001[Music] Hey, hey, hey. [Music] Hey, hey, hey. [Music] Heat. Heat. [Music] Hey, hey, hey. [Music] We all good? Okay, we'll go ahead and call this meeting to order. Miss Atkins, here. Mrs. McDaniel, Mrs. Peterson, Mrs. Shuffle here, Mr. Sorenson here, Mr. Sturm here, Mr. Wright here. Approval of the May 19th, 2025 agenda. Can I get a motion to approve, please? Motion to approve. Second. Second. Vote, please. Miss Atkins? Yes. Mrs. Sheffle? Yes. Mr. Sorenson? Yes. Mr. Mr. Yes. Mr. Rice. Yes. Public hearing 301. Uh, I'd like to open the public hearing per Iowa code 26.12 for Titan Hill HVAC. Find it back in here. Hold on one second. There we go. Okay. So did not do the second I'm gonna forward an email to you, Miss Lisa, if you would uh put up there for
002us. We got this plate. So, we have been working with um uh Morsy Engineering on putting together a plan for the Titan Hill mechanical and went through a couple different uh options uh way back in the day. We've talked about this with the facility committee um between doing you know expanding the geothermal wells or putting in like a a heat pump and a or not a heat pump but a small boiler and a and a chiller to kind of supplement the current system that we had. Um, one of the reasons for wanting to do it that way was because then if you know, one, the geothermal is is where they're located now, it'd be very kind of cost. I mean, it would be very costly to go in and expand those those systems. Um, we
003don't know how much additional assistance we need. based upon their engineers reports we can get by and actually it'll still be more than what we need by doing a plan like this where we put together a boiler and a chiller package. Uh the reason that uh Mr. Edelman likes it is is they're easier to work on. You know, he can get to it if he needs to and it provides almost a backup system to the uh to the geothermal wells. So, it just it would install a boiler um within a mechanical room right inside the Titan Hill there and then um a chiller right outside the wall. Uh so, on a little they'll put a platform out there and be able to put that out there. So, if you can you zoom in and make
004that bigger for us so they can see. So, their estimates right now, um this comes from Morsy. Um their estimate right now, uh brings an opinion of probably cost about 444,000. So, um, that's that's where they're sitting right now. Uh, so I guess do you guys have any questions? Should we check with the insurance company about having a boiler on site? Yeah, they're Yeah, they're all fine. They're good. Yeah. Yep. And do we do they have to be uh stationary engineers to operate the boiler? um by having a license or no? I I don't know. So, we uh we've had boilers in the past, so I don't know. Like, we had Missouri Valley and just our maintenance guys operated them when they were there. They were really really old. So, I would assume that um
005I mean, we'll have them just part of the part of the deal about owning boilers is you have them inspected on a yearly basis and they come out and do some yearly maintenance on them and that kind of stuff. But outside of that, we should be able to to do it. I do know that one of the guys we work with uh frequently, one of the contractors is is certified in all those boiler areas. So, um we have been hopefully having conversations with him about potentially retiring his current practice and joining the team. And if he does that, then we'll have a boiler guy on site. So, there you go. Um but yeah, so far uh he has a couple projects he needs to wrap up before we can do that conversation. But um yeah,
006it looks like uh overall about 444,000 um would be what we're looking at. And they would do the they're already actually actually this is already out for bid um on our sites. Um we haven't accepted any bids yet. Bids will actually be accepted later this week. I think on Thursday the 22nd um when they come in, then uh you guys would vote vote on those on June 2nd then. So um so they would order the after June 2nd they would order both right away. The lead time for the chiller is long is is longer than the boiler. So they think they can get the boiler in around August time and get that installed. So that way when winter comes around we'll be able to you know we'll be you know fully functional. The chiller probably
007won't get here until late September, early October. So when it comes, we'll install it, but we'll already be past the kind of the cooling season. So we'll essentially have one more fall of warmer temperatures in the classroom, but then after that, we should be good to go. So is it the same size or a lot smaller than the one we did for the high school? Oh, a lot smaller. Yeah. But same lead time. Uh well, let's see. The high school was approved. Um, when did we approve that? Last October. And they got it. They just got it. It's supposed They just got it last week, I think. It's on site. So, I think it Yeah. Yeah. So, that's what, one, two, three, eight months or so. And then, uh, this particular plan, um, it'd be
008about four months, five months. It's a little bit little bit shorter than what the high school was, but still some lead time in there. And then is it easy to like having a geothermal and the other unit? So they say that's a pretty seamless transition or just like to combine them together. Yeah, apparently the water will I mean and Bubba might be able to speak to this more than I can, but apparently the because it's just a big loop of water, right? Apparently they run it so the water will run through the chiller or run through the boiler and basically it'll supplement it somehow. I think basically it's the it's supposed to be 50° the water is so then once it comes up then it chills it down a little bit further. Okay. And it's
009supposed to use a lot less energy to get it from 50 to 30 or whatever. Yep. And use it that way. Okay. And so these would essentially kick on when the when the loop is about having a hard time keeping up. Yeah. So So when the loop can't keep up, but these would kick on and help it. So So that's that's an area that that and cars I I try not to dabble too much in. I don't even know if I know enough to be dangerous. I'm just regurgitating what's told to me. Any other questions? And again, this is just a hearing. There won't be anything for you guys to approve or discuss or anything tonight. So, and we don't have anybody in here in in the room. Do we have anybody online for public
010comment? No problem. Okay. Then at this time we will adjourn the public hearing for the Titan Hill HVAC and we will move on to accommodations. Good news. Uh so we are wrapping up the end of the uh year and we actually don't have any visitors. We kind of the the visitors I kind of split up between the two nights all came on the one night. So we are kind of we got quite a few visitors last time. But uh um we are wrapping up the year. We have several state qualifiers. Um I'll do kind of a in June I'll kind of do an end of the season wrap up for spring sports. Kind of do them all at once. Um but we have several state qualifiers. Both of our soccer teams are um doing very
011well and hopefully we have a chance to qualify there. We're kind of a little it's a little tougher this year in our spring sports because we bumped up a class. So, um, kind of going against some of these really big schools is kind of difficult, but you know, we're pretty talented and hopefully we can stay with them. Uh, same thing with tennis. Uh, uh, they're having a good season. I'm hoping to qualify. Couple couple kids there as well. Uh, fine arts just wrapped up, so they just last week they had their end of the year uh, choir and band concerts. This week they'll have an ele or a craft concert. Um, so getting kind of concert seasons all wrapped up. Uh, they actually had a play this last weekend. Broke the black box in with
012uh 12 Angry Jurers, which was a take on 12 Angry Men. Um, the kids did a great job and um we the black box is is a lovely addition to the facilities. So was we had we had a nice turnout and kids did great. Did they did they like uh performing in that space? Uh for most of them they had never performed anywhere so tight and so when you're on main stage of course you really can't see a whole lot. Um but if somebody in the front row extended their feet you could potentially have tripped somewhat. So it was very close quarters. Um but the kids did great. They did not let it. But when they walked out, they're like, "That's totally different than a mainstage performance." Yeah. So, but it was it was wonderful.
