this the things that we came up

008with that were critical need and high priority items because there were a lot of other items too that you know had yellow and red because as we continued to go through the discovery process and talking to staff and talking to members of the community and to experts um we really were trying to identify what are like the most important things for the board to focus on if we were going to make significant changes now where where are the areas for us to focus top thing you can see it says Washington Elementary. You're in the building now. Um it has a 58 and a 62 edition and then it has an 86 and that was kind of on this this north side and it's a two structure and then you it looks at Schuler and then

009the middle school and then the high school. There's additions and renovations at the high school and then there's uh something we'll uh discuss is that uh multi-purpose practice facility or some people call it a fieldhouse. Total project cost close to 40 million. So Tuesday on November 4th, this is what's on the ballot. And this is kind of the the the pieces that are hard for folks to understand. You know, what's the ballot going to look like? There's three things you're going to vote on. First thing is a $22.5 million go or general obligation bond and that is to improve or to to fund all the improvements that would be done in this building at Schuler at the middle and then some classroom renovations at the high school. That's what the patrons are going to vote

010on and that affects your property tax >> and security upgrades every >> Oh, I'm sorry. Yep. And then the $18.5 million uh vote that is um voting on how you want that save dollars to be used. That's that 1 cent penny tax. Everybody in the state of Iowa pays that penny tax and it goes into a large fund and then it's divided out to all the school districts and each school districts get um we get about 1.8 to 2 million. They're projected that we'll be getting 2 million in the next few years. Um, >> and it's based on population, right? >> And it's grown over the years. >> Yep. >> We automatically get that money coming in. The board gets to decide how they want that money used. >> Well, the board feels that that

011penny sales tax, that $18.5 million, they want it to fund this building of the multi-purpose um um fieldhouse. Then the third thing, here's the hard one. It's called a revenue purpose statement. you are going to have that on the ballot no matter what. It's something that the uh the legislature says uh the folks of Atlantic and every other community, you have to vote to give the board permission to use the save dollars. If it doesn't pass, then the legislators will decide how that's money how that money is going to get used here in Atlanta. You're giving the board authority and decision making on how that money is going to get spent. It's a it's an interesting thing. It doesn't affect um you know any taxpayers's cost or anything like that. It's just a periodic um

012affirmative vote that needs to be made and every single candidate who's running is supportive of this. It's kind of a doing business kind of a thing because otherwise we're giving that control over that to to the state. >> The need to adopt the revenue purpose statements also came about because they extended the save fund through 201. Um, so that's part of why they also are wanting districts to go to the voters to approve that revenue purpose statement and extending it out to 201 also gave school districts the ability to bond against the proceeds of that. Um, because had it sunsetted in 2029 or whenever it was supposed to, then you wouldn't have that time to bond against the revenue proceeds. Say that say that one of your other two doesn't pass. How does that affect

013that vote on the revenue purpose statement? >> We have to pass that regardless because even if we're not bonding against those that revenue, we still get that revenue annually. We get it. It's just shy of 2 million about 1.8 million. Um, right now currently we still have a revenue bond that's going to pay for the initial time that we renovated the middle school. When we did that first, that was through a revenue purpose bond. At that time, we didn't have to ask the public to vote on it. We just used those fund a portion of those funds to do that. And then a portion of that comes into the district annually and we use those dollars for other capital projects, maintenance type stuff. >> Okay? Because that's where it gets kind of confusing hear from

014a lot of people. >> Yes. Is is that that revenue purchase statement? It's like >> what does that tell? So, okay. >> So, if it doesn't pass this year, it'll go back on again next year. >> Yeah. Every every district has to have that pass in order to use those funds. So, there are already like 200 districts that have put it or have it on the ballot this time. those other districts will have to have it pass before 2027. So, we're putting it on the ballot just in case it wouldn't pass, we have another chance to do that. >> Okay. >> And if it doesn't pass, like Flores said, we are not able to use those funds for the school purpose. It would go back >> not until 2020. >> Yeah. 29. It's 26. >>

015It's when that original sunset date closed, I believe. So, >> doesn't go in. I mean, so that doesn't get passed. Where does that money go? Does it stay sat there and hold on to it for the community? >> Um, we get it, but they decide how we're going to use it. >> Yeah. And it could go it could go control. >> Yeah. >> Oh, okay. >> And I don't know exactly what that looks like because almost everybody passes that. I don't I don't know if >> anyone where it does have pass. So kind of the the two divisions of what it looks like if you just want to list it. Left side is the geo bond that 22.5 kind of a listing of everything at Washington Schuler middle and then the high school and then

016on the right side a listing of what that sales tax that saved the penny sales tax bond would cover. >> How long does the uh how many years to pay off the bond on the lead? our financial advisors are trying to target it for 20 or 20 years. Um we think it'll be 20 could be could be more past experience for me in in most districts you can refinance when that interest rate continues to go down and you know you're going to lower the debt and to be paid a year off early. >> We did that on the current bond. Yes. And so, um, that bond is being paid off early. And so, the current debt that we have right now on the levy is for, um, the work that was done at the Trojan

017Bowl, the softball baseball field, the new tennis court. Um, so that will be paid off this year. >> So, what are they currently using for for the training and stuff? I mean, is that all done here? Does some of it get done at the Y? I mean, do like the kids, do they use the weight room at the Y or do they have a weight room here? >> We have a wait room at the high school. Um, but it is very small and it is on a it's a mezzanine. Is that what we call it? >> It's a mezzanine level. If you're at the high school and you're on um I don't know the side with the announcers, it's kind of >> it's kind of up above there. At one time they had some wrestling

018and things there and they used that. So, it's up there. Um, it's really cramped and outdated. So, that that would be where what the wait room is currently is. Um, I would say no, we really don't use many facilities at the Y with the exception of the swimming pool. >> They just, correct me if I'm wrong, >> busy for everything. So, yeah. >> Um, you know, basketball courts, um, high school all the time, middle school most of the time, once in a while. I know my kids when they've had to um do tennis indoors, they've been like in here trying to play tennis. Is that a new construction? That would be new construction. Yes. >> Yeah. Yeah. >> Just FYI, we had basketball practice in here right up till 5:15. So, we were rolling in

019the TV and they were having basketball practice. >> Middle school. What age of kids were those? >> What age of kids? >> I think they were third or fourth graders. and and my kids have been, you know, they're all out of the school system now, but we would come here for middle school games sometimes, too. So, you know, that was going on in here um because those other facilities were being used for um practices and competition, the middle school sometimes for the high school. >> This facility would just let some of let let our kids expand their seasons um because a lot of these things they only have outside right now, batting cages and um uh tracks and stuff like that. Okay, >> we've got some drawings there. >> How many years for the for

020the bills bottom >> right now? Depends depending on the cost. So, they're maximizing what they think is kind of a very conservative max cost. The board has said they don't know if it'll go to 18,000, you know, what they think it could be. >> Our hope is not to that's the max. >> Yeah, exactly. Anywhere from 20 to 24 depending on, you know, the amount of money that comes in every year on that >> what we're seeing for construction as it gets developed. save only using like 60% of it cost. >> I think that's about right. Yeah. >> And then we save the other 40 back for just uh maintenance projects that we need to do. Like right now we're doing a merry placement at the high school and we just save that money until

021we have enough to do big project or a small project. So that the board is really aware of how they're they're trying to budget their money, save it and still have enough money to pay for just maintenance and improvements in other areas. Okay, just a quick look that geo bond for the um this building and and all the academic um renovations and addition, it has to pass by 60% for that that to go through and the other two just need a 50% approval by the voters. Oh, here's a little bit on that sales tax. Just like uh Christy and Laura said, 1.5 to 2 mill. That's what we're being advised with our financial advisors. Um plan is to use about 1.4 yearly to pay off that bond debt and then keep about 6 to 800,000

022600 to 800,000. And again, just a little statement that says it gives the board authority to use that money where they see fit. All right, here's Fortunate Elementary. just a listing of all the things and then we'll show you it. >> I'm so glad that we're like in this building for this. We should have done all the presentations here. >> Yeah. >> And it's not as noisy. >> Just talking about how this gym the sort of the inadequate lighting and how old it is and how much use it gets considering how old this has been and >> and this is actually a portion of the building that they deemed was okay for us to to keep. This is the best portion of the building >> which which lets you know about the rest of it.

