ACSD Regular School Board Meeting 8-13-2025

001almost certainly can search of Good thing I'm not very fast. Yeah. >> Right. All right. At this time, it is 6:30. I'm going to call to order the meeting of the Atlanta Community School District Board of Education for August 13, 2025. Um, and I would take the roll call. Okay. >> Jody Gri, >> yes. >> Jenny Jordan, >> yes. >> Joshua McLaren, >> yes. Lauren Mlink, >> yes. Hey. Um, uh, at this time, this isn't actually on our agenda, but I think everybody here probably knows that we lost, uh, a small, valuable member of our community this week. And so, um, I just, uh, really wanted to honor, uh, Densen Rubin's life and his family by just taking a moment of silence. Um, if everybody would just join us in that. Thank you. I appreciate

002it. Um, uh, could we, uh, have a motion to approve the agenda? >> I move we approve the agenda. >> Okay. >> Jenny Jordan, >> yes. >> Josh, >> yes. >> Laura, yes. >> Jody, yes. Um I would just ask people who are sitting around the table to just speak up when you talk because we have a lot of people in the room who probably want to hear what we're saying. So um at this time we're going to u move into our time of welcoming visitors, welcome visitors and we're going to have public comments. We have six people who signed up in advance to be able to speak. Um our policy I'm just going to explain it you know for everybody in the room. Um our board policy about people coming for public comment is

003that we are always happy to hear from people. Um you always have the venue of calling us, emailing us, texting us, stopping us at the grocery store, whatever. Um officially at the meeting um our policy about public comment is that uh visitors are welcome to speak. We ask you to limit your time to three minutes just in the interest of order. And further our policy is that our total amount of time uh would be 10 minutes for public comment. Um I personally don't see that as a hard rule uh because I feel like I you know if you've gone to the trouble like I want to hear what you have to say. Uh however, we have a really big agenda because this is right before the school year is starting and so we are going

004to hear from the six people who did sign up in advance. And if there was anyone else who wanted to speak, I'm just going to have to ask you to um send us a an email or a note or something like that afterward. Um just because in the interest of order um and I hope that's okay with everybody. So uh the first person who I have is Michelle Schuler. and you can just come up to the podium if you're able. Oh, I guess you know, I'm sorry, Michelle. I won't take this from your time. The the policy is that we're giving this time over to the members of the public to share with us. So, there isn't really board interactive. And that's kind of I mean, it's it's kind of nice because you just get

005to say your piece, but sometimes people feel like, oh, they didn't even answer me. But that's that's just how we do it. So, okay. Go ahead. To the Atlantic school administrators and school board, thank you for allowing me to speak tonight in support of the AHS vocal music program. I am a longtime Atlantic resident, have had four student, four children graduate from the district, and my daughter was deeply involved in every part of the vocal music program. I've also served as an accompanist here in varying degrees over the past 37 years. My heart is invested in this program and in our students. This year we have no vocal music teacher and in my opinion this could have been prevented by simply allowing someone else to direct the musical. This was all our formal vocal teacher

006asked for in this upcoming school year as her husband will be deployed. Not an unreasonable request in my view. This was not allowed to happen. In May, we had yet another opportunity to retain our previous vocal teacher and again we failed to do so. The result, an entire vocal music program has been reduced to a single class, which our band director, a gifted educator who is incredibly committed to our students, has been asked to take on with no additional compensation. Not only will his band students lose his instruction for an hour every single day, but there will also be no vocal lessons, no vocal allspate auditions, solo ensembles, honor choirs, show choirs, and the list continues. Is this what we want for our students? I have spoken with them and their parents and the response

007is the same. They are frustrated. They are angry. How could this help? One student told me, "I'm shocked that they would even consider doing this. Choir isn't just a class. It's a program. We are always the ones losing things." That loss is real. It affects morale. It affects retention. And it very much affects our district's reputation. We are so fortunate to have our gifted band director who loves our students and is willing to step in. But without proper support, we are shortch changing both our band and our choir students. Every day he spends teaching choir without compensation means an hour less for band lessons and both programs suffer. I urge you tonight compensate our band director fairly for taking on this additional load, including any extracurricular vocal that he is willing to and has the

008time to take on. Ensure that all music students, band, and choir, have access to the lessons and opportunities they deserve. Protect the integrity of the music program until we can restore a full full-time vocal position. You have the opportunity to show our students they're here, that the arts matter here, that their passions and their talents are worth investing in. We have a chance to keep this program alive. Let's not choose to do less than that. Thank you for your time. Mary McBride. We're going to talk really fast. My name is Mary McBride and I'm an alumni of Atlanta Community School District. Uh I've worked for the district for five years, even though I'm parting ways this year. And I am the mom of a junior, a seventh grader, I'm going to cry. Sorry, guys. And

009a sixth grader. uh who are all in band and choir and I'm here to express deep concern and frustration over the current situation surrounding the choir program. I'm going to get straight to the point because I might not get to the end of this in three minutes. Uh my hope is that by in this meeting and beyond the board will take two actions. One to properly reimburse the band teacher so that he can maintain a choir program and a band choir in a band program to the best of his ability until a teacher is hired. and two to keep the um choir position posted until it is filled and with no gaps. Um I understand that it's within the right of the school administration to assign a teacher to a class that they don't usually

010teach and I also understand that uh it is currently believed that he can do this in the two class periods he's currently going to the middle school for. However, I'd like to challenge this view with the following points. One, band and choir have always been highly respected in this town as fulltime separate positions and running these program effectively has required seven class periods per day per program plus additional responsibilities outside the school day which are covered by another contract, right? Um, but even if the two middle school band periods are eliminated and two choirs are combined into one choir, it is still you're still asking him to teach 11 class periods in seven class periods right now. And that is impossible for one person. So really the main goal is hire a full-time teach position.

011Um, now I know there's a shortage of teachers in Iowa. I know as well as everybody and music especially in southwest Iowa is very tight. Um however consistent active consistent posting and active marketing of the position would be a really good way to keep us ahead of the game and uh it seems like it's now quote the job is now posted again. So we're are probably on the right track for that. So, um, if the band teacher is the next next best option, which I truly believe he is, as he's educated, he's worked with all three of my students now in, uh, lessons and he has had my older son for two years now in the high school band. Um, then he's being asked to do an impossible task, 11 periods of work and seven

012class periods. So, it seems like it would help, while it's not a full solution, it would help to pay him for that eighth class period, but she's willing to do and to allow him to work eight periods and be reimbursed for that. Paying teachers to cover each other for prep periods is something that's valued by teachers in this district. I know as a past educator here in Atlantic, and this helps create a positive school climate, reduces the need to find substitutes, and shows teachers that their time is valued. In this case, paying a band teacher a perdm rate to work for that one prep period, which I've signed the little blue sheets and been paid to cover people's prep periods, too. It seems like a simple, fair solution. Um, in a time of teacher shortages,

013it doesn't seem wise to me to push loyal staff to their limits or insult their programs by suggesting that it can be done in one class period. Um, another concern for me is that this type of short-term fix, we all I mean all the educators in the room know this is how programs start going away. Okay? So, it'll lead to one year of making it work with fewer resources. Then that sets the precedent that well, we did it this year, it could work next year, and then the resulting decline in program quality, which obviously comes, then show then results in lower enrollment because kids aren't going to enroll. And I've heard kids already say, "Well, I don't know why I'm going to be in fire this year." If we don't get to do this extra

014stuff, that's what I'm here for. So, it's going to reduce the amount of kids in the program. And then what h I'm not saying it's happening here, but what has happened in the past is then boards will come together and say, you know, enrollment's really low in choir. So, what are we going to offer next year? Less and less and less. And this is how programs go away. So, I just want to make it really clear that while no one has mentioned that, and I'm not accusing anybody of mentioning that, um, these programs need to continue to be two full-time programs and that's how the community feels about it and any other any move in the opposite direction will be in direct conflict of the values of Atlantic Community School District. Thank you for your