013So, uh on top of that, we've had all of our uh majority of our um kind of parent days, those types of things. So, we had our parent picnic at Titan Hill last week. Um we had a career day at Craft last week. That was fun. And then we also have this week we have track and field week at Titan Hill. We had track and field day last last week down at craft. So it's just tons and tons of activities. And I'm looking over at uh Dr. Hartman. She's smiling cuz she she loves going to all these activities. So yes, she's like, "Can't we do these in like March or like spread them out? Not at the end of the year. Spread them out." No, no. We got to hit all the parents right now,
014right at the end of the year. So, um so it is a mad dash, but uh anyway, so we're we're pretty excited. Um I know that I was talking to and they'll share some uh that information when they come. I'm going to have our our uh uh principles put together kind of an end of the year kind of a wrap up that they're going to share on June 2nd with the rest of the staff. And then I'll share that that evening with you guys as well. kind of a end of the year uh PowerPoint or video and um some of the data in that is pretty pretty outstanding. When you look at especially our high school graduates, the um the number of credits that this particular high school uh graduating class has earned is is
015phenomenal. I won't I won't share it tonight. It's not my information to share. Um the amount of scholarships that they've received, the I mean it's it's crazy. We had a National Honor Society breakfast wrap up for our graduates last Thursday and Mr. Vinchettle was sharing all of that data and it was it was awesome. So the opportunities that our kids have here to succeed and be able to take those college credit classes and leave with opportunities for scholarships or other opportunities. I mean that's that's pretty phenomenal. So that's about it. Any additional commendations? Good news. Friday is a middle school dance. I was going to say that's good news. I'm not sure Dr. Reynolds thinks it's good news. That's a that's a controversial one. So, as long as the kids tried got it going. And
016are you are you helping sponsor that one, Miss Director? Sh. I don't know. I don't know what we're doing. You haven't been volunttoled yet? No, I haven't been volunttoled. She's in Florida. Oh, I can't wait till my kids are in middle school because I will be at all those so they'll love it. So, all right, hearing nothing further, we will move to comments and suggestions. This is the first time in our meeting where we open the floor to any comments from the public. Nobody on. Okay, then we will move to consent agenda. If I could get a a motion to approve. Do we have a There is an updated personnel here. There's just one additional uh summer school teacher. Oh, Erin Oonnell and Bergman. Okay. So moved. Second. Vote, please. Mrs. Sheffle, yes. Mr. Sorenson,
017yes. Mr. Sturm, yes. Miss Atkins, yes. Mr. Ray, yes. Reports 701, curriculum instruction report. Dr. Harbin. So, um, last time I showed you ISAs data, it was very preliminary data. And so, this is like the official data all the scores are in. Um, so I'll make sure um Dr. Hazing can give you guys access to this spreadsheet. It doesn't have any um personal student data in here. Um, so you guys can kind of look at this at your leisure. Um, I'll show you here some bright spots and just some challenges. But as you're looking at this, it's math is first, then language arts, then science. Um you can see here we have um Titan Hill is up at the top and then we've kind of collectively um put in our percentages here of um any
018drops or any gains. Here's middle school, high school. Um the second tab is the tab that we really like to look at when we are analyzing the data because it's by cohort and so that just means it's the same kids. Um, so when you compare year to year and it's not the same kids, it's just kind of harder to make some guesses or estimations of what's happening. So when we look at the cohort data, um, it's a little bit more significant to us to look at what's happening with those same kids from from year to year. Um, so let me just talk through um, a couple different uh, places where we're excited and a couple different places we want to um, continue to work and grow. Um so part of what I'm going to share
019with you, our district leadership team on um Thursday looked at this data and reflected I specifically asked them to look where there was like 5% or more uh for growth or a decline. So you'll see a lot of that highlighted today. Uh but that's some of the themes that I'm bringing through today. And then at the end, I just have a couple of questions for you guys as far as, you know, next steps and um some of the things that you guys might might want to see or some of the things that you guys notice when thinking about this data. Um so overall um our proficiency level as a district for math were almost at 75%, language arts is 75% and science is 73%. Um, this year it w it would have been a stretch
020goal from the get-go, but our goal was 80% math in math and language arts for proficiency. So, we're a little shy of that. Um, but that's still our goal is to get to 80%. Because really, whether it's ISAS or some of our other data, if we're at 80%, that's really reflecting that what we're doing at tier one for our kids is is working. Um, if we're at 80%, that means we've got to intervene and support a little bit more with that 20%. And if you're over 20%, you start really taxing the system. It gets really hard to intervene when you've got more than 20% of kids who need intervention. So, this shows we still might maybe have a few tweaks to make when it comes to um what we're providing tier one. And that could
021be anything from the curriculum materials that we're using or how we're um collaborating and working together as teacher teams to support kids. Um it could mean time in some of these subject areas. And so I mean we've been pushing on a lot of different things this past year to try to move the lever a little bit. Um so here's some um highlights. Uh when you look at uh the middle school data uh for language arts. So we'll go back over here. Um here's middle schools. So you can see here was their proficiency level for this year in language arts. And um I know they're very excited that two out of their three uh grade levels had over 80%. And same thing when you look at the high school as well. So it's really exciting um
022that they're there. I know our eighth grade teachers um were really excited that they're at 89.61%. Um and then you can see here um here's last year. So this is not cohort but you can see yeartoear um there was some growth there for that eighth grade um group of teachers. So very promising um very happy with those results. Um the sixth grade cohort. So again we can click over on our cohort tab but some nice looking growth for that cohort. Um so you can see here in both math and language arts here they are. This is math. Um, so that cohort gained 10.56% more kids were proficient uh when it came to math. And then that same cohort also grew by 6.42% in language arts. Um, again really exciting um that they that particular group
023of kids grew that much. Um, our fourth grade cohort had a little bit of an increase uh when it came to language arts. So you can see last year about 65% were proficient and this year 68% were proficient. Um math, we just talked about that sixth grade cohort. So they had a lot of growth language arts and and math. Um and then that eighth grade cohort also had a pretty significant gain when it came to math. So you can see here from um their seventh grade year to eighth grade, they went from 70 almost 74% proficient to almost 88% proficient. Um, so again, really, really exciting. When we talked in, um, DT a little bit about this, um, we talked about a couple things. We talked about how, um, one of their building goals was,
024um, culture related, and they worked really hard on their building culture and we talked about how sometimes when you really work on the culture, the results come. So, talked a little bit about that. The other thing too is um they've really worked hard to put in PLC's or professional learning communities and so they're meeting regularly as teacher teams and they're looking at data and they're making instructional decisions pretty quickly on that data to make some changes and they um again as teacher teams work really really well together. So those are just some of the conversations that came up as to like you know what what could be happening with some of this growth and what could be some things the rest of us could learn from some of that growth. Um, some other highlights is
025science. Um, science, not necessarily cohort data. Um, I haven't I didn't ask Mike to do the cohort data, but we could look at that, too. But if you look year to year on our science data, it looks really really good. Um, you can see here that we only test in certain grade levels. It's fifth, eighth, and 10th for science. Um, and in fifth grade, it went up 3.37%. um eighth grade 11.57% and then in 10th grade 9.73%. So again pretty significant increases there in science and as I went into different classrooms during testing and and would kind of peak at some of the the tests science is very textheavy and so I think as we continue to support literacy I think those science scores come along with that because it's a lot of technical reading.