023I know that I was told when I came on the board several years ago, um, art and music classes are just in regular classrooms here and so they're quite small. I mean, they're really just meant to accommodate kids in rows and seats. Um, not all of the stuff that you need to be able to do art and move around and the equipment you need for music. >> And this room is also the lunchroom. So, for a good portion of the middle of the day, >> curtains come down. >> The curtain comes down. They do gym on that side, do lunch on this side, and >> serve 600 kids in here. >> Yeah. Yeah. >> Every day for lunch and breakfast. >> It's a busy place. >> Yeah. >> It's crazy. So, here's the kind of

024just a bird's eye view of of the campus here. Ideas. And this is just conceptual. >> So, this is this is Washington. So, this is where we are right now. Is that right? >> Okay. >> And so, this is the entrance through there. Oh, this is what it's how it's going to change though. Like some of that is the way >> propose. So, we want to with we we realize we've got to add some classrooms on. So, the top brown box to the top left corner that is just a first then >> Yep. kindergarten first grade wing that uh it's conceptual. It It could look like that. They think that's a better location for it just on this campus because of the structure of the the ground and it kind of sits on a hill

025here >> where those old tennis courts are. >> Yes. And so that would be new. Um here would be the area that has this U 58 edition. It sits right under here. So you can see a little bit of it there. Sits right under there. Um during the summer they would demo that out and then they would add this as the new new addition and renovation and then also work on this. They've got it scheduled in in phases where they're telling us it's highly doable to have it done, you know, continuously without uh having kids go to those portable classrooms. So, >> okay. >> We also or I'm going to make this a little larger. Here's a larger version of it so you kind of see it a little closer. >> So, this this whole

026this portion we're in stage as well as the media center that's back there. >> And this says sped kindergarten and first that's what that link would be. >> And then this this is all or this portion would that be that 80s edition and that would stay. >> What happened? So that retaining wall. >> Good question. right outside. >> It needs a lot of work. >> Yes, it does. >> And we told the architects and the IAT that something needs to be done there and they said >> we'll work on it, but right now here's just conceptual. But it it is a kind of a itemized thing that >> they're aware that that will be built into the plans once we get, you know, architects that are doing the actual design and site planning and >>

027low maintenance and something that we don't have to worry about for years. Right. We are also looking at moving our preschool to this campus. Some reasons for that right now it's over at the old Lincoln building early uh learning center and so on to the Wickman. Um there are four classrooms over there. So we can have four or eight half day preschool for four and three year olds. what we're being told and even if you've seen some of the news that's coming out that the governor is really pushing um her last year for early childhood uh initiatives in what we are being told what that kind of means is that she is really going to promote funding for all day preschool or fouryear um right now she's got a couple grants out there for um

028high poverty areas that you can apply for the grants um but you can tell that it's it's something there. Right now, our preschool is not uh we're not ready for that. >> We we don't have space and that building is is really um antiquated. Um the bathrooms are really insufficient. It really was not made for little tiny kids. And so there've had to be a lot of adaptations made. Um and then also Stacy Horning, who's the principal here at Washington, is also the principal for that building. And so she's, you know, they're not getting as much support from the administration as they would like to get. and she's having to run back and forth um you know to be able to oversee and support those teachers. >> Other things they don't have and so if

029it turns all day preschool, right? They don't have an administrator there. They don't have a nurse there. They don't have lunch there. There's all those things that you know a regular elementary has for all kinds of support. Music, art, PE, any of those things that like a kindergarten student would have >> if they're going to go full day. we almost have to kind of think about them as young prek students. >> And I would say in our district, you know, we we have work to make do. Um because preschool used to be here and then as we saw a greater needs for things to be here to have more classrooms. Um that was the solution was to to move preschool over to the Lincoln Elementary and and it it's worked for a while. Um, but

030we're sort of outgrowing that space as well. >> One of the metaphors that came up as the board was talking about this is how, you know, if you live in a house, it can it can look fine for a while, but over time, if you never make any upgrades or improvements, it starts to be dated, things start to fall apart. Um, and that's kind of what's happened is we really tried to to scrimp and make the best that we could. people have adapted and people have, you know, but there comes a point where we start to say, you know what, we really want to take care of um take care of our facilities and take care of our kids and our staff through that. >> Will there be uh will there be like sidewalks all

031the way around the school? >> Good question. I don't know if that were important. That's exactly the kind of thing that comes up during the design phase when they're getting input from people. I mean, right now we people walk here down to the uh softball decks, but on there there's that doesn't show I mean, you're going to have school out there. It doesn't show a sidewalk anywhere. >> Yeah. Yeah. That's what a lot of it has to do with it. Just them. I think for the board it was really important to try to understand what's the building actually going to look like and how many classrooms do we have and how is that different from what we currently have. And so we weren't focusing as much on that other than to be like we want

032access to the playground and we know it's really important that people um the pickup and drop off be good be improved if it possibly can. Um so that's >> but those are good things to capture because I know that um I I've had people say to me we need lighting and security. you know, on the the other side of got to figure out where I'm at. On the other side of Washington is we're going to the Trojan Bowl because you got kids playing there and coming up to the playground and there's, you know, issues there that parents are concerned about having better lighting and so sidewalks, all those things go with it. >> Kids go to school and come home from school in the dark sometimes. Well, and and for those games and things that

033are happening where kids are running up from baseball, softball, or football games, >> here's Schuler Middle, um middle school just was renovated. It's a beautiful place. If you haven't been in that building, it's still as pretty and nice and gorgeous as it has ever been. So, really no renovations in that area other than a secure entrance. So, you know, we can kind of manage and control uh the flow of traffic and people coming into the building during the daytime. Um, one of the things that was um um identified was Schuler um in the gym. That's our main kitchen. The Schuler and the middle school kids uh eat lunch in that gym. It's a large kitchen, but again, they divide that gym down with a curtain and they're doing PE and lunch on one side and

034then sometimes they do a double lunch. and they said it'd be nice if we could have their designated u cafeteria common space. And so they looked at different things and they they knew that that skywalk u the catwalk it also needed u renovation and they said let's just combine that into a commons and also a skywalk. So, here's the sidewalk right here, right? It goes all the way across. And they said, "Let's just make this. I think it's 40 ft wide. So, we can have lunch and we can also use it as a pathway between both buildings." And then, I mean, they could have small classroom meetings here. Kind of a small assembly. It's just a multi-purpose space. >> I was in the first class in that new building. >> Wow. >> Dating myself here.

035>> Okay. >> That's pretty cool. >> Been a while ago. >> It's in pretty good shape, too. >> It It is. I mean, for as old as it is, it's it was built well. >> Yeah, it is. It is. And any of the improvements at Schuler original restaurants, they are original, >> right? >> So, all the plumbing and fixtures and everything just needs to be replaced. >> And then here would be the here's the the entrance into the middle school, the old high school. And again, um they they gave us an idea of what a secure entrance would be. And same thing over there at that yellow box coming into Schuler. I think that's >> No, those are the bathrooms. >> Oh, I guess we can't see it on this drawing. >> Yeah, that's about

036it. >> High school. High school is our newest building. It's 30 years old. >> I don't know if we can really call it new, but it's the newest of the buildings and it's in great shape. Um, hardly anything's been done in that building except for maybe some new carpet, some new paint, maybe some ceiling tiles. Otherwise, everything's original and it's probably time. I'm a 30-year-old building. Um, and you can see what they're looking to do. We'll have some drawings. So, here's the entrance to the high school, right? So, kind of bearings. Here's the lunchroom, the common. Some of the things they discovered is that um we need to have a more secure entrance when people come into the building during the day. Um, this is our media center, the library. It's a large large uh