015time. Tammy board evening. For those of you who don't know me, my name is Kami Tour. I'm an Atlantic alumna. I'm the parent of an Atlantic alumni and the parent of a current Atlantic High School student. I am also a former PTO president and currently serve on the school improvement advisory committee. I'm here to discuss my concern and frustration over the current fire program situation. Our fire program is more than a class. It is a program. The proposal to use one teacher to teach class, another for lessons, a third to take kids to competitions, and a fourth to do the musical will not lead to a success successful program or a good learning connected environment for our students. Our teachers do more than teach classes. We all know that our teachers in any program give

016many hours outside of school to help our students reach their achievements. What is the situation going to do for the morale of the teachers in our district if we do not show true gratitude, appreciation, and compensation for their time? I'm worried about the reputation Atlantic is getting as a result of the current situation and who, if anyone, is going to apply for this position next year. I believe it is also a let down to our students who participate in this program. For many students, this is where they belong and their sense of community within the Atlanta Community School District. Belonging is listed as one of the strategic priorities for this school year of this district along with the portrait of a graduate which includes pursuing a passion. What if their passion is choir? For some

017students, it is also their reason for getting up and attending school every day. In addition, students involved in music programs scored as much as 13% higher in math, science, and English classes than their peers. Attendance, and academic growth are also listed as goals for our school district for this year. Students also have a choice on where they would like to attend school. If we do not adequately support our music program, what are those students whose why for attending school is the MO music program going to do? They could very well leave the district for a school that does have a championed program. I believe the best choice for our students, our program, our teachers, and the district as a whole is to hire Mr. O'Donnell for the current school year for everything but the musical

018because I know that's already contracted and adequately compensate him for that work. Thank you Laura Clover. Good evening, members of the board and the administration. My name is Laura Claver and I am the parent of an incoming freshman. We transferred to the Atlantic School District when she was in third grade. She loves music and especially choir. I'm here tonight because this conversation isn't just about a single class to be taught during the school day. It's about whether we as a district choose to see choir as a program that builds skills, confidence, and community or simply as one class to teach. Last year, my daughter had the incredible honor of being chosen to attend Opus, an opportunity she earned because she had the support, direction, and countless extra hours from a dedicated choir director. That level

019of preparation and encouragement doesn't happen in one class period. It happens because the teachers and the administration treated choir as a program. That's why it was so disheartening to read in Dr. Johnson's letter that the district cannot provide additional pay for teaching a course during the regular school day when the teacher has an available period. This is the same choir program that has historically been a full-time position, not just another class period to be covered. Suggesting that it can be simply be handled as an additional class ignores the reality of what it takes to keep this program and its opportunities alive. Our family moved to the Atlantic School District because of the opportunities here in academics, in the arts, and in music. To now see a program that has been treated as a full-time role

020reduced to just another class is not only disappointing, it feels quite frankly short-sighted. It risks losing the very thing that makes this district a place that families choose to move to and to live in. I would also urge this board to consider the very real implication for future recruitment. How is a full-time choir director expected to be interested in coming to a district where their work is viewed as simply a class period to teach rather than a program to lead? Choir is not and has never been just a single class to be taught. It's a program that requires leadership, vision, and time well beyond the fell. And our students deserve to have those opportunities protected and not diminished. I would strongly encourage the board to consider adequately compensating Mr. O'Donnell for the time that he's

021committed to safeguard the choir program until a full-time director can be hired. Thank you for your time and for listening to the voices here this evening of your students and of your families. Hey, next Stella Han. Good evening, board members, faculty, and fellow community members. My name is Stella, and I'm a proud parent of a student starting her first year at Atlantic High School. For my daughter, music is more than a class. It's where she comes alive. It's her outlet, her confidence, and her joy. She's not alone. Many students who may not fit in on a sports team or in advanced classes will find their place in the music room. There they build discipline, teamwork, and self-esteem. Some dream of music careers while others simply carry the lessons and confidence for life. For that to

022happen, we we need to ensure the right leadership is in place. Specifically, we need Mr. O'Donnell teaching the lessons and leading the concerts but getting adequately compensated for these things. His experience, skill, and ability to connect with the students are exactly what will keep choirs strong and thriving. Without that leadership, there will be no concerts and no dedicated instruction for our choir students. We have the students and we have the passion. What we need now is the person who can guide them and give them the opportunities they deserve. Please make sure our music program has that leadership because when you invest in music and the right person to lead it, you invest in a stronger, more connected, and more inspired student body and a school culture that we can all be proud of. Thank you.

023The sixth one is Sophie Johnson's. >> Good evening. I am Sophie Johnson. I am a senior at AHS. Um, I would like to thank the other women that spoke today, but I would also like to say it says something when a fellow a person of the student body comes to speak against something. I am also speaking about the choir situation and I am a voice for the student body. I want to start off by saying that due to some physical disabilities I am unable to participate in sports and other than managing them. One of the activities here that I am committed to is the choir and showc program and it is a program. It should be noted that it is not just a class. I have do I have put in a lot of effort

024into the choir program because that is the one one of the activities that I can do here and I am capable of doing to my full being without worry of limitations or medical issues. I have been informed that the superintendent Dr. Beth Johnson has stated on a number of times that she views choir as just a 45minute class each day. And she has also stated that she does not care about the music program including band. I would also like to say what if we only gave sports 45 minutes to practice each day. This is nothing against sports, but it's to say if you gave sports only 45 minutes to practice, people would come and complain and it would never happen because they're sports. They're important. Well, so is the music program. And it's not just

025a 45 minute class. It is a program that we do lessons on countless times out of outside of the 45minute class period. Even sometimes in the morning before school even starts. It takes a lot of out school time for all state for the all state program. It takes a lot of out of school time even then to be working with a local teacher to help us improve by giving Mr. O no choice but to take away all state solo ensemble large group and show our competitions. You take away the students only ability to grow, earn high achievements, and even to be able to follow choir as a career after high school and you make it harder for those students. For a student like me who is physically limited to diminish one of the activities I

026put my all into include including other students alongside me who also are physically limited. You also take aways that we can be involved. And as far as I know, for the four years that well going to be four years that I've been in this high school, it has been preached about student involvement and wanting more. But in taking away these activities of choir, you are also taking away students ab ability to be involved and you limit their ability to be involved. That doesn't say much on the involvement you guys preach about wanting. I would also like to make it known how much the school pushes about tradition. The traditions of all state solo ensemble larger which we host here at our high school. The traditions of show choir competitions of show choir blast of the

027concerts of the choir singing at different school events. You take away those things as well and you also put a dampen on the image that this school puts on tradition. What message does that send out about the administration here at the high school? I believe that Mr. O deserves extra compensation. He is a hardworking teacher and well loved by many students and we know that it's not his choice to take away all this stuff. He just can't afford to do it. Thank you. Um, thank you to all of you who spoke and thank you so much for respecting the time guidelines. Um, I know it's hard to come and get up in front of people and talk and you also all gave up time tonight. I really appreciate it and everybody liked who came out.

028Um, we see your passion and uh, we appreciate it. Uh, at this point I'm going to give you the option to be able to leave if you want to. Um, we're going to go ahead and have the rest of our agenda during our discussion section which will be in a little bit. Um, there will be a review of unfilled teacher positions for the district. Um, so if you would like to be here for that, you certainly could. Um, but also, you know, no one is obligated to stay. So, I wanted just to let you guys know that's okay. Um, I know you're not able to sneak out because the door's right there. So, okay. Um, I think we're gonna have a presentation about the summer school program. >> Hello. I'm Mr. Perkins and uh I

029did summer school this year. Uh, and I'll be honest, going into it, I was a little scared because obviously no kid wants to hear summer school. Uh, but thank you to Mrs. McKay. She had everything ready for me, had prepared. It was really easy this summer. And I just appreciate being a part of that Trojan community, getting the help we need. Makes things really, really good. Um, I had about 40 kids on the roster for summer school going into it. So, I was a little worried. I'm like, 40 kids in one room, it's going to be tough. Uh but only about 27 students showed up for the first day. We were able to check computers out to them. So they were able to work from home or come in during the times that we had.