026um some challenges uh when you look across the board um third through fifth grade math and English language arts like collectively um there was a dip. So, if we go back here and look, um, you can see Titan Hill, this is collectively Titan Hill, this is math, dropped, um, 4.3%. And again, that's grade to grade, not necessarily cohort. Um, and then a drop two when it came to math, about about 4%, not quite 4%. Um, another area that the district leadership team um, looked at was our current fifth grade cohort. Um there was some drops from year to year here. Let's see if I can get my So if you look where currently fifth grade is. If you look um here's math. So when they were in third grade um 80% of them were proficient
027and now in fifth grade 71% are proficient in math. Um and then that same cohort um third grade 67% was proficient. there was a little bit of a gain the next year 71 and then we've dropped um like 7.67% from last year to 63%. So, um, just some things to think about there. And I know all of our buildings, their building leadership teams are looking at this data and analyzing the data. And sometimes we look at, I don't know if it's the case for this particular grade level, but sometimes we look at, are there pockets where we have a lot of new teachers or there was a lot of turnover and do we need to think about how we onboard people with curriculum materials or or what that looks like. Um, so I just can
028I ask a quick question? Yeah. If I did my math right, which don't I can't guarantee right now, um those kids that we're talking about right now in the fifth grade cohort would have been kindergarteners during co Y. So they missed like the foundation. Mhm. Okay. That's Yeah. However, what the DT looked at was just the the dip from I mean they were just in the last two years. Yeah. they were at 80% in third grade for math for proficiency and then have continued to decline. So I think that's just something for us to pay attention to and think about that I mean they were there with proficiency at one point but but I think that is important that has been part of our conversations of those kids who had some of those foundational years
029and when we when you look at this data you can see that we have caught back up to where um those precoid numbers were because would that have been 2019 that would have been precoid yep then 2020 would have been co then we came back some scores dropped So, it's kind of interesting to look at like that 2021 year, you kind of would have expected a drop. Um, but we feel like we've caught back up since then. Just didn't know if some of those skills I what they were learning in fourth and fifth grade if that comes back on some of that that they were not proficient with back then. Yeah. Um and then just overall when you look at um the the data in general, not necessarily the cohort data, but if you look
030across the board here at language arts, um just a little bit of a decline or flatline when it comes to language arts. So I mean not not any crazy huge significant drops. And again, this is year-to-year data, but just just kind of flatlining and little bit of dips. So those are um this is in their our area of challenges that I think we need to consider to think about and talk about. Um lastly, just looking at I students with IEPs because this was an area where we were identified by the state as an area to grow um in all of our buildings. Um and so there are some exciting things uh where there's some growth um and then there's some things we need to work on. So, um the things we need to work on,
031um I students with IEPs were down, uh 9.8% in math at Titan Hill. Um down 7.74% in math and seventh grade, down 6.48% in math and 10th grade. So, pockets in each of our buildings, um where we could use some more support growth. Um bright spots, however, um students with IEPs were up 8.8% 8% in math at the middle school. Um up 6.74% in language arts at the high school and up almost 2% um in language arts at the high school or that's Titan Hill. Um and then science um science was up at all buildings. Um so students with IEPs were up um 10.3% in fifth grade um almost 36% at middle school and one and a half% at the high school. So gains everywhere there. So here are some things when DT um looked
032at this data and we did some analysis. Here were some things that came from from them. Um really talking about doing fewer things well. Um so when uh Dr. Hayes and I first came, DT was using some goals. There was like at least six goals and that was really hard to try to keep track of and try to think about what are we doing? And so this past year it's been one goal, 80% proficiency, and then we had some different things we were trying to push on, but um I think people really appreciated doing fewer things really well and then thinking about what does that look like in their buildings to do fewer things really well. Um we read a book last year in DT called the four disciplines of execution and it talked about
033the importance of having scoreboards. Um, and it's been really cool because some of our buildings have really taken to that and they have scoreboards. Like the kids see the scoreboards, the kids participate in the scoreboards. Um, and they think that that's really help support some of the work that they're doing. Um, we talked a lot about like tier one fidelity. So sometimes it's not good enough to just say here's what we're doing at tier one, here's the resources for tier one, but we need to have those fidelity checks and make sure like people are implementing the curriculum the way it should be implemented. are people implementing the curriculum instead of just tossing it aside and saying I want to teach what I want to teach how I want to teach. Um especially when we get
034new curriculum um we talked about how it's really important to make sure that the resources are being implemented appropriately. Um we talked about science. Um some people would like to see that as a district goal. Um that while it wasn't a formal goal, it did show strong outcomes and I said, "Well, let's not mess it up. Let's not have a goal. We didn't before and we did really well." Um and then just this call for continued um instructional support when it comes to our special populations like special education students and our EL students. So this is my really my last slide, but I'd like to hear from you guys what what stands out um to you when you look at or see that student data and then how might you guys want to engage more
035with student outcome data as we look at the next school year? the uh 36% in science increase. I don't that's amazing. Like I will say this, all the curriculum directors in the area have been emailing back and forth and most districts are seeing that kind of gain. What is the is it change in curriculum? Well, I would I would say based on the fact that every other district is seeing those kind of gains that it's the the something had been different with the I would love to say it's all about us, but but the fact that other districts are seeing this kind of gain on science, too, like kind of pop my bubble on that a little bit, but um yeah. Okay. Sorry, I hate to have called that out. apologize. But but I do
036think I mean we did talk about this a little bit in DT and I I do think that some of our crosscurricular areas like science, like social studies have been working really really hard to bring in literacy. And I think that hasn't always been the case. It's easy to just say I'm just going to teach my content area, but I think in some places they've been working really hard to be like some of this vocabulary matters. I'm going to bring in literacy kind of strategies and how I'm teaching this content. So I so I do want to give them some credit. They there are teachers that have been working really hard to make sure that they've brought in literacy and are growing literacy skills for kids. How are we comparing with everybody else? I mean,
037if we're at 75%, where is where does that put us on the list in the state? That's a great question. Um, the data is not completely out there yet. at some point they'll put it in what's called the Iowa school performance uh profile and at that point we can look at some of the other schools and their performance that probably would be late summer early fall we can see that but that's a good question of looking at how we compare I I can tell you on the state report last year just to give us give you some uh the state proficiency last year in the state report card the language arts 72% So, we're above the state average in that. Um, proficiency in math was 69%. And proficiency in science is 61%. So, we're above
038the state average in all three areas. Is that what we're shooting for though? No. Is just to be above average. No. No. 80% is what we're shooting for. Well, like she was saying that all the other uh districts and stuff are emailing back and forth. Well, if we know who, let's say, the top one, I don't know who that might be, but can we email them and say, "Hey, what are you finding that's working for you?" And there So, one of the things to note is there's a lot of there's a lot of variables between districts across the state. uh like you know I can even think of a local district or there's a local district here whose scores are consistently in the mid mid 90s low to mid 90% of their kids score proficient
039but when you look at only 5% or 4% of their kids are are in IES you know they don't have the the student population that I mean really if you're in an individual education or plan like you're you have a learning disability that is allowing you to be proficient So, and we hover around 11 12%. So, we know that right off the top, you know, 12% of our kids should not should not be proficient. Like, that's why they're on an IEP is because they have a learning disability. And then we have x amount of kids on top of that, probably another 2 to 3% that are continually below um but not to the point where they would qualify for for u an IEP. So like let's say the the proficiency line's at 40%. We probably
040have you know if you're not if you're below 40% you're not proficient. So about 25% of our kids are not proficient. Roughly half of those kids you know have a learning disability which would make them so they're not proficient. Okay. So that's so that what we're looking to do is you know not that we want to see growth from all kids but when we look at our IEP kids your students and IEPs like we really focus on growth of them because you know to ask somebody who has a learning disability to be proficient like we still want to I mean that's still the end goal. We want everybody to be proficient but we know realistically we're looking for major growth. We're looking for a couple years at a time growth so we can close that
041gap. So we kind of have different different ideas about what what is success. Um so yeah then there's other schools across the state that you know there we also know another big barrier for for proficiency is poverty. You know there are schools across the state that are at 70 80% poverty levels and which just means that their kids have access to fewer resources than maybe what our kids do cuz we're sitting here about 30%. So um so yeah there's just a lot of different factors. So, I don't know. We like we do like to see where the state average is because you you know you like to we like to say, "Okay, well, we're the positives. We're above the state average." You know, if you account for the percentage of our students that have IEPs,