037room classroom and it doesn't serve the same purpose it did 30 years ago. There's a couple sk stacks of books I think on this wall and after that there's really no books in that library because everything's electronic, >> right? >> So it really doesn't get used. It's in the center the prime real estate location in the building. U being suggested to use it as a multi-purpose classroom flex space. So flex it for you know you could have a small classroom work and meet there small individual things. This could be a a computer uh lab. This could be you know some more meeting space. Again just kind of flex that space for different groups of kids coming and working together either in um partners or like a team working together. Some of these kind of changes

038are actually like not that costly because a lot of it is just reconfiguring the space we already have the internal space and trying to make it so that it's upgraded updated for the way that schools more commonly get used nowadays. >> One of the things too we're learning is that we're trying to accommodate the learning needs of today's kids and then kids of the future and it's different than it was just 10 20 years ago. Very different. We have to prepare kids for either going to college or the workforce or whatever they're doing. And it's not having kids set in rows and and sit and get it from the teacher. They we're being told employers want kids to learn how to communicate and collaborate and talk to each other, practice that skill because you know

039what they spend a lot of their time doing is on the phones, right? We we need to get them back talking. So that's this whole idea of trying to force, you know, more collaboration um space. So um they're practicing that skill. So that's what these little flex spaces are at. Oh god. Yep. Um kind of a a kind of a wide angle view of that same campus. Our CTE um programs. So that would be like industrial arts, a aviation, um, home, any of those those programs that kids are learning a specific skill. Um, those program and spaces need to be updated right now. So, and again, they're they're 30-year-old classrooms. Science lab needs to be updated. And then you can see that these are four new classrooms. And then here's that practice multi-purpose practice facility.

040And that's just a a conceptual idea of information that we um learned from the coaches and and athletes and anybody that is involved in some kind of um need for that. They tried to locate it here, put it close to our current competition gym. That box doesn't fit. They thought about putting it here. Didn't fit. They even thought about putting it right in here. Yeah, that was the best proposal our architects had come up with. I really thought that it was going to be able to fit into the back. And I know I've talked to a lot of other people in the community that were like, "Why in the world aren't you just putting it right out here on the east side?" And it's like you you kind of you don't necessarily realize how little

041space that is. And um when you're actually talking about having a large space and you have to have people flow around it. Uh yeah. Oops. >> So here's that practice facility. uh coaches and and the group said it'd be nice to have three full-size courts for all kinds of practice and and multiple um groups and teams working together. We also would like to have uh locker rooms there. We'd have PE in that space during the day, trainers room. These are those classrooms. They also wanted a running track or track or cross country um for um conditioning and then a large weight room. This would be a turf area. These are ideas that that were presented and this is kind of the conceptual idea of what the architects came back with. And most of this has

042been worked on by all of our our coaches and um the the people who do all kinds of athletics um at in our school district. Like they've all had input into this. Um, I would say more so than the board even because we sort of had the initial uh the overview of the kind of things that would go in there, but they just kept on working at it and talking to kids and talking to parents and um and their athletes and um saying the stuff that they most needed >> and they put it together on a square footage basis. So, it's it's priced out by square footage. So, um, very much this could change if you change the the footprint. You can take a cord out, you can you can adjust that. Um, which was

043important to the board. Um, I won't be on the board making that decision, but should this pass, the future board will need to decide and they'll need to go back to the public and say, "Okay, what does this really need to look like? What's what's most important?" >> Well, and you know, yourself, you've had kids go through um the school system. the more that they are in actively participating in all kinds of activities, more likely to do better in school, come to school, be a happier kid because they are engaged. So, if we can have facilities that uh encourage that participation, we're going to have a better student, you know, and a better adult. Um, we also know things have changed in the last 10, 20 years. Uh, just like I said, we had practice

044going on here right before we we started. Uh I have grandkids, kindergarten, first grade kids that have organized practice a couple times a week. >> Uh which I think is interesting, right? >> And parents want to see it every is another part of it. >> Yeah. So just that younger age now um the families that's how they're choosing to do their their entertainment, their social life is getting their kids involved. >> Yeah. My my youngest graduated two years ago and when she went through we didn't have activities starting until I mean I think for her it was like third fourth grade things started so it has just been within the last 10 years that it has crept down so all of those teams are looking for spaces to practice and at that same time you

045know I think it's fair to say the pressure on the Y for their space has increased as well so when my kids were in school that's where they practice with those youth teams was in the back gym of the Y. Well, the back gym of the Y's got cardiac rehab and equipment and all kinds of things in there. So, it's it's really not available to youth teams like it used to be. >> And if the Y does the renovations is talking about, I don't I don't think it's really going to be more. They're not adding gym space. Um and so you know this is kind of part of the part of from the beginning when the board was talking about this particular facility we were thinking about it as how much community use can we

046do with this. It really was you know it's connected to our high school and we certainly are excited about the possibilities of hosting tournaments and um expanding access for the younger kids and stuff like that. But, you know, we also thought that there's people in the community who would really love to have a space like this and teams from the smaller towns around us. Um, >> we can host all kinds of events, too. Music, any kind of And we host a lot of music competitions. We just had one yesterday at the high school, I think. Um, I've lost track of my days. >> I know. Last weekend, >> but you know, we host a lot of events. We were also looked at because of our location pretty centralized between you know de mo and council

047blas um they really do want at to host a lot of events more of a subdist district level this is a mezzanine so this would set above that court a running track I don't know if I mentioned that or not here's examples of the secure entrances you can see how you'd enter schuler it feels like a turnkey you know they buzz to get in okay buzz in to get again stop and talk to the secretary of the main office, sign in, get a badge, and then we allow you to go into the building. Same thing at the other two sites. Kind of that thing if this is again conceptual. >> Yeah. >> Oh gosh. Kind of an interesting piece. This is from our financial adviser. He thought it'd be interesting to show just this right

048here. um shows, okay, here's here's that $40 million cost right here. He's projected it to have a 4.3 interest rate, right? If we back it up just a few years back, that $40 million project just a year ago would have been a 38. And you can see what it would been if we backed it all the way up. And then the interest rates that go right along with also going forward, if we delay, um you know, some people are feeling like, well, why not just wait? And the two things are that for one thing we have already done that in the last couple of projects. We've brought up the idea of an athletic center like this and each time it's ended up kind of on the cutting room floor um with the idea of well

049maybe that's something we'll get to do later. And so we kind of wonder well you know our kids are all growing up and growing up you know when does the later happen? Uh and then the other reason is the costs are just going to go up. you know, if if we're scared by the idea of spending um 16 or 18 million on one, the costs are going to go up for that as we go forward. >> More just tidbits of information, just the borrowing capacity. These are things that um financial advisor um dug into the numbers, you know, what the board could afford to do, what the district could afford to do. You can see that the this is what the board was advised that they could go up to 53 to $55 million if

050they needed to. They don't need to do that. And they also are aware of different fund buckets. So they've got a peple, a save, and a go, a go. And these are the amounts that they were advised that they could max out on and still um manage um a a a healthy budget and provide a quality education. So you can see they didn't go um all the way up to their max amount on the >> finances are quite strong right now and um we don't have a lot of debt and so that's why we have a lot of capacity. Um but yeah for sure we didn't want to go all the way up to that. We felt like our needs are pretty important but it wasn't like all of our buildings are falling down around

051us. Instead we decided to just really prioritize the most important things that we could do um with the debt capacity that we have right now. So, this goes back this just recent information even as as recent as June of 25. Here's what the board was thinking about. They were thinking about doing a 28.5 geo bond and then a smaller sales tax. Uh, and they realized, woo, that's going to put a little bit more of a tax burden on the property owners, right? How can we do it differently with less property tax impact? So then the financial advisor said, "Here's four different ideas. What do you think, Lord?" And so that's where they came up with their current plan to keep property tax as low as they could, still have that same projects t taken care

052of, and then they ended up splitting it into two different bond amounts for that $40 million project >> on that property tax. people won't see as much of an impact because of as Christie was saying that previous um bond payment is falling off and so there's already going to be if we didn't pass anything at all this year um there would be a drop in terms of the property taxes but if we pass the geo bond in particular because that's the one that impacts the property taxes we're going to go up a bit right >> dollar10 yeah >> which will show you what that does for your taxes on your property >> that's going to get paid What is that right now? What levy this levy?$140. >> Yeah. >> A$140 >> on the debt service.