030That time was 8:30 to 11:15 on Wednesdays and or sorry Monday, Wednesday and 9:30 to 11:45 on Tuesday, Thursday just because my obligations with football. Um during that time I had about 10 to 15 students on average that would come in and work. Um I had about eight to nine students that would work from home online and I would say um probably about half the students were able to complete at least one credit or multiple credits. Um some students had quite a few credits so it was really unrealistic to think in a month that they'd be able to finish all of them but there was progress made. Uh we use the Aselis program too. So for these students that put in that time in the summer, they can carry that over into the next school

031year and just pick it up and continue. So, um, I was actually very, very pleased with the way it went. The kids came in, they did their work. Um, they showed up on time. Some were there early. I had a kid email me and said, "Hey, I want to be there at 7:30." So, I showed up at 7:30 to help them get stuff done. So, I was very, very pleased that there was effort put in by these students during the summer. It It's tough for students. I understand sometimes it's not their fault, sometimes it is, but they came in, put in the time. It made my job so much easier. So, I enjoyed it uh immensely. So, other than that, if you have any questions, >> so kids were working on different things. They had

032they it was for credit recovery of um classes they hadn't been able to finish. >> Yes. Some either credit recovery or maybe they failed a class. So, and my job was to to supervise and help as needed. I'll be honest, not many kids want to help on anything with math. Sounds a little rough. We got through it. So, >> okay. Thank you, Orin. >> Thank you. >> Okay. Uh we're going to move on to reports. Um do we have a report for student activities or is everybody doing something together? We've got actually a little power and the PowerPoint is just going to be a recap of the uh board retreat that the administrators and the board on August 4th. Um some of the highlights of that retreat. So, the purpose was for the board and

033the leadership team to get together, talk about past um things that happened during this this recent school year and then talk about what they want to do for this upcoming year. So, we we had specific documents and plans. We also had different kinds of um report of reporting process that we uh presented to the board. One of the things of the focus was is just that culture of accountability. As we move forward in uh the next school year as a as a district, we are now committed to using more and more data to drive um our school improvements. Um during that time, we also talked about the school improvement plans um that uh each of the the building principles and myself, we reviewed what our plans are going to be and that's what the principles

034and directors are going to talk about. Um and so here's mine. The two things that uh that I plan to do for the upcoming year is to ensure a systematic approach that the full district that and we're able to collect any kind of data and analyze it and then manage the use. Right now we have different uh uh programs like uh JMC and uh uh ISAPS and and uh MAPS and it's bits and pieces. We're going to have some kind of systematic program where teachers are able to access information on student growth um and what to do with that information for instruction. And then the the second part is I'll continue to evaluate, review, and reallocate uh district resources to meet the needs of all students. So those are my two plans. Each of the

035principles and directors, like I said, I've got slides that they're going to talk about. So Mrs. McKay, if you want to kind of take it over from here. >> Yeah. One of the things uh during the administrative retreat that was really helpful to me is as a former English teacher, data is something every year that I had as a goal to improve on. And I really felt like the learning that took place gave me some concrete tools to um utilize to help streamline the data. So then that way it's more accessible so we can make decisions um everything kind of in one location because otherwise gets kind of like Dr. Johnson said we're pulling all different places. Uh the clear expectations and consistent follow through you know that builds trust that builds momentum. Um, I

036have an amazing team that I get to work with every day at Atlantic High School. And so just seeing how they're going to take their work with what I've learned and then what we'll learn from each other, I'm really excited for where it's going to take us for this next year. >> Yeah, that's impressive. We talked about at the retreat how it's kind of hard to see at some point sometimes how activities fits in to the main goals of academics and attendance growth. Uh but then we all know that when kids are involved in extracurricular activities, fine arts, clubs, sports, their attendance is better. And of course then that's going to relate then to their academic growth is going to be better as well. So, we talked about make sure we try to maximize the

037opportunities. Um, by the way, we're going to create the survey that I have a rough draft of the survey done. Uh, so we can get sent out to kids. I want to revamp a few things with it and we'll get sent out uh within the first couple weeks of of the school year. But another thing that we've looked at through actually before the borders treatment, I don't know why I didn't bring it up then, is looking at study table. Study table as you know is part maybe you don't know is available for students who are struggling with a grade. Any student that has a failing grade no matter if they're an activity or not and their parent is going to receive a letter or an email from me every two weeks and if they're on

038that list invite them to come to study table. if they're out for an activity at that moment. For example, this ball football, baseball or tennis and volleyball will be required to go to study table if they're failing class, but it doesn't have the I wouldn't say rigor, but the impact that we've thought should have recently. So, we've looked at different ways to increase what study table does for our students that are involved in activities. Uh we're talking we're working on making sure that we have a set protocol for our people who were supervising it. We've we've lost supervisors over there in the past that that did it for years and said it was time for them to give it up. So it was kind of been in a rotation of people that interested. We need

039to get somebody who was going to be very dedicated or a group of people very dedicated to this and I think you're going to see some great things. So that's extracurricular activities involved as well to get this program out to help our attendance and our academic standards here. Oh, my third one did show up. I've got three. >> That's okay. I know they are. Um, so really between our admin retreat that we did um earlier this summer and then our board retreat, uh, this is I just completed my second full summer being a principal and it felt like I actually did principal stuff this last summer which was kind of fun. Um, and so keeping our building goals in mind, these what I am going to propose to the BLT that they would be um,

040and I know they're going to be close to that. Um, I found three areas that I thought I needed to focus my growth on this summer to make those things a reality. Um, one of those is around our MTSS process. Um, um, that's our multi-tered system of support. Um, and we have it in place. We have time devoted to it. I almost felt like I was just getting catch caught up with my staff because they do an amazing job. Um, but really identifying is something that we I feel is pretty easy to do. you look at the data, you identify the students that need the supports either on the the low end or even the high end if you're doing it right. Um, but where I feel like my growth has happened and um, something

041that I want to be more involved in in in the process is um, the actual interventions that we're using and the progress monitoring so that um, the student that has the data that supports them needing the intervention or that MTSS time, we don't just put them in there and forget about them. Um, and and I know our teachers uh, at the middle school do a wonderful job of keeping it fluid. Uh, but I just feel like the process needs to be tightened up a little bit. Another area um to help support our building goals is going to be restorative practices and uh we're just starting to um kind of venture down that road. Um but we're going to have a cohort of of staff from each building I believe um begin to get trained in

042that and um really um kind of see how it fits into our school day, how it can help our disciplinary process and maybe how it can help our attendance school as well. Um, and then the last one I said I knew it my mind went away. That's all right. I promise I know. Oh, PLC's. I didn't even know. Promise. Um, >> he's on mine. >> Yeah, I can't. Uh, PLC's. So, that's our professional learning communities. That's what we do on our Wednesday uh PDS. Um and uh with having one less instructional coach, um I just really want to take the lead for uh grades 6 through 8 in, uh facilitating a lot of the conversations both in the meetings, but also with our guiding coalition, those are our PLC leads, so that I can hear

043directly from them what their needs are, how things are going, and I can get better support, maybe more involved as a support for those um for those Wednesday uh PD groups. Um, so those are the three big areas was MTSS, restoative practice and the PLC. And I think if I grow and continue to grow in those areas that our building goals are going to take care of themselves. All right. So I guess uh so some of my professional growth uh reflect on what the work we've done this summer with data. Uh same type of thing you've heard before. I'm actually blessed that uh one of the people that was new to Truler last year works at the AEA doing a lot of data stuff. Uh so I actually met with her yesterday and a very