042we're in the ballpark of of where we should be with with other students, but we still have growth to make, right? So, realistically, if we have 12 to 13% of students that are on IEPs, we should be scoring about 87%. You know, like 87% of our kids should be proficient. So that's but you know it's just we're just it's like you just kind of pick a goal and say well we're at 75 now 85 is where we want to go. Let's try to get to 80. You know let's get halfway there. Let's get halfway home. So but the I I remember last year we did like because of the fact that we got targeted for students with IEPs. We did look at districts that had similar demographics and if they were showing growth and we
043did reach out to some of those districts about what are some of the things that you guys are doing and we did like Nevada was one of them. Um they're very generous in giving us some different you know it's hard nobody really knows the thing you know but like they did give us some different ideas to work with but here this tab here shows the students with IEPs and again you can see there was some pretty significant drops in certain areas. Now granted you can see how many kids were testing. It's a much smaller number obviously of kids that have IEP so the percentages can change pretty quickly there but um we definitely have work to do and you know with all that being said we have amazing teachers you guys know that I we
044have such talented strong good teachers and so that's where it feels like it's kind of it's on us and it's on our leadership teams to really figure out like what are what are the supports that our teachers need whether it's curriculum or how the curriculum is being implemented or professional development. What is it that they need so they have the right tools in their hands so that that we can get there? Because this is these are numbers I think to be proud of especially in a lot of different areas. Um but I think that we can do better and I think our um teachers want to perform better and know we can and know our kids have those capabilities to do better and um they've got the talent, they've got the skill. It's just making
045sure that we can do the right thing by them and make sure they've got what they need to to do that work. You tied it into the question I have for you. uh which is can we comb through this data and identify where our high performers are based on class and then and maybe not from a board level but maybe more from the district leadership team who needs additional coaching or maybe a more frequent review something like that. Yeah. So again, like at DLT, we kind of talked about without wanting to like kind of yeah, you know, point a finger at a certain place, but just kind of collectively talking, there's a couple different things happening in a couple different places that's hard to duplicate. Like at the middle school, uh, they teach in a
046block. So those kids, what they get for time for instructional minutes for language arts is significantly different than what happens at the high school. It's just the nature of high school and your kids are trying to get all these different opportunities and things that you just it's hard to duplicate. But I think the things that you can duplicate are how some of these professional learning communities are operating and how they're able to coordinate and connect with themselves. And that's part of an admin, you know, responsibility is making sure our our teachers have that time built into their schedules. And I know like next year with Wednesdays, having a little bit more time for early outs is going to really support some of that work. Um, and again too, I think sometimes it takes making sure
047teachers have the right instructional materials in their hands. Like, um, in the middle school, they have a curriculum that I don't love, but at the same time, they love it. They've bought into it. They've been trained on it. They like it. They know how to work with each other with the curriculum. They know the gaps that it has, and they've worked really hard to fill the gaps. And so, they've really made it it work. And so, I think those are the things that we talked about in DT. And I think those are the things that can translate into different and they're seeing results. Yeah. Like that's Yeah. Another thing too is I know that there there are other states who have gone to like a like a performance-based system where based on how your students
048score on a certain test, you might get a bonus or not get a bonus. The problem is then is you have teachers then that are that are really focusing more on rosters than they are on teaching because and in reality we give some of our toughest kids uh both behavior and learning to our you know stronger teachers you know and so you know we might we might put students that you know maybe an imbalance of students who you know are on IEPs or who have behavior um issues and you know a really really strong teacher class. And so her data will look okay, but it's not going to look great because we're purposefully, you know, putting students in that class because they know, we know they're going to excel with that teacher, you know, versus
049if you're a brand new teacher to our district, we especially the first year or two while you're learning the curriculum, while you're learning the instructional strategies that we want you to utilize, we're pretty, you know, usually some pretty high performers in there, you know. So, it's hard to I I get where you're coming from. It's just really hard. It's a little bit different system than what you might see in like a like a regular industry where you can look at the body of work that they're doing and say and the output that they're putting out and say, "Yep, obviously, you know, that's important." That's where we go walkthroughs. You know, our our principles are doing walkthroughs. They're having individualized conversations. Then know when they walk in what's good instruction and what's poor instruction and then
050how what do you need to do in order to make that better. So, um, uh, Dr. Hartman's done a lot of work with our principles this year on the Danielson model. um and that is really focusing on key components in instruction and making sure that our you know our our teachers are um doing really well on those areas which then should should trans translate to more success. So um and again I think if you look at teacher teams I think you can dig in and start to find some answers. Like again where I look at places where uh things are going well um I can go doortodoor from grade level to the same grade level and they're teaching the same stuff in the pockets where you know maybe there might be some challenges. There's definitely
051places where we need to improve that where it's maybe not everybody's teaching the same stuff. They've chosen to use kind of some of their own things. And now we start getting into situations where we don't have that guaranteed curriculum. Um because people are starting to make some of their own choices. And so you just can't guarantee you're going to have the same results. And it's harder to have conversations as a professional learning community when you're not teaching the same thing because then you can't say, you know, my kid scored this and your kids scored this. Like what did you do different? Well, you're doing completely different things. Um, so to your point, I I think when we can zero in on some of those teacher teams that are having success, I think we can start
052to narrow in on like where's some of those secrets to success that they're having. Well, I I think you made a good point when you talked about how there's different variables like the the switch from block to like different periods, things like that. Those are all things I understand. Yeah. Um, so I mean it it wasn't so much uh you know can we call out who who's doing great and who's not, but uh what value does all of that data give us uh that we can sift through it and find each of those things that we need to find. That that was really where my question was going. Yeah. So but thank you for the the thorough response. One thing that I'll add to that is or just ask a question is I know we're
053at 75%. I'm sorry. Um and our goal is to get to 80%. So I would love to just kind of hear from like the DT and other teachers what do we think next year we need to change or do differently to get us up to that 80%. So like some goals or attainable goals for 20, you know, 2026 year. Um what are some things that we've like seen that maybe isn't working? Like I know it's only 5% but I'd just be interested to hear what you guys come up with for Yeah. Well and I think right now DT and I think they're kind of wanting to wait a little bit to see the direction that the board goes to see how we can fit some things into you know the the board strategic plans but
054we've invested heavily and have done a lot of work with um solution trees like MTSS model so they're multi-tered system of support. So, all of our buildings have been doing a lot when it comes to building in some of those structures of how do we intervene when kids need more support when kids need that additional level? How do we intervene? And it's hard to do that and it's hard to do it with a pretty limited schedule and then it's hard to do it with language arts and math. And now it's the law to do it for language arts and math. Um, so we've got to figure it out. But they've been working really really hard to continue to like frame that up and also marry to the behavior side of things with academic because sometimes
055if that behavior side of things isn't going well, you're not going to impact the academic. So that's I think really where DT's mindset has been is we just got to keep doing the work. Like they've picked the um standards that are essential and all of the grade levels and picked the standards that they will intervene for every kid until they master that standard. um and they've built in a lot of different um systems and working on schedules and so um I think they feel very confident that we just continue some of that work some of this will come with that being said I think there's still some of those things that you know they they talked about here that we need to make sure that we continue to do whether it's you know we get
056new curriculum like we can't just throw curriculum at people we've got to make sure they get the professional learning on it we've got to make sure that they understand how it needs to be implemented and then you admin, myself included, needs to make sure that we're in classrooms and making sure that like that curriculum is being implemented the way it's supposed to be. Um, so that's really been I think DT's thinking and thought process is those things would help move the needle to get us there. Okay. Any additional questions for Dr. Herman? Okay. Thank you. Thank you. we'll move on to finance report. [Music] Okay. So here is our expenditures uh to certified budget comparison. So this is through um the end of April. Um so in theory two months left on the fiscal year
057May and June. Um but obviously uh in June we do have to expense payrolls for July and August for our certified staff. So um this is only eight months of their payroll. So we still have four more to go um for those staff. Um but we are running uh really well in the general fund. I'm actually this is our published um budget number is the 41,000 or sorry 41,980,000. I'm hoping that we're going to be more in that $40,000 range. Um that was what we were shooting for to continue to increase our unspent balance that was uh pretty significantly low uh a few years ago. um our U management fund. We are sitting very well with that. Um but we do have a couple of things um coming up um for this next fiscal year.