053Yeah. >> So, and and this proposed project is um $2.50 is what the the 22.5 million is represented by $2.5 on your school levy. So, we've already got $140 on there. We're asking to raise it approximately a$110 >> because Yeah. was that. >> So that that was kind of a little it's almost a little misleading when you say it's only going up a$110, >> right? >> You're Yeah. You're wondering how can you fund 22 and a half million with Yeah. Yeah. It's >> because you're getting into it more deeply. Most people really just want to know what's the bottom line about what the impact's going to be and that is what that's the impact they're going to see. Yeah. >> Yeah. Just review on that revenue purpose statement. Same stuff that we've kind of talked

054about already. It's in that handout, too. So, if you want to go back, um, same stuff we just talked about, historical content on the go. >> Oh, yeah. There's your answer. What What's on your levy right now is that $140. Typically, the last five years that levy rate has been 310. So, it was a little bit of a drop this past year because we we just have the remainder of it that we're paying off this year. That's not a full payment. financial advisor notes planned for 24 years. We think it'll be done in 20 um approximately 1.4 mil on the um save tax um bonds. They think a 4.3 interest rate and he did say it's it's dropped. People are the the most likely is that they are going to drop a bit. Yes. Okay.

055>> Which makes a big difference when there's a lot of money. >> Oh, this is kind of interesting. So you can just see the tax levy rate um in the past years goes back to 2015 where it was and what it currently is in in 2026. That's this physical year as we call it. Last year it was at its lowest. So was at $12.51. It went up slightly. $1252, right? comparison our Hawkeye 10 conference schools. You can see where we're currently at 1252 and how we rate with the rest of the conferences. What I'm being told Dennis and Preston are looking at some bond projects to Little Central. The the financial guy said it's always going to be low. They've got so much um you have space there with all their large businesses and with

056all this infrastructure. >> Yeah. They just it's always going to be low. >> So over here um if the bond passes it'd be 1362 and it would fit right in here. We'd still be under Harland Shannidora Red Oak. Who knows where Preston and and Dennis are going to go. Lwood's always got stuff going on down there. impact there's that dollar 10 we talked about right I think I remember hearing the board say often they want to keep the tax impact the levy low and let's work to keep it between that 12 and $14 that was their goal go always kind of an interesting chart that the uh financial advisor gave divorce and it's just a calculation to show if your house was valued at a $100,000 valuation. What would it end up being as an

057additional tax? It'd be $46 for that year. And you begin at $400,000 house, it' be a $23 addition to what you're paying for this current propert. There we go. Commercial property, same type of thing over here. And then a if you have gone to our school district's website, there is a link on it that says bond referendum. If you open that link, lots of tabs and things to look at and read about what we've already covered, but it also has an interactive um part that you can put your actual valuation in and it'll tell you exactly what the projected cost is. So, that's kind of fun to go do. Oh, and then here's our town hall meetings. We've got one scheduled for Wednesday and Thursday of next week. Okay, questions >> or have me back

058it up a slide or two. >> Well, you guys have done great at interrupting and asking as we go along, which is the best way to do it. So, so say that one or the other does not pass, will you put it back on the ballot next year? >> Good question. >> That would be up to the next board. Um, that certainly would be a topic of conversation. Um, almost certainly it wouldn't be in the same form that it was. um you know given that the voters have already said no and also given that costs continue to rise you know I I have to figure that that would that would enter into it as well. So yeah there's no there's certainly no kind of guarantee that could be made at this point either way. So,

059if it passes, when they'd be planning on starting construction, >> we would we would start with um hiring architects and getting actual designs that were nailed down, which would involve a lot of community input and that would be the work of basically this school year. Um because they would want to get started, I think, in the summer. That would that be the first? >> I think they break they said they could break ground if it passed in November. they could start breaking ground this summer. >> Yeah. >> And then it would continue on until you know was done. >> And and that would be that first phase that would kind of build separate from the school, you know, to get that finished. So it would whenever it started, it would go throughout the whole school

060year all the way around, >> right? Yeah. And I don't know about the other parts. I don't remember if we've ever talked about the other pieces of it. They would simultaneous we would want to >> secure entrances would probably be done pretty quickly because they're they're not as big as the Washington construction, right? >> So, how long are we looking at traffic headaches out here? >> Tracking what? >> Traffic. >> I mean, if they start construction, I mean, that's going to make it even where they'd stage it, but that would be part of that design of where they they're going to stage just construction material, >> right? Yeah, I would say then you could access it. You could spread out that traffic. >> That was the main that was the main idea they had. Although

061they did acknowledge they're like it's it's not great, you know. They they were they weren't like oh there's really an obvious solution that we can easily implement. It was more like you know so I I kind of I kind of feel like it's going to be better than it is but it's still there will be pinch points. >> Where can I see the uh enrollment numbers? >> Um I can get that information >> the last 10 years. Yep. >> Well, you can go that the quickest way >> and you can go to the Department of Ed and just do a search for like enrollment enrollment trends. It'll give it for every school district in the state of Iowa and give historical numbers and then projected numbers. >> Yeah. And Jordan probably knows the exact website

062and could give it to you. So, >> yeah. Yeah, it's all there and that's what we take our information from because they're collecting census on numbers. um for just you know and they know accurate numbers for past >> those those are the official numbers because for us you know enrollment fluctuates around >> I saw some enrollment numbers the other day but it didn't go it didn't show a very uh long timeline it was a year or two >> I think they have it projected out to 29 >> maybe they backward he's talking about backward >> 2000 this year so what years on that website the street Yeah. >> And I mean I I can just say from recall the last 10 years I mean we've been as far as grade level class sizes we've been

063anywhere from 100 students to kind of that 125 has kind of been the average and it just depends where those highs and lows are. Some grades have less, some have more. Um it's >> graduated a class just a year or two ago that was only like 88 or something. But it's been a long time since we've had classes of 150 or so. I don't know. Chad, do you remember what was in your class? >> I had 100. >> You had 100. Okay. >> Yeah. I had 129. >> You had 129. >> 229. >> Yes. Wow. >> The biggest class that ever graduated. >> Wow. >> And so, and I think we gradu I think we graduated 189. >> You were in the baby boomers, weren't you? >> Because you were in that brand new building.

064>> That's what I was going to say. Yes, that that'll that will draw young families. It definitely will. And that is part of what we think of is, you know, our school district is in competition with other school districts. And um being able to say, especially for the youngest families and for the youngest kids, we have brand new facilities. It It's a selling point. It draws people. >> Well, and and we've always struggled with that. If you know if you have more than five sections, five sections is about 25 kids per grade, which for kindergarten is too many, but you know, for another grade is maybe not comfortable, but you know, it's it's doable. Um it's when you get over 120. So when you start pushing some of those classes have 130 or 140, then

065all of a sudden it's like what do we do? We need another section um to be able to manage that with what's best for students. And Washington is so full that they >> so full they don't have the flexibility to do that. We we have been known to have teachers kind of float, you know, over the years. And so, okay, here's our big class of third graders. Well, now they're going to fourth grader. We need to shift a teacher up. And, you know, we've been known to do that um over the years, but we're just we're kind of in that bubble. And I I feel like that's been consistent with those five sections. >> I want to be honest about enrollment. It's hard. It's hard to predict it for very long because so many other

066factors go into it. But to my mind as the schoolboard president, my part is to make sure that our school district is ready to accommodate whatever students are here because we love them all, whether it's a small class or a big class, but also to do what we can for the facilities so that we're we're not uh you know keeping people away. You know, we don't want to be an impediment to people choosing to move to Atlantic. We want them to be drawn to be part of the community that we have and the school district that we have. I feel like that's part of the trust that I have um you know from being elected here. And um and so you know it it's it's daunting for us. You know, you worry um about the

067headwinds that that we're facing economically and and society, but um we're still going to have people here in Atlantic and we're going to have kids here in Atlantic. And so we want to serve them the best we can. >> Yeah. and we and we want to be positive and and aware of what's going on in the community also with Vision Atlantic and the work that they're doing and the housing that's being built there, you know. So, if we do have families coming in that are moving in there, then um we don't know. I mean, that's part of the uncertainty of enrollment. You can look at data, but you know, a few little things change and that that changes. So, trend trends are fine, but um it's hard to predict what that means for the future.