044picky huge step forward just the thought process of like we have all this data how do we focus it so that we streamline the use of the data and uh and really take a look at it. So we spent like two and a half hours yesterday just coming up with forms and this is how we're going to do it in the process. So that should make everything uh for the teachers from what I use data for, teachers use that as she used that forward all work together. Uh so hopefully that works out the way we want it to. Uh next part about it is the next professional growth piece. Uh we've done a really good job with ELA looking at the process of identifying students that need support uh in our ELA and getting them

045to read uh more and more and better. uh just to equalize that with the MTS process in math. We we used it, we're been using it, we have intervention set up. Um but just making sure that we're at the same level with with math that we are at ELA. Um we got a big big thing moving forward with implementing implementing our new ELA program. You guys spend a lot of money on it. We got to make sure it works and it's and everybody's doing it the right way. So uh that'll be a big focus for me as we go through the year. Uh and then as they kind of mentioned with the restorative practices, you know, I just put it down as creating those relationships teacher to teacher teacher to student uh and student to

046student. And I think that uh you know the avenue of using resource practice and really build those relationships and and really get people to kind of have that feeling on a on a deeper level than you know than just I don't know just that deeper understanding of each other is what I would say. Yeah. Um, so for when I was looking back on the board retreat and the administrative retreat, I I feel like that at Washington we do a really nice job of looking at data. We have a lot of data. We're data rich. Um, but we can always always do better. Uh, math this year is going to be a bigger focus um with the new math council legislation. So there's a little bit of a learning curve on that for us, but we'll

047dig into that data. That's going to be new testing that we haven't done in the past outside of second and third grade. So adding those kindergarten and first graders into that mix is going to be a little bit of a challenge, but it's one that is completely doable. And actually I'm kind of excited about the I like to nerd out on like data. It's one of my things. Um and then I just said really proud of the progress that we've made. I think that at Washington we've really uh we've really dug into the SDI work and the literacy work that's those last 10 years the state really really worked hard on on making sure that schools were focusing in those areas and we've dug into that work and made it our work and it's not

048it's not an add-on it's not another thing that we do it's what we do uh and I just want to take a minute I don't know if everybody realized how much we love our students this week and especially our the Washington staff. And um so the work that we do, it's not just about numbers. It's really about the little people that we work with. And I just hope everyone realizes how much we love and care about our kids. I'm sorry. That's it. Peace. So, um, basically you you heard some patterns and some trends come through some of that information and so I reflected very specifically on some things we worked on in our retreat with uh, Albert Dupant. And so things that reached out to me and like pushed some of the things that I

049put into my um improvement plan for the district specifically are these four things. The first one is that data is not personal. Um it's not it's not one of these principles. It is we are a group. We are united. We are a school. Um and it's that community piece that we talk about. When one group is unsuccessful, we're all unsuccessful. It is our data. And so we talked a lot about um and you guys know that I when I presented my stuff last week, it was it was about those special populations of people that we we need to focus on, we need to remember. And it's not just the special education kids or the EL kids. It's that top tier as well. And so the personal um the improvement plan that I put together envelops

050all of that, all those pieces across the district. Um the second piece there, you heard a lot of things about data uh in the reflections of the staff or of our administrators and basically it it was uh it goes back to this quote that we have um that we that we looked at that during the retreat and it's if you want a teacher to use the data you have to give it to them and so we have to provide the we have to provide the tool and the vehicle to get to the data dig that we want to do as a district. And so that was that was the piece that I reflected on there. Um, we need to collect the data and we need to collect the data for all groups. And I think

051you've heard the principles and myself as well as Dr. Johnson say that we're committing ourselves to that this year. We are committing ourselves to to that piece um to make our districts even stronger. And then the difference between management and uh and leadership and and that was um you know management is is when and and if if you look at any of us I think we we could all argue we're all we're all solvers right we want to we want to fix the problem that's a management but if we work with someone to help them solve the problem and help and lead them to that solution that's leadership and so I think that those four things kind of sum up all of our plans along with um the goals of the district. Okay. Next steps

052for this upcoming school year. During the retreat, the board reviewed uh district goals and then the strategic plan which they're going to look at from and discuss or and approve. Because of those two items, the goals and the strategic priorities each of the buildings and then districtwide we have developed uh school improvement plans that feed in and support and address uh the strategic priorities and then the district holds. So um monthly we'll be using and presenting to the board information on our data and growth and how uh progress is being made. Um and then the last thing I guess is is just um our plans are to have a consistent data driven um instructional plan um for our staff and then it'll reflect our student well. So any questions on that board for the superintendent

053report? Do you have anything else we can laugh at? my superintendent report. Again, it it has basically the um board goals and then the strategic priorities. But as a superintendent for my school improvement plan, this next month or two is uh working to um select and contract with a vendor that they're going to collect our data, put it together on a dashboard, and then it becomes very user friendly for our staff. That's one of the pieces. and then um some kind of tracking systems that that goes along with that. Uh and then start to review and compile uh a comprehensive inventory of our current programs and our services that we provide for our students. Last thing uh because it is it is on the board agenda, I'm going to develop u fact sheets for the

054upcoming bond referendum and be able to share that out with folks. um provide information on the website. I hope I get invited to different uh meetings and and community events and clubs to come and share that information. Uh I think we'll also have some kind of town hall meetings so that the public can understand more and more about what this bond project and building project is about. So that's those are my three u specific goals that I'm working on for the next month run through. Okay. Um, board members, is there anything that you would like to report on? Sure. >> Um, Denny and I went to the new teachers, uh, like a little meet and greet, um, which is always really fun. I got to talk to about half. Did you get to >> Yeah.

055interact with them? >> Yeah. Yeah. I actually ended up in a more lengthy conversation with uh one of our veteran teachers who's a who's a mentor leader and um she was explaining to me a lot about the mentor program and how it works and why she's passionate about it and which was something I've always wondered about. I knew our new teachers have mentors. that didn't really understand how that relationship worked out. And so she was able to really like color it in for me a lot. And um it it's I you know I think it's fantastic because that it's a big it's a big step when you're a new teacher going from the stuff you've been learning in school to actually being in the classroom being responsible. That's a big big lift. And so having

056that support is is a big deal. And I was glad that the board was invited so that I could feel welcome to I don't know if you guys were any of you were there, but it was an exciting first day of school and back 50 years when I did the same thing. >> Uh okay. Uh the July financial report. >> So I provided you with uh financial reports for the month of July. So July is our first month of the new fiscal year for 2526. And so um we don't have as many expenses over July and August, but we also don't have as much income. So it kind of balances out. Um our expenses were down compared to last year at this time. So uh we just kind of monitor that. Now we're still getting

057a lot of those reimbursements in from a lot of our federal and state grants. We'll be receiving those by the end of this month. Um the final report for the past year, the 2425 year is due September 15th. So we turned that into the state. And so we're kind of right now working in two fiscal years. The past year that ended on June 30th and then the new year that started July 1. And so we're kind of working through both years, uh getting those reimbursements in, finishing up some expenses, and then also we have new expenses. We have uh teachers coming back and they have supplies they need and stuff. So we've been also processing a lot of orders for that stuff. So, um, the expenses are as they should be. Um, I thought the

058numbers look really good, but I'll know more next month after we get those reimbursements. >> Great. Anything else? That's it. Okay. I'll take a motion to approve those. >> I move we approve the financial report. >> Second. >> Laura Mlan. Yes. >> Jody Goodri. Yes. >> Jenny Jordan. >> Yes. >> Josh McLaren. >> Yes. >> Thank you. Uh the next item is our uh consent agenda which we ordinarily just approved as a group unless there's any board member that would like to pull anything from there. >> Otherwise I'll take a motion. I move to approve consent items as >> Jenny. Yes, >> Josh. >> Yes, >> Laura. >> Yes, >> Jeff. >> Yes. >> Okay. Uh, we now move on to our discussion items. And the first one is the master plan and bond referendum.