058So we are keeping an eye on those. obviously the premiums and we currently ensure through EMC insurance for all of our property and casualty insurance and they have now uh gone to a 1% deductible for all wind and hail claims. Um, so we are in the process of working with our insurance agents to uh determine the best plan uh for us to be in a situation where we are going to be able to um take on that additional uh deductible. Um but with that EMC group that is majority of the schools in the state of Iowa. So, as you know, it's a rather large group that all of us are in and unfortunately we have not had the greatest weather the last few years in Iowa. So, um we are looking into that. Uh with
059the uh Pepo uh and capital projects, we are also sitting uh pretty well with that. We'll start up really uh with getting a lot of those invoices for those summer work, the furniture for next year, things like that. some of that will have fall in uh still to this uh fiscal year for anything that's finished up in June. Um and then our enterprise funds and nutrition fund um as well our activity fund. They are all continuing to uh uh run really well. Um and I think that we will be um under budget uh in all of them. not only our published budget but the um lesser budget that we have also um set for these obviously because the published budget is the maximum authority that we are allowed to spend. So we do set a
060a smaller budget a little bit underneath of that just so that we have that little bit of a cushion if for instance we should have anything to happen such as you know a nutrition food cost increase or anything like that as well. So running really well, really happy with our our budget this year. And just so you guys know, when they when Andrea talks about the 1% deductible, that is 1% of our total pre or total policy. So or which is Yes, it's 1% of our building cost for each individual building. So it is a rather significant 1% of each building. Yes. I mean of the total of the total total. Yes. I know you said that every or a lot of the school districts have them. Can we call and get quotes from other
061companies? Uh majority of them will not insure a school district. There's only two like two that I know of in the state of Iowa. So, one of the things that uh is currently being discussed uh is a school districts going together to then self-insure for that 1% um alto together. So that is a discussion that we are having uh right now. Um and it is a very feasible as far as underwriting each other. Yes. Yep. So it would be a 280 agreement for all of us to come together um with that. Uh those premiums would still meet the threshold to be able to pay out of the management fund. Um and then there would be a deductible still, but obviously a lot lower than the 1% deductible. So, so when when there was a gentleman
062that came in during the budget session asked a question about the management fund and why we had such a large balance in the management fund and we're actually not going to levy anything for the next couple years and management spend that down. The reason we do carry and it's been a big conversation at the state too when they talk about tax reform because uh there's as as part of all the tax reform bills there was language in there that would have significantly restricted our ability to uh to leverage the management fund and as far as levy levy the management fund and uh but they don't understand like if if we get sued and we got to pay you know a million dollar settlement out of there that comes out of the management fund. it doesn't
063come out of our general fund. If you if we have a insurance claim and we have to pay a 1% um deductible, which you know could be several hundred,000, that comes out of our management fund. That does not come out of the general fund. Therefore, it doesn't affect any of our ability to operate, teach students, etc. And so, um and really that's all we can spend out of the management fund. We can't spend anything else out of the management fund. And so when they talk about really restricting it and I I I don't I don't think they see the big picture of like we don't have any other if we can't leverage the management fund, if we can't ask the community to help us and provide for those very rare and but big but substantial
064situations, then it will absolutely impact our ability to provide an education for our students. So, um, and the the tax bills did not go through this year, but that's something I'm going to sit down with. I just saw Senator Dawson in church on Saturday night. So, um, going to sit down with him and just try to explain that piece of it because I think people see that management fund levy and they think, "Oh, wow. The straight property tax levy." And unfortunately, the name's terrible. Like I explained to the gentleman that one night, like, I hate the name because it abs has absolutely nothing to do with management of the district. Um, I wish they would change it to, you know, insurance fund or something like that, like something that made more sense to people. So,
065um, but anyway, that's we'll be having conversations and hopefully we can, you know, long term I that's but this is a great opportunity for us to explain like this is actually what it does and this is why we need some kind of a balance in there. So, so is it worth exploring the other company or no? Um, so when I was with Missouri Valley, we explored the other company. Um, and and that's so I didn't go down that road. We looked in the other company. The cost savings wasn't um it's essentially it's kind of like what we're talking about this kind of poolled resource. It's like a bunch of districts get together and they kind of all pay into which is kind of what EMC is too, but they kind of all pay into one
066thing. Um, the settlements are are are pretty good. I mean, as far as like timely and those types of things, uh the biggest thing is is you because it's a smaller pool, one really really big incident across the state, even if it doesn't affect you and your insurance costs go up because the pool has to stay operational. And so when you have a lot less schools in that pot and somebody has a huge claim and the reason we didn't go with them was because they had that duratio that went through the same time we were looking. This was back in 200 20 that was Chloe's first year at Okay. Yeah. Yeah. So then that datio went through. um all of a sudden they they basically had to like double the insurance policies because there was
067a couple schools that got smoked and then uh even those because everybody shares the burden. So which that's what insurance is. But it just until they got I was told myself until they their market share is compatible with EMC because I'm a budgeter and I and I have to know on an annual basis like how much is it going to go up? When it goes up 10 20% that's bad enough. If it goes up 50 60%. That's that's what I would call it's it's unaccounted for. Like I don't know how you could even estimate that. So So that's the only reason that's not that I'm against it. I I just don't want them to just because everybody is going with them, right? Um just like all of us at on our own homes and our
068cars. I just switched all mine so I'm a shopper. So yeah, I don't want them to grow comfortable and then start reducing our coverages. Um, and I'm sure our premiums have went up and our so now our coverage is going to go down, right? And I will say that um uh our agents, they do a very good job of sharpening the market in other aspects too for some of theirs. So they also bring to us what they're seeing from the private sector, other nonprofits, things like that. So we are able to compare and see what is out there too. Um, I know that from my own experience as well that majority of homeowners are also seeing a change in their deductible for a wind and hail. So we I don't think anyone was really kind
069of shocked by this uh to be coming down especially to with the amount of claims that have been coming through EMC in the last few years with couple Datos and such that it hasn't been hasn't been the best uh for planes coming through. So, [Music] any other questions for Andrea? Okay, then we will move on to the superintendent report. Uh, so I wanted to talk about survey. If you can go, did you pull up that this one? No, I said I shared the questions. Yeah. Uh, can you blow it up for me? This one? Yep. Yep. Thank you. Um, so here are and working with uh Tony from my ASB. Here's kind of the these are some survey questions. I did share them with you all. If you guys would just take time to kind
070of go through them at some point and just kind of say, "Yes, those look good. No, they don't. This one seems redundant." You know, just kind of that kind of feedback. Or if you have an additional question you think you would like to throw in. Uh, I try to balance out the culture, climate, and opportunities and access. Those were the easier questions to find. Um, there are a couple hard ones that kind of go in multiple places, but you know, you just kind of lump them, you know, in together. I mean, you try to pick a kind of like when we did that exercise, you try to pick the best fit. One of them, for instance, like the students are safe at school. Like that to me could also be a facilities question, you know?