068Anything else we do? We're going to need to in a few minutes move into a meeting. So, >> if you do have any questions, give me a call. I can find, you know, give you more information, kind of big picture idea. So, you have a good idea of what the board's been working on. So, >> for that bond website, there's links to it on the paperwork that's here, too. >> And you of course are welcome to stay for our meeting as well. >> Okay. Well, been very informative. Thank you. >> Thank you. >> Like I said, I've read all of your stuff that's been in the papers and on the radio, but it's kind of nice when because a lot of the diagram stuff you can really see. >> So, >> well, take one of

069the papers and you can study them after you. >> I've got these. >> Yeah, that's good. That's good. >> Okay. >> I'm a study. Thank you. you. >> Do you guys have a file? >> Are we just leaving it on and rolling into the meeting? >> Yes. >> Do you have that poweroint? >> Do you want to stay where you were? >> Switch the name plates. You don't have to leave my dress. >> Nice to meet you. Alaska. You don't have to >> is there is it on this side on this side? Yeah, we have table here. Although we are going to have a presentation. >> Okay, maybe we should just >> we're just saying we're not going to be able to see their presentation. That's good. >> I know. Well, she was just saying

070there like a TV. >> You want them on both sides of the tape? You're saying they could sit like a dip. >> Let the board president make that decision. >> Which is my >> No, that's why. >> Yeah. You can't play >> that. Can you guys see this? >> Yeah, it's okay. >> How about if we move it back that way? >> Yeah. Which way? >> About 8 years old for him. like >> then everybody can kind of chair >> Hang on. Let me look here a minute. neighbors. >> Oh, you should probably neighbors. >> And then our other neighbor on our road getting up there, but not quite as bad, but has health issues. >> This guy's just down the road a little bit. >> So, like, dudes, >> that's how it goes. >>

071Well, that was maybe share your screen, >> you guys. interest. >> I think that's good. just recently plants. Yeah. because I think we're actually probably I don't know if it will. >> Yeah, it was middle school, >> right? >> Everybody's super TV. So when he released his line that said he released it just like I'm not doing So everybody's >> I saw you JC. [Music] >> I'm sitt out of the way. Yeah. Did you read you know the same >> and I want you to know how to turn the pages down. You want me to run this message. She got her. She's got it all. >> Awesome. >> And then my page anniversary. >> You got to wait for them. >> They'll kill you. >> This is Julie. >> Yes. >> Is that right? care

072for most [Music] play because those two were best. So, I didn't watch that game. She was interrupting on it. >> How funny. Yeah, it was super fun. >> It's 6:32 if you'd like to start. >> Yeah, sure. Um, at this time, I will call to order the um special meetings of the Atlantic Community School District School Board uh for October 22nd, 2025. We'll begin with the roll call. Jody Goodri, >> yes. >> Jenny Jordan, >> yes. >> Josh McLaren, >> yes. >> Laura Mlan, >> yes. >> Christy Bella, >> yes. >> Thank you. Uh, at this point, I will take a motion to approve the agenda. >> So, Lou, >> Jenny Gordon, >> yes. >> Josh, >> yes. >> Laura, >> yes. >> Christie, >> Yes. Great. >> And now we get to enjoy a

073presentation um about our English language learners. Would you guys gonna introduce yourselves? >> I'm Julie Coffee, Lindsay Roberts, Sherry Anderson. My room is Cheryl. >> Was that Lindsay? >> Yeah. >> Okay. So, I'm going to be starting first. I'll speak older here. >> Okay. So, I'm at Washington. This is my second year at Washington. Um, I work with Carrie Luke. She's a PA educator over there. You just tell the internet is not quite what it should be right now. Um terminology you're going to see in this presentation. Um right now we're calling English learners. It's been known to be ESL, ELLL, ML. Whatever reason it keeps changing. Hang on just a minute. disconnected due to a connection error. Imagine that. Hang on. Say we don't have time for updates. Try again. Turn off. You guys

074want a chair so you can sit on this side and see? >> Seat. >> There's one, but we could probably find another one. You guys want I can go get them. >> I did bring my cord with me, but it was not wanting to accept my cord either. So, >> you can always email us, get the presentation, too. Would be just fine. Yes, I I already did. >> I don't probably emailed directly to you. >> That's how many just how many No, I don't know. Julie says it from her school copy to the emanals. >> She said you guys she sent it to you guys between 5:30. >> Join your team. There we go. Okay, we'll >> try it again. >> Technology is great when it works. >> Okay. So these all these acronyms there

075probably be something different at some point. So newcomers you'll hear that's students that come in that have little to no English proficiency. Um perhaps recent arrivals emerging those are students at level ones and twos in all four domains. The domains are uh reading, speaking, listening, progressing uh levels are most often a fixture of one, twos, threes, proficient um level fours and fives in all four domains. Okay. students identifi wants to come in. It's kind of stuck. >> It must be the connection. It must be the connection. >> It's the connection. >> I say because it's on your when you when you hit the button, it pops your computer screen. >> It's the It's Yep. That's why that's why when I I bring my cord and I go teach at the middle school because I don't

076do that because it's just not reliable. Okay. So, first, how do we identify if students need um English language instruction? there's a home language survey that comes and if it says that they there's another language spoken in the home, then um that's when we start to talk to them and figure things out. Look at school records, see if school records say they have previous language instruction. Um so these are the four domains that they are screened over when they come in. Now, this test that the screening we do is a lot shorter and we get the results within a day or two. um they're considered proficient and not needing services if they are in fours or fives. >> What do you mean by get the results? So you guys aren't scoring these tests. You're sending

077them. >> No, they are they go through state of Iowa through the Elba >> online. It's really a lot handy than it used to be. >> We do um there is one portion where we do hand score they're speaking but otherwise it's >> we still have to put the score in and then the state decides. >> So are these kids working on a computer or >> Yes. Unless they are um >> yeah unless they totally not >> really wish we could figure out how to get this to work. >> But you guys probably have a pretty good sense from talking to them. You you work especially you Sher you've worked with >> well it's fairly challenging some of the students there was a student she was new and I thought oh great she's going to

078she's going to you know no problem we she was I mean seriously sounded more intelligent in her speaking than I probably would have used I mean I the better words I would have chosen but her reading and writing it's got to be and it's a really >> seems like it's a really tough test I was going to say that there's a big difference between our basic interpersonal communication so like our basic social language dayto-day Okay. And that's where we usually hear kids, oh well, they are speaking fine. But alpha 21 really focuses on the academic language and seeing where they're at on that. >> That makes sense. Thanks for >> people able to open it on their devices. Yeah. Just >> I don't came from Washington. It's like an invitation invitation to just do it

079with your school and >> yes. >> Okay. [Music] >> So, how are students tested yearly? So, February, March is there's a window. I don't know if it's like 30 days or something, but it's called the ELVA 21, which stands for English language proficiency assessment of the 21st century. Um, same domains. It's a lot longer test. A lot of times we don't give the whole thing at once. It's in sections. Um, that is done depending on how each teacher wants to do it. For my kindergarteners, I might only have a couple in the room doing it. You know, if you're older students, you might be able to have more students. um we get the results, we have to wait clear till May. Um and then it was it's towards the end of school and then um