059>> I don't have anything to add. I know the board spent a lot of time, lots of meetings reviewing the master plan and then the proposed bond referendum. I'm just going to invite any of the board members if you have extra comments or additional thoughts they want to share. >> I mean, are you in a position yet to sort of tell us what's >> Sure. I didn't know if you wanted to talk about next steps that part now or wait for that resolution. Um so at this point the board has met with um bond counsel and then our our school attorneys and then also with SBPA which is our school attorneys and I I I think it's a good plan where because of the two different types of bonds that uh the public might be

060aware of the geo bonds which in the community of Atlanta that would be your taxpayer dollars supporting the geo bonds and then there's this sales tax or sometimes we call it save bond or save bonds, two separate accounts. The sales tax is that penny tax that is collected across the state of Iowa. So, everybody in the state of Iowa is contributing to what we get for that sales tax. The board is looking at I think they'll probably approve it two different types of bonds. The one bond, the geo bond, which is our taxpayer dollar bond, will cover all the projects that involve any type of uh renovation in addition at the Washington Elementary, the classrooms that are uh addition here at the high school, the um new commons area, which is kind of that sidewalk

061area, uh restrooms at Schuler, uh and any other kind of renovation that involves academic u that would get covered under that geo bond. all the secure entrances. >> I was trying to remember off the text I had secure entrances at all four buildings. >> Okay. So then the sales tax bond that will take care of that indoor practice facility or sometimes you hear it referred to as the field tax. And so it's not taxpayer dollars of Atlanta even though you are contributing part of that petting tax. Um, I think by separating those two different areas and those two different bonds, um, it makes more sense for the folks of Atlanta in the tax that you'll be paying directly that or that would affect um, uh, your property tax. So, as we've worked with um our

062bond council, we're really working hard um and maybe Lisa Jones can help me out a little bit on this because she's a little bit better on the numbers, but we are working really hard to ensure that um that the tax that would cover that this 20-year bond is um pretty close to what you're already paying. more information will come out on that and uh I think it'll make sense if you can see it on paper and the numbers, but we the board is really working hard to make sure that the taxes aren't a major increase. Um again, invite me to contemplate any of your um clubs or any any kind of event, we'll share that out, but we'll also have a lot of that information on the school web page. Good. Thanks. anything else I

063missed on that. >> Uh our next discussion item is to review district holes for strategic plan. >> So um and again the board's going to approve those as action items. The district goals are the same as they were last year and uh they would be to ensure that all students are going to make the one year academic growth and then the second one is to improve daily attendance with all students. So they're very broad but last year we felt it was very successful in both of those areas. We saw great growth uh and improvement with all students uh with one year of academic growth and then of course the daily attendance really it really did it was impressive and we were happy that you know kids worked hard in both areas. The strategic plan remains

064the same. There is a little bit of a wording change, but the wording change. Oh gosh, it's it's not much. Hold up and look at it. >> The strategic strategic plan. Well, we had changed some of the wording on it. >> Optimizing I believe. >> Yes. Yes. So at the very last one under stewardship optimizing operations at the school of campuses. So and again I think as the board looked at you know uh being good stewards of the resources and responsibilities with the upcoming spawn proposal um we felt that that really uh addressed that need for optimizing any operations and resources of the the district especially at the school campuses. >> Anything else about that? Uh, our third discussion item, review unfilled teacher positions and plans to accommodate student. >> Okay. I I'm going to

065have the principles and then directors talk about this because they are working really hard um to find solutions to meet the needs of students and then these specific programs. So, Um, so at the high school, there's two positions that, um, we still are trying to fill. Um, as you know, yes, vocal music is one of those positions. Um, Mr. O'Donnell will be teaching, uh, choir and show choir. We are still trying to problem solve and find ways to meet the needs for lessons. Uh the additional stipend it has been posted and the vocal music position is also posted. So internally we're still trying to figure out how we're going to cover um lessons as well. Um this yes uh also may got a contact last night for a retired teacher who might um also be

066coming in to help us out in some capacity as well. So trying to work through that a little bit. Um so that's where vocal music is at has been actively worked on. Uh, and we'll be meeting with the music department to kind of see what ideas maybe they have too that we haven't thought of. Um, the second position was uh Mr. Dodson's industrial tech position. And so that was a late resignation right at the end of the school year. uh and uh he was given an opportunity uh and so Mrs. Boltz who is our head school can you guys hear me? I'm sorry I don't know if I'm talking loud enough. Okay. Um our head school counselor and Mr. Wowitz our other industrial tech um teacher. We met right away looked through um the courses

067the programming trying to see what we could keep what we would streamline. I anybody who knows Mr. Whitz knows that he is one of those go-getters who has vision who wants to do what he can for kids. Uh so uh we combined some classes. Mr. Dodson came in this summer and taught in the curriculum for the small engines class because that's very popular. um because I couldn't get somebody that there were two periods that I could not get figured out and if I could teach it I sure would but nobody wants me teaching CAD which is computer Aed drafting I don't have that skill set Photoshop I can do but uh so we moved those classes to second semester we do have a student teacher with Mr. Winterwood's first semester. Uh, so I'm really hoping

068that that individual is has a great experience and really knows well with our students. And I know he's going to learn a ton from Mr. Witz because I always learned from Mr. Writz. So, uh, let's see. Oh, building trades. So, building trades, we are going a different route. So for those of you who aren't familiar, this is something that our community has been working on for over 15 years and um finally really got a lot of momentum going once we got both Mr. Dodson and Mr. Wood hired. So we have community partners who have been with us all along the way who are helping us maintain building trades. Uh and so that Randy Watts, Alan Watts, um Nathan Bird um are really going to help kind of be our liaison and um we'll be operating

069it uh through partnerships with them and Mr. Watts uh taught in the district several years ago when we had a plumbing program. So super thankful to all of them and then they always bring in so many other amazing people to help uh with building trades as well. also our kids really get a valuable experience. >> That's what that >> Thank you, sir. >> Uh and then in the special education department, um we do have um a few positions that were not uh that were advertised for and not filled. Um, and so basically to meet the the needs of our special education students, uh, the principles and I worked hard to reassign the case loads that were previously assigned to those positions that are vacant at this time. Uh, we reviewed student IPs, staff expertise, and

070the overall workload of those teachers, keeping in mind um the, uh, the the matrix that the district uses in their special education plan. And we basically what we did is we shifted um students in a way that it provided um appropriate support from qualified teachers and the adjustment allows for more balanced case loads. It ensures that students continue to receive their appropriate individual support and it fosters greater in integration and uh least restrictive environments for the general education settings for those students um when appropriate. And by aligning our teachers assignments with the student needs and strengths, we're utilizing our resources um and maintaining compliance with our state and federal special education requirements. We're also continuing to prioritize the academic and behavioral success of all students. And how we're doing that is in conversation with our

071principles and with Dr. Johnson. We know that it's really hard at this point like at this time of the year if if teachers don't have jobs lined up, it's very hard to get them to apply because they probably don't want the job, right? So, we are going to be working very hard um I have connections at several area colleges. Uh we're going to be reaching out to other districts looking for student teachers and hopefully um around the October calendar uh looking to hit that really hard to see if we can't fill some of those positions second semester which again is very difficult. But we've learned in the last few years there is there is a large amounts of mid-year graduates. Um, and so as long as the schools they're student teaching in aren't um, nabbing

072them before we get a chance to talk to them, we're hoping that we can maybe get some of those positions filled that way as well. >> That it Okay, we're going to move on to our action items. Uh the first one is the ISB legislative priorities. Lisa, I hope you took notes because my notes were on paper and I didn't bring >> some mine are pretty sketchy, too. No, >> they're the same ones. >> That's unfortunate. I I did make notes when we talked about this. >> Are the ones we decided? Yeah, they so we they just want us to identify what as a district board what we feel like if they're going to work on something at the fake house, what would we like them to be? >> Weren't we like student achievement absenteeism?