071So when we analyze the data, I'll probably leave that in the culture climate, but also probably access I'll pull it down to the facilities data as well. So um because people might read that differently, you know, they might read that like is my kid emotionally safe, is my kid physically safe, is my you know, we could go we could go into more more depth about those as well. Um if you go down, um there's a couple I'll go back up just a little bit. There's one on there that says I try to put everything um under opportunities and access that has to do with uh uh uh student achievement except for like for instance I have um teachers focus on instruction and student learning like to me that it's kind of like a that's more
072of a climate thing like teachers are focusing on it it's not necessarily but we do know that has a direct impact on student learning same thing with uh school staff care about student academic success you know like that we know that the more we care, the harder we're going to work to make sure that we get there. And and uh um it's going to lead to opportunities and access, but at the same time, it's probably more of a culture thing like and then uh if you go down the finance facilities, these are probably the Oh, you'll see in opportunities and access, there's a lot about um just varied opportunities. Like that's one of the things we're really trying hard to to do is provide a uh a school environment or that that really provides opportunities
073for students to get involved in areas they want to get involved because we know that students who are involved either in extracurricular activities or academic opportunities um end up feeling more connected at school. They feel more safe at school and they end up performing better at school. So, we want to make sure we have some academic or some uh extracurricular opportunities in there. And then finance and facilities. These are kind of the the three this is probably the one area that I if you could think of a few things off the top of your head like let me know because this is like the hardest one. You know, I could say like uh the school does well budgeting. Well, unless they're tuning in to board meetings, I don't know how they would really answer that.
074you know, um, students have access to resources, technology, they they need to learn like that one is a that's a facilities one that most everybody should know. They should know if their students have access to stuff. Uh, school facilities are clean and kept in good repair. Uh, school buses are safe and dependable. So there, you know, if you can think of other finance or facility questions, one of the things I thought about putting in there was class class size. you know, may put in their class sizes are adequate for um or um enhance the student learning experience. Um something along those lines. So, if you And then there's going to be two open-ended questions at the end. Uh I forgot about these. This was in my this is what I probably we got a lot
075out of um was what does your school do really well? It's an open-ended question. They'll come up with like a like a word wall and it's the ones that are the words that are said more often will be bigger than the other ones. And then the other one's top priority for improvement in your school. You know, like that's kind of an opportunity for some open-ended um uh answers there as well. Everything else uh will go will we get ranked on a scale of um oh let me see what Tony is recommending. It'll get on a scale of Oops. It'll ask for demographics, too. it'll ask you know what what students or what buildings do you have students in you know what uh so that way we know they can click multiple um so the current
076level of student achievement in district is about what we can expect so like that's one of the questions that he had recommended I didn't really I kind of changed it up there a little bit but here's here's the answers that they could put they could put strongly agree agree neutral disagree and strongly disagree so there's kind of five five areas that they can So, if you look up there, that's a few more. Uh, can you scroll up a little bit? Dr. Hartman, I got three, six, 9, uh, 12, about 15. So, there's just under 20 questions, about 18 questions or so. So, that I have to up something right now. So, we do have room for some more. I kind of targeted around 20 questions. Um, just just kind of a start. So, and then
077if I could get some feedback by next week, I'd like to send it I'd like to have uh Tony send it out at the end of next week just so we can start getting some responses and then it'll be out there for all of our constituents. I'll send it to uh students, staff, uh and parents as well. So, recommendations are to use your communication methods to send it out. Don't post it on Facebook because you get a lot of people who provide unwarranted or inaccurate information on Facebook who aren't even affiliated with the district. So, uh, by you, but we have email addresses for all of our parents and and we'll send out a text to tell them that we sent it out as well. So, could it be put on Facebook if you would
078like to have a survey? If you would like a survey, contact us. Yes. Okay. Yeah. Yeah. We can we can do something like that. Yeah. Because there might be some that um don't have kids in school, but they, you know, they do follow on social media. Yeah. We can say if you're interested in filling out the survey, we'll probably put something on there. We maybe can do like a like a like a fill fill out this little survey if you want to access to the survey. We'll probably ask questions like, "How are you affiliated with the school?" Right. What is your current address? Yes. You know, I don't need, you know, we don't necessarily need people from Washington, you know, answering survey questions about us. So, Right. Right. And it's mostly not because we don't
079care what their feedback is, but it doesn't really help us. Like, if you're in Washington and you want to have comments about our district and you're not affiliated with us, all you're going to do is skew the information we really want to know about, you know? Um, do you have lists of people that have been to forums and everything that you could also send out? Um, yeah. I mean, I have some I have some lists of people who had reached out when we were doing the bonding stuff, you know, that might be another way to get the information out. So, we can give out some of that information, too. So, okay. Any other questions about the survey? All right, that's really for my report. That's all I had. But I'm going to have you pull
080up the uh the Excel spreadsheet I sent you. Oh, for the facility? Yep. For the facilities piece. Okay. So, this one I did send a copy to you guys as well, but it didn't have the playground stuff. So, I inputed the playground. As you can see, if you scroll down a little bit, Dr. Hartman. Uh, and zoom in there. You'll see that we are still um Oh, I didn't calculate. So, you'll see that we're uh the only the first time we're kind of over budget on something is the playgrounds, but we knew we would be because we're in a budget pretty much everywhere else. Uh, you'll see we're sitting at about $3.5 million. It's not it's not a true $3.5 million underbudget because there's a million two of soft cost contingency that's still out there.