080they're considered proficient if their scores are fours and fives. uh Washington. >> Okay. There right now we have 42 students. Um 32 are two keys or native two key speakers, 10 are Spanish and we have one that's this is an Indian language, one of the official languages. Uh she is not enrolled in EL. She does not need it. Um, so how how do we provide services to them? This wants to come up. Um, so I usually pull two to five students out of the classroom. They come into my classroom. Um, I try to group them first by grade level. So kinders with kinders first, second, third. Uh, next I look at their proficiency level. So, I try to get them like if most of them are in like a I don't know, maybe they they're

081all like a two in reading, I try to group them together. Um, you know, listening, reading. Sometimes it's hard because they don't match exactly. Some might be a little more proficient some areas, but I do my best. Um, and then I am doing some pushing and assist with kindergarten. Um, Carrie Luke, she is a PAR educator. So before we start our schedule, I ask the teachers where where's your greatest need? And then we they're like they tell us where they need the help most with the kids. And then that's how we set up her schedule. And then um this quarter's just ended. So I'm going to ask the teachers again, is there any um do we need to change anything up? So it's constant communication with teachers. How are things going and and whatnot? That's

082a lot of self. >> Um, does anybody go to the preschool though? >> Are there any in the spring? We can test them. There's a and the L21's um screener. it um once they if they're going to make it in the next year, they can um we can screen them then and then we'll know right away in the fall if they qualify. It's it just depends. Um I only did that one year when I was at Washington or when I was up here, but because um it was like a lot of the students here were on field trips, so it worked out really well with my time because I had I had time that I could do that and then it gave me um then this fall or that fall then I already knew more

083of my students and I didn't have to test so many students. we'll know which ones would be likely that we need to do the screener for, but it's once they go into kindergarten that we that they're actually accessing services. >> Okay. >> And they still um they still do the home language survey. Um so >> and anybody that registers um that's part of like the registration packet, it includes a home language survey. So if there's any other language other than English listed, then let us know. >> Okay, this is my last slide. I'm taking I try to take pictures of of them at the beginning of the year and um I put these their they got to choose their um they put their face into an AI one. So right now this year we're doing

084like adventure travel theme. So a lot of them picked you know like they're mountain climbing or they're swimming with sharks or you know they're doing fun things. So those are up in the room. They love to look at those every single day. Um, but this is just a snapshot and they are generally very happy kids. They're they're really fun to work with and they're generally very happy. But this is just >> Julie a good >> Do you find that with your kindergarten and first graders just being in classrooms where English is being spoken all the time, like are they uptaking it pretty quickly? >> Yes. So then >> the younger they are. Yes. because, you know, when you get to these levels, not only they're trying to learn the language, they're trying to learn content.

085>> And I think there's a like a belief that, you know, we learn it faster as we're younger, but really we're willing to take those risks once you become a middle schooler or high schooler. You're really worried about what other people might think and not quite the same. >> My part is diamond. I will be yours. I just for me. >> I probably did. Oh, I also advanced. >> Here, you do this. Julia, will you >> Can I just do it? >> Nope. I've got it right here. Okay. Okay. Back in just a minute. Do you have any questions? >> I have a couple, but I'll wait till the end. >> Okay. Okay. So, I am Sherry Anderson. I teach um Schuler Middle Schools, grades four through eight. Um we have a parent educator who's

086also a parent of um some students and then also the Spanish translator Lamb. She's been here longer than I have. She's really really good with the kids. So, like we just spokeen at Schuler Middle School, these are the languages of the English learners. Um, and I just put the numbers up because everyone always speaks, but it's mostly Spanish, you know. And then, so I have 40 students right now that I serve. Um, 32 speak Chuki Spanish. One is Pompeian, which is a variation of Chukis, and then one student speaks Chinese. And, um, we also have two students that have been exited that speak Sabano. How do >> I'm guessing it's Sabano. I'm not sure. It's from the Philippines. >> Yes. So that they've both one didn't qualify when she came and the other um was

087exited. So and then I just put the birth country here because um like almost a little over half of my students are born who were born in the United States. Um so we have one student in China from China, one from or 13 from Micronia, one from Guatemala, one from Mex or two from Mexico, one from Nicaragua and yeah 22 are from the United States and US territories. like Guam, if they were born in Guam, it's still considered the United States. So, the emerging students, um, there are students that score all ones. So, and there's even a level from like because you think of like of a child who's when they're newborns to when they're one. So, in that year, you know, there's quite a difference of what they can do and that's kind of

088similar um to the emergent students. So, or between like the levels ones and two. So if they're ones, if they have all ones or ones and twos, um they're considered emergent. Um progressing, they can have they could be like a level three in speaking and ones, which means that they really struggle in reading, writing, and um listening and um they're still considered progressive as long as they have one of the four that are three. So it's it's kind of confusing. Um but it's yeah, we're working through it. Um four of these students are newcomers um which means that they've been in the United States um typically three years or less or are new to the language. So um the middle school we have six emergent 19 progressing and 10 of those are newcomers. Um so

089when they like we were saying earlier when they start younger it does seem to really it's it's very beneficial. Um some of our newcomers are already progressing which is great. So a total of 40 students that I work with and then um we also have three students who have exited within the past two years. So we just keep documentation uh we just check in with teachers, make sure they're doing okay and um don't need to be like re-evaluated and then 14 students total have been exited. Guess I wrote that twice. Um this was just from the beginning. So I started here um we had about I think when I started there were 24 on my list. So a lot of them had moved out um or moved away but so we had a lot of

090new students. So, it's kind of I mean it's definitely growing, but I I wish I could have or would have included like how many students moved in and moved out because it just it takes a lot of time by the time you get all the paperwork and testing done and then so that's just something that makes I I love my job, but it's like I just had a student um she wasn't even here a month, so we have a month to get the paperwork sent home, had it ready to send home, and she moved. So, it's just >> Yeah. Yeah, that's >> do you do you have a sense where they're moving? Are they moving out of district? Are they going out of state? >> Mostly out of state. Um, we had Yeah, mostly out

091of state or back like so they think come from out of state for a little bit and then they go back. >> Um, but I think Yeah, I don't think we've had any that have moved out of the >> Well, we did. We had some that were having some trouble with housing. couple of families last year that did move out of the that were nearby, but I'd agree that most of the time it's to another state and you know being close to a family support system. Um I work at the high school and I do not have a parent so I'm one at the high school. So I currently have 33 students for 9 through 12. Um, 24 of my students speak Chinese, seven Spanish, one Danish, one Chinese. >> While we're waiting for this,

092I just want to thank you too for hiring these wonderful people. I remember when Yeah. One of it was the world. I know. I do too. >> They are amazing. like they are seriously you couldn't have found better people. I was afraid we would just hire people that applied because not too many people are certified this and who you know it's yeah but anyway but they are amazing so thank you for them. >> Um so I have s seven current new funders um when we were talking about enrollment numbers our reaction was we didn't realize numbers were down because our numbers are always going up. Um I have so seven like very recent um very low proficiency because new to the language and then I have eight long-term eelss. So that's if they are in

093the program for five or more years and so that means that we're not meeting that proficiency status um because we hope that we reach that in five to seven years. Um, so out of my 33, I have 17 that are qualified as emerging. And so that means those are my students that um they are going to be more shy even with that basic dayto-day language. They might not be outspoken. They're going to need a lot more help in academic language and in the classroom. Um, and then my 16 progressing, they're more of the students that maybe you wouldn't guess that they were English learners because, you know, they're talking to their friends all the time. They comfortable with what they're doing, but they still need that support with academics. Um, and then at the high

094school, we have seven students that have exited the program and one of those is being monitored right now. I'm not sure we had mentioned when they exit, they're monitored for two years to see if we need to provide more language services. >> Lindsay, those long-term ones, is it usually because they didn't have any English exposure until they came and they came when they were older? >> No. So, those students have been well, many of them in the district for um several years. I think some of them like eight years. And so that's why I'm really happy that Julie is at the elementary school because we know that if we have a really strong start, we're less likely to see the long-term eels's um and it's a lot harder for those ones to exit. So the