073Was it still absent? I thought we were still going to focus on >> I thought we were still going to focus on it since it's part of our district goal and strategic plan. >> Okay. I definitely remember we were saying teaching improvement and license still like that that is still a priority. Um us being able to get more teachers. >> Um >> I think special ed um >> I know you did the same thing as me. I know. And I I always like to think of it as like, you know, all these things are important, but which of these do we think like the legislature is most likely to be able to take action that would actually like help us with these things? >> I think they're on that. >> Um yeah, special ed support.

074>> Um school safety is that one >> I feel like. All right. That spelled pos. Did you have something? There you go. Came through. You've done this so many years. Just remember, >> I don't think we get much bang for our buck out of that. >> I know. I know. And they're making the list longer instead of shorter. >> Things should consolidate. >> Okay. Um, is that enough, please? Can you >> I just You have a motion of the four you want. >> Oh, yeah. You need a motion of four. Okay. Go ahead, J. Okay. I want to just say I move to what's the word I'm looking for for our 256 legislative priorities >> priorities to be student achievement uh safety >> teacher recruitment and absentees >> we want you was one of those

075>> yeah That that was the first one. >> Yeah. >> Those match our district >> we'll do five. Throw it in. >> I move to those. >> You give me spaces for four, but I'll put five. >> Okay. Squeeze your hands. Okay. Let's take a ne uh Josh McLaren. Yes, >> Laura. >> Yes, >> Jody. >> Yes. And Jamie. >> Yes. >> Thank you. Okay. So, district goals and strategic plan. We're doing a motion on those ones. Want to do them together? >> I think so. >> Cool. >> Yeah. Just to have it official that you >> That's nice. Like make it official. >> Do you need a motion? >> Yeah. All these >> is that just to approve them? >> Yeah. Basically, we are formally as a body saying we're establishing these as our

076plan for the coming year. >> All right. I move that we approve the district goals that we've established and our strategic plan. >> Second. >> Laura, >> Yes. Jenny, >> yes. >> Josh, >> yes. >> Sorry, I doubled up on you. >> Yeah. You're used to doing five names. You're just going >> I am. That's I Christie. >> Okay. Action item C is a resolution fixing date for hearing on the proposed issuance of approximately $18.5 million school infrastructure sales services tax revenue bonds. >> That just means we need to have a public hearings uh before the 27th. >> So the motion needs to uh mention the date of the August 27th. I move for a resolution on August 27th, 2025 for hearing on proposed issuance of approximately 18.5 million full section sales services and use

077tax revenue bond. >> Second >> Jody, >> yes. >> Jenny, >> yes. >> Josh, yes. >> Laura, >> yes. >> Okay. Action item D is the second reading of the um is this the entire 500 series or is this just certain ones? >> Those are certain ones. >> Okay. Certain ones of the these are the ones that basically had expired or were about to expire >> already too fast. >> Yes. Okay. Um of the following board policies. So 505.08 uh is regarding parent and family engagement. Uh 506 is regarding education records access. Um, and then there's a whole bunch of exhibits, which is basically uh samples of the types of uh uh forms that we're going to use. Uh, 506.02 and is the student directory information. Uh, 506.03 is student photographs. 04 is student library

078circulation records and 507.09 is the wellness policy. So those other ones are just involving what our policy is about um uh preserving student information and the circumstances in which student information might become public which has to do with like the photos and things like that. Um so this board has already uh uh approved the first reading of those and we always do two readings at two separate meetings on those. So this would be the final one that would kick those into uh existence. I move we approve the second reading on the uh I guess attached policies as as written. >> I'll second. >> Yes. >> Jenny, >> yes. >> Laura, >> yes. Josh, >> yes. Uh so action item E is another uh policy review and this one is regarding um cell phone policies. Can

079you walk us through a little bit? >> Sure. Uh so I think in May if I recall the governor had uh issued another uh law state law that uh she wanted to have um a specific policy in place for uh student use of personal electronic devices or cell phones. Okay. So the board last year or I think in the spring well actually in January uh approved uh a policy and since then IASB came back with another updated policy. So you're looking at two different policies. the current one which is uh approved on in January and then the the new one and and really the difference of the two is the board uh can decide uh and define what instructional time is. So the parts that are highlighted on the ISB ones are the ones for

080us to consider which is basically that the did they the the governor just says instructional time. Is that right? So legally we can what instructional time is? >> And our current one if I'm correct is just during class correct have it during lunch. No or not lunch. >> And and so that's why it had two policies. Do you have a I haven't sent it around. >> Oh, I have it. I have it. >> I have it. >> It's on the email. >> The current approved board policy, it says instructional time is defined to mean periods of class room instruction from the beginning of class bell until the end of class bell, including lunch, recess, and passive periods. And does it also um I was wondering about like watches, stuff like that. It looks like it

081says personal. It may include but is not limited to Oh, students may wear smart or electronic watches but may not use any communication applications. So that's the policy that we currently have and ISB I think they just said you know we need to we need to have a we need to decide if we want to include that or not. Is that right Lisa? Is that how you understood that? >> Yeah. So when we set the policy, they had legislature hadn't finished up with U. And now that they have, they're really leaving anything in yellow. It's really just at the district's discretion. We can determine what we call instructional time so we can make it make it weaker than what they put out. But you can make it more strict. >> That's a good way to

082put it. Okay. So, um, someone had a request for us to review this because, uh, ours is stricter than it needs to be currently. >> Yeah. The board just has to decide what is instructional time. >> So, what do they mean by that? It's teach like they want to be able to use it during passing times and lunch. >> Yeah. So you you just have to say, well, instructional time is class time and a passing time in lunch is not instruction. We just have to have that on board policy. Or you say from the first bill of the day to the last bill of the day, the whole time is instruction. >> Um Heather, what do kids do with their phon? >> Um most keep it in their bags, in their pockets. teach have them

083pick it up in there. I I bought for every classroom one of those like shoe things where they put those >> What percent of the teachers use those? >> Oh, it's small. Yeah. And basically >> most the kids have their phones >> on them and they're seen if they're heard if they're uh then they're usually taken and turned into the office. >> You said usually is that >> Well, yeah. Not in every class. So I would like to say 100. >> So how many phones a day are being turned into the office? >> Well, on average to some days one or two other days or eight. >> Yeah, I know there was one day I brought in six. >> You brought in six. >> And then um and then what's happening with them? >> So

084they lose the privilege during the day. It depends on what events. So if it's first events, the student gives back at the end of the day. If it's second, the student uh a parent has a parent or guardian has to come pick it up. Um we've had some parents and guardians and say they can stay there for so they've given a trigger punishment. Um and then when they get to a certain point uh >> same thing and the detention, >> right? >> Third offense pick up and detention, >> right? And then we had two or three students last year get to they had to bring their phone in at the start of the day, check it in. We locked it in the ball and they didn't get it for like a week. Um and then

085it would increase. >> That's after they've already had detention. >> Yeah. So that's after Yeah. So that's when they've escalated the >> very few get to detention. >> Sure. Very few. >> Yeah. Once you get to that point, >> are those offenses is the right word. Are those offenses of those kids? Is that at passing times in lunch or is that during >> No, it's during class time. >> Yeah, because they're not you guys are just letting everybody use during passing times and lunch, right? >> Currently. Yeah. And that's why you'll see in the handbook revision. I didn't touch that until you guys had your discussion. >> Yeah. I did do I hold the high school teachers as well. And how did they feel about it? >> Um, well though, not everybody I didn't have

086100% completion, but twothirds that responded wanted to keep the policy as >> or the practice. >> The practice, >> right? The policy or the practice? >> The practice. Thank you. Like like we had in our handbooks where we Yeah. practice where the students could have passing and that much. And I did I heard from several teachers who were speaking for groups of teachers who um >> said if it's not broken, let's not fix it. They didn't feel like cell phones were problems and that if they did go out the hallway, they might check them and just don't have any messages. And it just gave them a feeling of security that they had their phones available. >> Oh, this is for the teachers. well known for students, but but she said or one of them said

087they're not zombies. They don't just walk around with their faces in their phones, but they do look at them at noon. But she said mostly kids want to talk or talk to their friends. That was the impression that I got from anybody that I heard from. So, I guess I I I'm fine with that. I I guess we're preparing our kids for the real world. I I I get it that they shouldn't have it as a classroom. I guess myself personally, I don't I have a problem with they have it in the hallway or in I I guess study hall is probably considered a classroom because I'm sure that that could probably be >> very distracting, but >> and I think it's you can't have them as a restroom. >> No, lock rooms. >> Okay.