081So, it's really like 2 2.3 million that we're still uh under budget. So, that's a good thing. Um I'm sure, you know, but but again, this is before a lot of the unknowns, you know, like as we tear up the parking lots, what are we going to find? How much work are we going to do that we're going to have to kind of put some more money into? Um, there's some things that uh I know that when we when we because the the fence there'll be a new fence installed around the athletic complex, not around the athletic complex, but goes that goes along the parking lot because we're going to put a sidewalk in there. So, we're going to move this fence back a little bit, install a fence there. And I had made the
082recommendation, the request that we put in a walk a walk-in gate. So, a switch back gate if you know what I'm talking about. how you like kind of, you know, work around it. Um, and you can't get a bike in there. You can't get a stroller in there. You can't do because those things will tear up a track. People, I know a lot a lot of times we'll take a look at a stroller and be like, "Why can't I push a stroller around the track?" Well, because the rubber wheels on the rubber track will destroy that track faster than anything else. Any kind of rubber wheels, kids bikes, strollers, um, anything like that destroys a track. So, we don't necessarily want those things in, but I for three years now, I've seen kids climb that
083six foot fence and fall on the other side and get up and go on their way. Like, I I don't see any reason they're getting in anyway why we can't, you know, provide an opportunity. The fence can still be locked. So, if we have events or if we have, you know, there's certain reasons that we need to keep it locked, we can do so. We now have pretty good coverage around the entire field with cameras. So that it's just it's a little bit different than how it used to be when we didn't have cameras and we had but so that there will be a walk-in gate. Um and you know hopefully we have people will go and utilize the facility. We had a walking gate in Missouri Valley and I and I mean knock on
084knock on table wood here. You know there was never we never had any issues as far as I mean people might have went in and you know peed on the mascot or whatever but that doesn't really hurt the field. It's kind of disgusting, you know. So, we know that happens in our field from time to time from neighboring districts, but you know, we just don't want anybody going in and doing something that, you know, they can't that cost the district money to fix. So, um still still able to lock down. We can close it shut pretty easily and and uh get a lock down. But like for instance, that's a change order. Okay. Not an expensive change order, but that's a change order. I also want to there's an there's an island in in the
085in the uh the the new lot for the uh performing arts center and the big lot at the high school. There's like a little island that separates that and it's all they can't get any grass to grow there. It's literally just dirt that that's in there. Um dirt and weeds. And so I'm asking for a change order cost to take out the dirt and fill it in. So that way we don't have to worry about the weeds, we don't have to worry about the dirt that it's just concrete all the way through. And so little things like that um that we're looking to maybe change up as we go along. So where was the added fence at? The fence goes from the tennis court down through the entrance to the football field. That was all
086part of the part of the project. Does not go around the field. That's just a regular galvanized fence. So, so right along the drive lane, there's already a fence there. We're moving it back to put in a sidewalk and then replacing it with a new fence. Are we going to have to put some sort of what do they call those? The cement pillars so that people don't park there on the sidewalk. Is there going to be a way to protect? That's I want I kind of wondered the same thing. Instead of putting a fence next to the driveway, what if you just put Ballards? Yeah. Oh, no. No. The fence is on the other side of the The fence is on the other side of the sidewalk. I'm talking. So, if this is parking lot,
087this is sidewalk. Here's the fence. Can you put on pause Google Maps real quick? So, you have a visual. Sorry. There you go. I must be having fog. I just I know that people will park anywhere around and if that's not proper I mean if we could we could paint the curb rabbit red or something and say yeah if you you know that doesn't always work but we have another we have another move okay so switch over to the to the view is it this yeah that little picture I think Dorine beat it into my Zoom way in on the track. Well, we'll see if I'm right. Let's check. There's that chance. All the way. Keep going. All right, there you go. That's good enough. Okay, let's scroll over. Okay, so there is a fence
088right now that runs um farther left. No, clear up by those trees. Clear to the drive. There you go. Oh, right. Right on the edge of the parking lot. Nope. And there we go. There you go. There's a fence that runs. That's the Do I need to come? There you go. There's a fence that runs all the way around there. And that thing has been That thing has also been hit numerous times by kids. So the the poles are all bent. The So they're going to put a sidewalk in there so people that are walking from the parking lot have a place to walk because right now they're just walking amongst traffic. Yeah. So, they're putting a 6 foot wide sidewalk there and then putting a fence on the other side. So, then they'll put
089a walk-in gate. Actually, the walk-in gate will be down towards the baseball field. So, that way we have they can go in and use um baseball as well. So, and it's a little flatter down there. So, they're so it's going to go in towards the baseball entrance and then it'll stop at the entrance of the football field and then the it just the regular fence will continue after that. So, that's where the sidewalk stops. Can are they going to have to hop the fence then to get in the track? Uh, no. They can just flip up the thing and walk in. Okay. So, we don't lock the on the track. Okay. No. No. We just walk We just lock the the big fence. So, it'll just have to train kids to not park on the
090middle school side because right now they all park at the middle school side at the athletic building and then they hop that fence and then they go they jump in to go to the track. Yeah. To go to the track. So, they if they park on this side, they can just walk in through a fence. So, um, and I know you mentioned this, we have cameras of like the where the walkway into the fence. Do we have cameras like on them coming in? So, that'll be a part of the part of the uh the pole when they replace the poles, we'll be able to put cameras on the poles. So, we'll be able to better monitor that as well. Now, if you scroll up to the top to the current tennis courts, so this is
091this is just a recent discussion we had. Um, so in the bid for replacing the tennis court was for them to remove the current tennis court because we're going to add a lane through there that would go out to Harry Langden. Well, the city has this new idea, and I won't I won't spill the beans on what they want to do, but they haven't decided where they want that lane to come out on Harry Langden yet. And so, that's kind of the big hold up with the new lane that goes out to Larry Hanken because I think they want they want to do that in culmination of a bigger project that involves moving traffic lights and putting in medians and put and expanding the the road and, you know, everything else. And so, they haven't
092given us kind of an exit yet. We do know the exit will be approximately where the kind of that point uh goes out to the to the Harry Langden the the point of the tennis court that's closest. Yep. So be approximately right there but we don't know. So my suggestion is rather than have the tennis court cuz they might not they might not figure this out for a year or two. So, we talked about rather than having them take out the tennis court and then we're going to put back in because we'd have to put seed in in order to um you know fill the hole, we talked about instead of doing that in the meantime while we're waiting on the city to figure out what they want to do um leaving the tennis court,
093we would get a credit back for that for the removal of the tennis court. but leave the task, take out the fence around it, take out the take out the poles, we would do a seal coat on it, which would make it black, and then we would paint lines on it in order to just get more parking in the meantime. So, it'd be a minimal cost to the district to add approximately 40 or 60 stalls, uh, depending on how the configuration is. We would just have to add where the tennis court meets the parking lot, we'd have to add a little entrance right there. you know, it's about five feet worth of worth of pavement right there. So, um Brett Wallace is talking with the engineers right now to make sure that that's, you know,
094a feasible plan. Um so, I don't know why it can't be. It's just made of asphalt. It gives us the cheapest parking lot we could possibly want right now. I mean, we might as well utilize it as we wait. So, it's already beat up. So, it's already Yeah, we're not going to hurt it. So, but we would seal coat it so it doesn't look like a tennis court anymore. It would just look black. So, um but again, that's an example of a change order. So, um somebody had asked in that budget meeting, what are you going to do with all the extra money? What are you going? I said, I don't know. We might need it as we go. But these are the types of things that we're using to to maximize um the use
095of the bond money. Not necessarily doing crazy new stuff, but you know, expanding or or in ways that make sense, you know? So, but if we can add 40 or 60 parking spots right there, like that's that's huge. Can we add a caveat that there's some sort of monitoring there? I know we had talked about cameras in the existing parking lot. But if we're going to add that as additional parking, can we at least have like one camera? Well, we can we can put when they put back in on the Yeah. when they put a pullback in on the uh on the uh uh east side of the parking lot, we can we can position cameras however we want. So, we can put a camera right and then still cover that area. Yeah. Yeah. We