095instruction strategy that I use is pushin instruction. So um that's where I'm going into classrooms. It's not pull out. Um, I want to be providing that support in their general ed classrooms in the content because we're getting academic language and content at the high school level. And so it's a lot of scaffolding and making sure that we're getting the support that we need. So, um, I'm in two sections of algebra 1, English 1, 2, 3, and four, and then one section American history. >> When you say you're providing support, what does that look like? since I'm assuming you don't speak all those languages. >> I do not. So, um I previously taught in Marshall Town so I like especially for math I can kind of do okay with Spanish with math but shukis it's always

096trying different things. Um I'll do a lot of like did you hear me? Do you understand? Um like if I'm dividing we take it apart. A lot of gestures that I use the same way over and over. So are you working with the translator service or No, we do not currently have that. >> That's what I was say. That's been a tough position for us to >> fill and keep where the you know history I don't you know >> it's been really interesting too because um at first when I started teaching ESL I thought it would be beneficial to have translators for them but it's actually it it prevents them from learning English because they become so reliant on it and um >> I would say that some of my long-term eels are definitely more

097reliant on using translate And so I really push them that, you know, when we're in English class, hey, I want you to write this one and that I'm thinking I want to write this in Spanish. That is fine. And then I want you to think about it and try writing. So like I'm already doing it again. Like this is just how I talk to the students. Um I want you to try changing it, translating it yourself. Then we can check some stuff, but I don't want you going straight to Google. >> So it's Google translate. >> Yeah. Um so always working on content as well as our language proficiency. Um the reason one of the reasons why pushing strategies are beneficial is that not everybody is trained for ELLL but ELLL is going to be

098best practice strategies that are beneficial to everyone. And um so modeling different strategies um then teachers kind of pick up on that which I've seen and then it's beneficial for everybody um because they're useful strategies. And then I also regularly share resources and my teachers at the high school know that they can just reach out and I'll stop by anytime and figure out what we can do to make something attainable. Oh, sorry. >> I was just gonna I mean, obviously it takes a lot of TLC from you guys to get them to this spot. And that was my original question with the translator because I know that's been and I guess I'm speaking to the Chuchi population just because it seems like we've hired one and then whatever reasons you know and then we don't

099have one and I guess that was going to be what um >> so is there anything that we can try and do to help? I mean because you're roughly 120 students give or >> Vancouver 117 say about 30 in a building so just give or take easy math but So we like you said we don't translate everything because we want it to be exposure to language with support. Um but I mean if we have a service that helps especially with parent phone calls or when we have a meeting like I'm looking at possibly evaluating one of my students for special ed services but there are questions that I need to be able to um talk with a parent to figure some stuff out. And you would probably just I mean would you use an some

100type of online resource for that or >> I think we have it's in the >> Yes, I think it's it's set up. It's just we're waiting on a code for so and we hope that code comes quickly because when Yes. So it's called language line and it it costs of course. So um >> we're hoping >> and Google translate can help like translate some of the documents. So if I had just a simple lesson or something wordto word and it's not always perfect but we we wouldn't use that service for everything but when we need to contact parents um I have a student too that I have to interview and so um but it should be any >> yeah just we sign it up for sign that contract with it. It's paid for service so

101it's only paying for the minutes that we use. We're just waiting for the implementation of it. So I had used language line in Marshalltown because that's where I taught for 10 years before I came here and so >> but it's probably necessary when you're doing some of those. I mean, it's no different. I mean, we every once in a while we run across something at the sheriff's office and you have to >> you have to call them. You just have to use it because it's could potentially be, you know, a fairly important conversation that you don't want to not that you're, you know, but you don't want to be doing your techniques in the classroom when we're talking, you know, but >> like we know we with Google Translate, we know it's not perfect and

102we also know that direct language is more accurate. Um because with English and especially like I think as Midwesterners we kind of like you know aren't always direct with what we're saying. So but if we do that it's more helpful. One thing I've observed in the elementary levels is is sometimes the students will help each other. >> Yes. >> So somebody's more proficient than somebody else. >> Yeah. >> Um a lot of times they can talk with another and and get it resolved. Yeah. I mean, I was just even the students are translating for the parents. I was talking to one of my third graders yesterday. He's like, "My mom says I'm her interpreter, >> but she's also trying to learn English, too." I'm like, "Yeah, exactly. I mean, you kids." >> So, it's they

103even if we can't communicate, they have they're our peers, you know, that they can talk. >> They often naturally want to help each other because they know what it's like when they're struggling. But legally we have to have the service because I it just just so yeah we're not supposed to take a child or somebody else to do so. >> But but yeah situations I just meant >> like I said math and Spanish I mean I'm not wonderful but like enough to get the point across. Whereas um I have very brand new newcomers virtually and they're like no no no that's not the right word. like what word should I use because we're so we can make a connection. So the students do help each other out but when we do have issues where like

104if someone gets in trouble or if we need to reach out about something like that would be more personal then that's like obviously we can't have students helping out all the time. >> This question is mostly for you Sher because you've been here a little while. Um, in terms of the Chuk Keys population of students that we have, are you seeing those numbers like increasing or are they fluctuating or do we have kids who are like coming out and then moving somewhere else and then you know so you've got more or less the stable amount but it's just seems it seems like um now the last I think last year we ended up around the same number. So we had maybe 10 or 12 students or maybe more move out um than I had and

105some graduate. >> Yeah. Yeah. So, it's >> Yeah. So, I don't know if I answered your question, but but yeah, we have it does seem like more of the Chukis families um move out and you know, they're just they travel a little >> at least. So, >> so they might be here for a couple of years, but you know, then >> or even a couple of weeks. >> Yeah. What types of things are you doing or do you have planned for like outreach to families or I'm thinking evening events or type things where if you're involving and then my second part of that is what can we do to help? I'm understanding obviously the translate software would be helpful. We had talked about possibly doing something this summer, but just didn't work out, I guess.

106But, um, we thought it would be nice like early fall or but we'd like I guess I'm trying to talk. I I'm sorry. I know what I'm saying. I just get nervous if I talk in front of people, but I'm a better teacher than presenter. Um, so anyway, um, but yes, we have some some um like JMC. So, not all all of our families have JMC. So a lot of our information gets sent through JMC or through emails and not all of our families have and a lot of our families even their phones they might they change a lot. So just um yeah things things like that that we we have a list of things that we would like to include. I know we um whatever I'm not sure about this, but the funding that

107used to go to AEA I think last spring was it was it was that right that we we were going to get some of that funding available or have some of that funding available to use for those. Do you remember we we talked about that at one of the meetings? Do you remember? Oh. Anyway, but um but yes, we would like to have a family night of some type to just and we had discussed a place for people to get together and then we also said just um what different services could we have for it like making sure we're set up with JMC so we families know how to check grades, how to check attendance um and then maybe a way to help get physicals so that we can participate in any sports immunizations. >>

108Yes. more of a summer type thing to prep for this regularly. >> Well, if we had had if we had had Daniels, you know, still with us, we had talked about having before school, like you know, maybe a couple weeks out >> have this so that we had everybody, you know, there like if we need, you know, >> yeah, >> the nurse, the you know, >> making sure the paperwork's complete, you know, all of that. But >> would be great, right? We have, you know, a >> a translator, you know, for the majority. Um and so I mean right it's so you answer your question is have we thought about community outreach? Yes. >> Is that even something you know and I don't know whether it has to wait till next year whether it could

109be at a different time but even if it's something and I guess I'm asking Lisa too that we could pay for on a contractual basis. So, even if we can identify a translator that is maybe not going to work at for the school district um 100% of the time, but might be available for some evening events, but I don't know whether ADA can help us with that or the hospital or other people who have translators. Um, and I know that we all know that we share families. So, we had discussed if we did something together, then we'd be able to all >> Yeah, I'm thinking because a lot of those parents have kids in all three or four buildings. The other my other question would be so you guys have talked about some of the

110maybe cultural differences um with I guess we kind of got to the Chukis but some of the other what's their um and I say this because I my kids have teammates that are how is their um attendance? I know sometimes that's and I assume that when you're trying to learn something and learn another language at the same time, you got to get some steam going and and I'm sure dayto day is very important and I I know that that's you know I know when I coach little kids basketball some when practice starts at four sometimes it's hard to be there you know it's it's just a >> and that's just their culture you know and so I don't know I just was curious as a general statement how their attendance was. >> So, that's one