088Yeah. >> And when you guys do spot checks and stuff, kids are complying with those. >> Yeah. Like I've ne I've never seen >> Yeah. What do they do in the middle school, Mr. Pelzer? It's not They don't get >> Well, correct. Um, so we've always kind of been the bridge, it felt like, between children and high school. Um, and I don't speak for James, but I believe his policy is they cannot have them. Correct. >> Yeah. >> So, our policy has been they can have them, but from the start of school at 8 to 3:15, they're not supposed they can have them, but they're not supposed to be using them. um when we kind of u re-evaluated some things for our hand in hand in handbook through our building leadership team who had some

089discussions with um staff um they wanted to air more on the side of Schuler's policy where you can have it um but we're going to we're going to try our policy now is or is going to be that we don't want to seal it because we do know that often times when they go to the locker room they go to the bathroom So, we're going to encourage backpacks, lockers, uh, but usage is not supposed to happen whatsoever. >> You're fine with that. >> I mean, I wish they leave them home, but that's >> Well, right. >> That's probably the whole point of that. >> Okay. So, um, since this is a policy, do we need to do like two readings and all that stuff or >> you can do a first reading and wait the

090second? >> Yeah. Okay. All right. So, someone wants to wants to move for us to change our policies and do that. If we want to keep the same policy, we don't need to take any action. >> Correct. I thought we were going to keep that the third one is >> so we're not following our current policy. That's what we're saying. >> That's correct. >> We need to switch it to what we're actually doing. >> That's the request. >> Yes. >> That's where the confusion was. >> Yeah. >> That's that policy and practice. >> So, we're going to the IASB version. Well, ISB kind of leaves a couple of things open for us to decide how we want to do it. >> Just have to define what you think as instructional. That's what I'll put on

091the board. >> For high school policy, they have to have it separate. >> It doesn't really say by the policy. It's just district. >> The two policies would be separate because in practice, the high school is letting them use them during free time. So, it's two separate. >> No, because if we made a policy that said they could use them that way. It's just that Mr. Pelzer at his building is choosing to be more more restrictive >> and really James too because this doesn't talk about H2 and and Stacy too. She's being more restrictive than it says. >> So, really all we need to do is define instructional time. >> Yes. >> Yeah. Although there is this thing about the the smart it's mostly going to be smart watches which ours currently says the smart

092watches just can't have any apps active and stuff like that you keep looking at me I keep looking at you and you keep looking at me and I'm like it's a lot of words it says a lot but >> so yes I would move yeah >> to define instructional time as periods of classroom instruction from the beginning of the class bell until the end of class bell, right? Doesn't >> I'm trying to make sure I we're all on the same page. I just want to make sure. But it does not include passing time. >> You would just have to say exclude lunch recess passing instead of include. I think maybe that would be the way. >> So how can the shoer that's not following? >> They can be stricter. They can be stricter, but they

093don't need they can't be they don't need their own verbage though. >> No, they just can't be less than what >> that's what you want. I said we were thinking >> I just want to make sure you can keep it how it is. >> Okay. >> Clear as mud. >> I think we're good. We do just need Are you making the motion? >> Yeah. Okay. >> Lunch and recess and pass. >> Do we include recess? We're not including that as instructional. >> So, well, I know, but we should just remove because high school doesn't have >> money. >> So, we need a second. >> I'll second. >> Uh Josh, >> yes. >> Laura, >> yes. >> Jody, >> yes. Jenny, >> yes. Thanks to all of you for helping us get through that. Okay. Our

094next action item is the is to approve the TLC supplemental contracts. And I think is there something about how it used to be TLC but now they're going to be called TLC? >> Yes. That way last year it's just didn't use totals just a picture. >> And are these about the same number of people and same uh rate of pay and and all that stuff as we've been doing? So >> rate of pay did stay the same. It is a grant. So we're a little bit limited on like it doesn't meet the qualifications for like a union kind of negotiations but um so because part of a grant we can increase we did increase I think a couple of days on the instructors but other than that the pay stayed the same and the number

095of days stayed the same. I think there were maybe a couple of new positions that were added, mentor leaders, if I'm correct, um that were in place last year, but they weren't filled. So, it's not really two new positions. It's more just they weren't filled last year and they're filled this year. >> And these extra days, um what are all these mentors doing with these extra days? >> So, they they have a 190day contract. So, anytime there's a supplemental pay that is outside of their 7:30 to 3:30 duties, could be lunch, could be weekends, could be before school, after school, they just fulfill the days and hours. Um, could be uh they come in during the summer when they're off contract. They could fill the the days and hours that way. And then the building

096principles kind of keep track of those. >> But they're they're getting training like is that what you're saying? >> Meetings to be training. >> Got it. Okay. And that so that also includes they're getting paid for like meetings they have with the people they're mentoring. >> Got it. And they that gets tracked. So it's not really days. It's like it's more tracked by hours. Okay. I think that was the part that was throwing me. I was like I thought the mentoring happened all through the year. Okay. Yes, it does. >> No. And I think we had to I don't know if they still do but we filled out papers that said you know from 4 or 3:30 to 4:30 we did this and >> discuss this and that's still an exp. >> Yeah. So the

097mentoring program that they do, they're actually completing like work that they're turning in and reflecting and they're doing things and so that time they're meeting weekly. So that time counts up to be amount of time mostly plus that like the mentors were there on Monday with their with their new educators. >> Yes. Yes. Tuesday, >> which was great. I thought Yeah, that was great. >> Yeah. Was this a Is this a full list of the mentors? >> Well, those who have >> It's not everybody who's trained. >> I They have a bigger pool. >> Oh, yes. Okay. >> Yeah. They're all certified. What's the title? Certified mentors. >> Train training mentors. >> And I I noticed that you do have some that are teaching the same thing. It used to be, you know, like as

098a fifth grade teacher, I couldn't mentor a fifth grade teacher. >> And it's es and flows. Sometimes it depends on the partnership. >> So, uh, yeah. >> Okay. Because I'd be worried that if that pairing went south, >> right? >> Then what option does that mentee have? >> Try and find see what else we can do. >> Can you switch mentors then? >> Okay. But that also takes some intervention from us meeting with that what is or does not have. >> Okay, we need a motion to approve that list. >> I move we approve the TLC supplemental contracts. >> Second. >> Laura, >> yes. Jody, >> yes. Jenny, >> yes. Josh, >> yes. >> Okay. >> Action item G is to approve the rates that we pay substitutes for the coming school year. Uh, was