111thing that uh we talked about and I wanted to improve. So, I went through the attendance list today actually and looks like I've got eight of my 42 have had perfect attendance um since first quarter. So, I made certificates for them and they have each a little treat bag. I'm going to take their picture. We'll put it on the wall. So, trying to do things to promote that. Um >> and Julie was amazing and she shared that spreadsheet with us and shared the Canva thing. So I also had eight of my 33 that had perfect attendance for the first quarter >> and I don't know if you had time. >> I didn't. So I was working >> really awesome. Yes. >> So we're trying you know and it comes with you know the kids do

112the kids are the kids wanted do they you know >> that's a big thing is if if they come to school they're happy and you know no matter what age level you know that's a big thing to get them to come to school. I've had teachers ask me or they feel like maybe they're not doing enough with the students very low proficiency. I'm like you greeting them every day with a smile and being you're showing them that you want them to be there like at the very beginning sometimes that's all they can do. Um but to also go with your um timing thing. So um there's like cool climate kind of cultures and then there's warm cultures. So warm cultures are very much looser with start times and whatnot. So it's not um doesn't really

113follow dominant culture that we have. Um, one thing to try to help, I'm talking at the high school of possibly having my prep first period because I know that I have some stragglers that all been coming in a little late and if we have a core class first period, then that means that we're missing out on that instruction. So, I'm going to see if I can get electives first period so that I can then be in co-eing con core content later in the day. That's been very helpful, too. At the middle school, we have a win now the first 24 minutes. And most of my students this year, it's more tardy than than not showing up. And then even from class to class, I'm like, "Okay, you know, stop talking. I I know you're you

114know, I know you're friends. Say goodbye and go to class." Because I see them and they're just like And I went I was invited to a wedding this summer of two students and um the wedding started at 2:00 and it started at 3:30 or 4:30. It was crazy. But I got to visit with a lot of families. Well, not a lot. At first, there were just two families there, but but anyway, by the end there were probably 300 people there. So, it was amazing. >> So, yeah. >> Anything else? >> Okay, good. Thank you guys so much. >> Feel free to reach out. >> That's really great. Thank you so much. And um some of those like you know the needs especially the connecting with families and stuff like that. Just like elevate that to

115Stacy and she'll make sure that you know we'll post to Beth and we get to hear about it and >> thanks. Hey, thank you. Let's have any other questions later. >> Thanks, guys. >> Okay. Uh we have some action items that we're going to get through tonight. The very first one is a change to the employee handbook. Dr. Johnson, if you want to tell us a little bit about that. >> Sure. Uh remember the last board meeting uh we had discussed just section of the the handbook that dealt with in insurance and the board really wanted us to work at making sure that the employees felt that there's still insurance offered and to include that into a paragraph. So, um, met with Mike McDermott and we now had a new proposal and I don't know

116if it shows up as as a light lime green highlight, but you can see where it's crossed out and then we adjusted it. It's it's pretty similar language. So, that's what we're proposing. Gota >> Oh, yeah. Okay. Now, I I just begin to see it. It's very very pale. Okay. Gotcha. >> All right. So it's still telling the employees that that there is insurance offer >> but clarifying the language. Yes. Okay. Good. >> All right. We'll take a motion to >> so move. >> Second typing. >> Uh yes. >> Uh Josh, >> yes. >> Laura, >> yes. >> Christy, >> yes. >> Jody, >> yes. >> Jennif, >> yes. >> Thank you. Our second action item, item B is um a bid from Wilson Restaurant Supply for the nutrition program or to get a hot

117well and serving line. >> Yeah. So, director of student services or u nutrition Natalie Ritter, they're in need of of purchasing a a new hot wall and uh this is a company that they do most of their um purchasing from. So, that's what she's recommending. I move to approve the bid from Wilson Restaurant Supply in the amount of $12,666.86 for a hot wall. >> Second. >> Okay. Laura, >> yes. >> Christie, >> yes. Jody, >> yes. >> Jenny, >> yes. >> Josh, >> yes. >> Um, action item C. Um, we have some FFA students who have an overnight trip out of state. Where are they? Indianapolis. Excellent. And that usually rotates, I think, between five different cities. Help me out. >> Throughout the Midwest. >> I think it's >> Was it always the contract now?

118I'm not sure. >> Yeah. >> I move we approve the overnight trip from the man. >> Second, Christie. Yes. Okay. >> Okay. Christy, >> yes. >> Jody, >> yes. >> Jane, >> yes. >> Josh, >> yes. >> Laura, >> yes. >> Okay. Action item D. Uh there's a consent agenda involving FCCLA fundraising. Uh four well four plus hires and uh one resignation. Anyone can choose to remove an item or just to um make a motion to approve the entire consent agenda. I move to approve the entire consent agenda. >> One second. >> Okay. Josh, >> yes. >> Laura, >> yes. >> Christine, >> yes. >> Jody, >> yes. >> Jenny, >> yes. >> Okay. Upcoming dates, we have two more town hall meetings. And I did just want to check with the board. Um, both

119of those are during parent teacher conferences um from 4 to 6. We had a brief discussion before the town hall tonight about whether that would just be a kind of meet and greet and answer questions or a more formal presentation. And I'm wondering um what board members are able to be at either of those. >> I'm signed up for one of them. I'm not sure which one. >> Okay. >> But I can be at both. >> Okay. I know I can't do Wednesday. Um Thursday is a possibility. I can do Wednesday. >> I could probably do Wednesday or for >> I think Wednesday is here. >> Yeah. >> Wednesday is the middle school. >> I I'm not able to do Wednesday. I can do Thursday if needed. >> Okay, good. Thanks you guys. Um um

120yeah, great to make it. It's the last week before the election. Uh I will remind anybody who's listening to go out and vote on November 4th or apparently you can go over to the courthouse and vote uh in advance. We have a regular board meeting held at the high school media center in our usual location on November 12th. That will still be with this board because the even though we will know who the new board's going to be, the results of the election are not certified. So, we can't square in any board members. Uh, and so we still have many things that need to be approved and voted on. And so, that's what we'll do on November 12th is with the old board. And then the soonest that we possibly can uh swear on the

121new board is November 18th. And so, we will do a meeting. I'm right about that. Right, Lee? Yeah. >> More than one county. And so, they won't let you certify until all three counties. And so, that's the 18th is the earliest. >> Yeah. 18th is the earliest because it's two weeks after the election I think was the deal. So um and so that will organizational meeting will probably be relatively short um 6:30 and probably also held at the high school media center I think right uh and right after that will be the ISB school board convention and I'm sure we will have to post that because board members will be together although we will not be discussing any real school particular business. I will take a motion to adjurnn. >> So move. >> Second. >>

122All in favor? >> Excellent. Uh we're adjourning this special meeting and um in about one minute we're going to open up a schoolboard work session. And really that's just going to be Lisa's going to present to us. So >> the camera will also go off for the work session. >> And the camera's going to go off for the work session because it's just going to be Lisa talking about numbers. >> Okay. She has a 12minute time limit. >> Oh, she does not have a 12 minute time limit. >> 12 minutes. >> Like 50 slides. How am I going to get you 12 minutes? >> 15 minutes. >> You're gonna go, >> let's all of us set our alarms on our phones right now. >> Start on slide 23. Then >> this is fun. >> We're

123more fiscally competent this year since there's not this year. So you can roll >> 15 minutes. You guys are just cruel. >> Y'all are gonna want to see this though. >> Did you stop? >> Not to open the meeting again. >> Did it to end it? Yeah. >> Oh, I didn't hear that. >> Yeah. We're over. >> Josh, how do we shut this thing off again? >> Uh, I just X out everything and close it is what he says to do. >> I didn't know that was the formal protocol. I That's That's my buttoning approach. I just go to the top and hit everything that's red until it goes to the