099there any change to that? >> I don't No, this was submitted and >> so >> it goes up slightly when we have an increase in our overall what we're paying employees. then our sub rates go up because the um like one sixth of their time of day or filling in for like a teacher and that's based on base wage and so that's an algorithm that you use and so some of those numbers went up and that's pretty uh a small amount that it went up but it matches what what this district has done each year and then we post that on the website so substitutes know what what they'll be paid. That also gives any director or principal if they're a starting wage for any like support staff salaries or pay or that kind of

100thing. So it just gives you a good indicator of if somebody came to fill a custodian job, they would know what the starting rate is, they would also know like if they came as a sub or fill, they would know what that is. >> Okay. And do our subs gets? >> Yes. >> Do our subs? Yes. five years. >> And how would we compare on these pay rates to other school districts that are >> um we're pretty we're pretty close. I would say at one time we were probably the highest around, but you know, over time things adjust, but we're right in there. I I've looked at about 22 other schools that are in southwest Iowa to do some comparisons. We know our nutrition program, we need to have a little bit of focus with

101them. They are still a little bit low compared to other districts, but our special education program was um we are in the middle toward the high side. Our custodians were on the high side. I felt pretty good with what I when I reached out to other districts to to hear that they were paying um the governor had a a goal to make sure that no one was received less than $15 an hour. And so um a lot of districts $12 an hour was pretty common for substitutes when I reached out to them. And so the fact that we were doing, you know, 15 to 75 or 79, I mean, I felt like that, but we're above the goal that Governor Reynolds had set. And so I I felt like our numbers were good. We always

102look at that every year and we'll do another comparison next year. >> Oh, great. Thank you. >> We'll need a motion to approve those. >> I move to approve substitute rates. >> Second. Okay, Jody. >> Yes. >> Jenny, >> do I need to abstain as a substitute? >> That's a good idea. >> Yes, >> since we have enough votes. >> Josh, >> yes. >> Laura, >> yes. >> Okay. Uh, action item H is for handbooks. So, we have um separate student handbooks for each of our buildings. We also have a employee handbook and we have a coaches and sponsors handbook. I did not get to read all of those. That was a lot of pages. >> Yeah, I couldn't believe when I opened them up like 50 pages of >> I did. >> My only

103concern with the would be the Did the cell phone policy change and he changed his handbook before we >> approved? >> Can't we just approve it with with that change? because you said >> well as long as long don't our students have to sign off on it when they >> the parents >> or the I mean the yeah so we don't want to have >> right and I I I thought I I might you asked about other changes is that what you asked >> no with the cell phone policy >> just make sure that it's since we did make a slight change tonight I preferred that it's >> I mean I think we can probably approve it with the right changes as long as we don't forget to do them or something like that you

104know just to make sure >> so what was in our handbook last your match is what you would all see if our practice matches. >> Those can be approved collectively or individually. You can pull any of them out, whatever you'd like. >> I move we approve the hand. >> Second. >> Okay. Jody, >> yes. >> Jenny, >> yes. >> Josh, >> yes. Laura. >> Yes. Um, action item I is to approve our level one investigator for bullying and harassment cases. And do you want me to just say Lisa put a note by it in the agenda? Right. Which says our current level one investigator is Casey Kelzer. And um, Casey, you're so willing to serve that position. >> Josh, I don't get a vote. So >> Oh, okay. asked for your your acquiescence. So, uh

105okay. So, we just we need a motion to uh approve that. Again, we >> it's an annual thing. We'll have to >> I would move we appoint Mr. Poser the level one investigator for bullying and harassment. >> Second. >> Okay. Laura, >> yes. >> Jody, >> yes. >> Jenny, >> yes. >> Josh, >> yes. Okay. Action item J is the Jack and Jill preschool agreement between the school district and the YMCA. >> Dr. Johnson. So, it's an annual uh contracted agreement. Janet Nicholas puts it together. Uh she uses last year's student count, which we had 34 students last year. And again, preschoolers, they go half day. So, we get to use half um or uh state a count. So, we're gonna be able to uh this is for Jack gel. So, we'll we'll be able

106to um receive $128,470 from the state department on state aid and then that will be sent to Jackville preschool program there. And uh there's all this stuff that's a requirement for the grant that they have to meet the same standards as any other preschool. Have to have a licensed teacher. Um >> Yep. All of that. And so who like who oversightes that? >> Okay. Do you have regular meetings with them? Um, we have to do a desk this year. We'd like to do some professional development with them that I have to go in and sign off that everything that's in the grant is being done. So, yeah. Is that just once a year or it's in the fall? >> Okay. >> Oh, sorry. Go ahead. >> I I assume that they're fine. I mean, this

107is they're fine. I just generally in the past we're the last ones to sign. Usually when somebody sends us something they've already signed. I just to making sure that we don't >> we have to present to that. >> Okay. >> Sorry. Um I move to agree to the draft chill reprisal agreement. >> Second. >> Yes. Vinnie. >> Yes. Josh. >> Yes. Hey, action item K uh involves a an agreement with Family Connections Therapy Services out of Council Bluffs. Tell us a little. >> Sure. It's anotherou agreement with um an off-site alternative school or program. Yeah, we should be bringing more of these in the next board meeting. We know um it's an annual agreement so that we have the ability to uh contract services with uh see family connections is this one. So it's just

108the board is setting up just an agreement that we had a need to send a student there. We already have an agreement set. It's a free service they provide and they'll come on campus and it's a they provide a clinician or a mental health therapist or if we have needs. So, it's a great partnership that we have with them and they'll work with families as well as students. >> We need a motion to approve that contract. >> I move we approve the with family connections therapy at a cost plus. >> I'll second. >> Jody, >> yes. Jenny, >> yes. >> Josh, >> yes. >> Laura, >> yes. >> And that concludes our action items. Uh for upcoming dates, uh the first day for citizens to file nomination papers with the board secretary. So, if you

109want to run for school board, uh we have two positions that are available this year. Um, the soonest you can file the papers is August 25th and they must be the latest you can is September 18th. Uh, and they need to go to you. >> Okay. >> They'll come by my office and pick up a packet and I sign a packet out to them. They take it and then they'll bring back the petition sheets to me. >> And on that packet, I think you have to fill out, you know, pertinance about yourself to prove you live in the school district and stuff. I think you have to get it notorized, you know, something. And then 50 signatures per school board. >> Let me I'll go back and look. >> It varies. >> It it varies

110on Yeah, it varies. >> And I go to Secretary of State's website. >> There's page after page of information on running for school board. >> Haven't looked it up and all the rules. >> Yeah. Um and if people are interested more in, you know, softer information, you can feel free to talk to any of us. And also ISB, which is our state organization. I know when I was thinking of running, that was one of my first points of entry was some videos that they had about sort of a so you're thinking of running for school board uh and explaining some about like what that means and what the running process is and stuff like that. Super helpful. Nice because you don't have to admit to anybody that you're thinking about it yet. You can just

111in the privacy of your own home with your own computer do your research. Uh okay. And then the next meeting of this group will be on August 27th at 6:30 p.m. for a board work session. >> We actually need to change it to a regular meeting because we're having public hearing. Okay. >> So, we might not be able to do the work session >> or we could do two. We could have two. We could have two. >> Okay. So, we will be having that uh the public hearing about the uh the sales tax and then we will also be having a board work session I think on August 27th. So, okay. Um, board meeting evaluation. Um, I would welcome board, you know, comments or reflections on having all these people here. Do you think that

112we were we were good hosts, people coming in? Yeah, I felt like we gave everybody the opportunity to let us know that people feel very strongly about this. Um that it's an issue that will be ongoing and um I hope you all felt heard and that six people were enough as representatives. Yeah, we did get emails also I'll say and uh you know I also was was handed a petition right before signatures I right before we started. >> All right, I will take a motion to adjurnn. >> I move we adjourn. >> Second. >> Okay. All in favor? Okay. 807 discussion. I think we had that long, you know. So our just our discussion we were all >> I just >> He's probably like super locked out when he comes in the morning. I just

113start with this one.