096can cover that lot easily. Okay. So, yeah, cuz I want to make sure people's cars are protected, especially if eventually there's going to be a like a road that goes straight out to Harry Langden right there. Yeah. We're also looking into uh um license plate readers. So, that'll be a part of the camera package that goes in on the polls will be to get uh license plate readers. So, that way as people come into our parking lot, if they've been identified as a Iowa Western has this right now and they love it, um as people enter in Iowa Western's campus, if there's a if there's a uh beat out for that particular car, like it'll tell them right away that that car has entered their parking lot and tell the police right away. Um, it'll
097also help us tremendously with patrolling the parking lot because a lot of times I'm looking at a car trying to figure out if it's a gray or a black or a, you know, whatever Mazda or, you know, you can't really tell what what these cars are. So maybe if you're a car guy, I don't know. I can tell if it's a minivan, that's about it. But um, but this will tell the license plate as they drive in. So hopefully we can explain to our kids and other kids from other schools who visit us in our parking lot at the wee hours in the morning that as you enter parking lot, we're getting your license plate right now. So if you decide to do something um interesting on our on our lot, then we'll know. So
098any other questions? Okay. Is that all I got? Any questions about the facility work in general? I know it's just been a is next. So, is school closing or being done for the summer? I mean, are we there's first day after we're gettingstruction in? Yeah, we just had a meeting with the uh with the big parking lot people who are doing the big the big lot and they're doing uh Titan Hill as well. So, they kind of laid out kind of a they're going to do the big lot first and leave both ends and then they'll do one end and then you'll only have access on the other end like they might do the the the end of the road and then you'll have access to just through the middle school and then I'll do
099that end and then you only have access to the front to the main lot. I think they were they didn't quite understand when we talked about like that we have people come to the high school. I think they thought they could tear it all out and just kind of do it. we would just kind of work around it. And I said that you don't understand like on a daily basis we'll have two to 300 kids coming in and working out at the school on a daily basis. Like there's no they can they can figure it out option. Like you got to leave an opportunity for those kids to come in and do their thing. So they now understand that and they'll work around that. They also didn't understand that when we said we had a
100daycare open at at Titan Hill that that meant we needed a lane open the entire time. So, they can't shut down a lane. They can't shut down the entire Titan Hill Road for a month. Like, that doesn't work for us. We need But we are trying to figure out what does that mean then? If we're going to leave us one lane up and down, how do we ensure people can get from the top to the bottom and the bottom to top safely? And so, um talking about getting some portable um uh motion activated. Yeah. like like stop and go lights, those types of things because I don't know that we can have somebody hang outside all day with a sign. So, but so anyway, Jim's kind of looking into that. He was talking to Director
101Stern was off a little bit too big. But just so everybody be patient with us, it'll get better. It it will. That's better. That's one of the things um you know they I couple football coaches asked me if the because we're going to try to turn part of that ground into seed and just kind of put some put some more grass down here. Uh asked me when that was going to be available and I said I don't know. I said, "We're still waiting to get numbers from um the people who um we reached out to about grading it and seating it." And and I said, "Until that comes, like we just, you know, cuz they're mad that we're taking a field, not mad, but they're concerned. We're taking one of the fields and turning it
102into a tennis court." And u so it's one less field for them. And I just said, you know, sometimes you got to you got to be a little patient. You got to you got to break some eggs, but it'll be a pretty awesome omelette when it's done. But it is what it is. Do they use ISD, front of ISD? They're they're they ISD's really kind of taken a a more uh strict stance on the use of their facilities. So you'll see even when you go by there's not any youth using it at all. Like and they're doing it for the safety of their of their students that live on campus, right? Um, but it has, you know, that's people I know that that's caused a little bit of disruption for people because that was a
103lot of green space in our community that's now not available. So, we hope that by putting a little bit of green space down here, people can utilize that and at least have some more green space, right? So, do we have to worry about irrigation? There's already there's there's a well down there. We do have to redig the well and we got to run the power again. So, we can't get like irrigation out there for people, too. Yeah. And that'll be a big thing. I mean, otherwise the grass won't go. So, so we'll get it. We won't put in sprinklers or anything, but you can get those um shoot, we had them at our fields growing up. I used to set them all the time. Uh the like the creepers where you just, you know, put
104the big boom sprinklers out there and they just creep along and when they get to the end, they creep back, you know. So, used to run those all the time when I grew up. The well is no good down there. It it is, but there's no power to it right now. So, all we need really is power. Power? Well, and then we don't know if it runs. I mean, there's no way to really know if the like the motor's still good on it or anything like that. So, I don't know anything about wells. So, we got a generator. We didn't figure out if that well runs. Well, I thought about I I know I know you might I was going to say I know a former board member I was going to reach out to
105this week and see if he's available to come up and try to figure that out for us. So, I'm sure he would. Right. Oh, he will. Absolutely. I've talked before about it. So, he just said let him know when. So, but as long as there's no plan to move the dirt, it's kind of on my lower priority right now. So, any other questions, comments? Okay. Then we'll move into discussion items. Uh 8.01 elementary floor flooring replacement. Um, so every year we replace several classrooms. The high school has asked that we not replace we did kind of double in the high school last year uh knowing that they were going to get a lot of projects this year. So they're not getting any clay or uh um carpet replacement this year. Um neither is middle school
106because that'll all happen during the middle school renovation next year. So it's just Titan Hill and Crep this year. Four classrooms a piece. Uh then we're also doing there's a pretty big spot in the kitchen where for whatever reason the tiles have like randomly buckled and shifted and it's crazy in there. So um so we're going to do the t part of the craft kitchen and then four classrooms at each at uh Crept and Titan Hill. We're just going to do the carpet squares. So okay, any questions, comments? Okay. 8.02 Iowa Western Community Collegeou. So Iowa Western uh this is and this is a graphic out from CV. So if it says CBCSD that's council this but this is all consistent regardless of the school that you're at. So um they are uh increasing their
107tuition costs. They're doing it to be more consistent with other community colleges across the state. But I think you guys need to at least take a look at it and see that you know the costs are going up. So for instance, uh the biggest ones that'll affect us are we have now a lot of students who take courses on IO Western's campus. So if a student takes a course at Iowa Western campus, we were paying 75% of the tuition rate. We will now pay 90% of the tuition rate. Um if they we don't the second one doesn't apply to us because we don't send any teachers that teach. Neither does the third one because they don't send any teachers to us. So it's just the first and the fourth. Um so then the the at
108least the courses that are taught at Iowa Western that are taught by our teachers or taught by Iowa Western they give credit for that are taught on our campus by our teachers are staying 50%. That's the majority of the of the uh that and online are the majority of the classes that we teach. And then online's going from 75 to 80%. Uh the one that's going to hit us pretty hard is going to be the textbooks. They're going from $30 per student per course to $85 per student per course. So, that's a significant increase. I'll tell you, like for instance, the I mean, that's a $50 per student increase or per per course increase. And this year's senior class, I'm going to I'm going to steal some thunder from Joe. I think he said they
109earned 3,800 credits in their four in their the last two years just the senior class this year or this year and last year. So 3,800 credits you know divided by three is about because that's about the average for each class as far as credits. You know you're looking at 1,200,300 classes that they took at $50 a pop just for the textbook. So 60 60 plus grand. I mean I mean it's it's a significant increase, but I understand why they're doing it because they're paying the cost and they're only we're only reimbursing them a portion of it. So now we're going to reimburse them more of the real cost. So it's just are these actual textbooks or are they It's considered like course materials. So it's like uh it's like their textbook fees. So it'll include
110like the textbook, the online platform, online textbook, it could be some some materials, although they do charge us extra if like our kids take a culinary class and they have to buy knives, like we have to buy the knives. So, but um but yeah, this is it's not just the the book, I guess. Okay. And then I do know that they're coming like you know we just had a large order of books um textbooks that we're buying and then we're hoping that they're going to let us use the same textbooks you know over and over for the classes we teach um because they're $165 a book. So but not really any other opt I mean you got one community college and you know we kind of have to stay in the territory so right not
111allowed to cross the river. Well, this is such a benefit for students. I mean, oh, it's it's huge. It's not Yeah, in the grand scheme of things, it is what it is. But, right, the the benefit of having I guess the Mr. Germany always says when it comes to success, success is is expensive. So when every, you know, we have a lot of teams that qualify for state, a lot of organizations that qualify for state, that all costs a lot more money than if you don't qualify for state. You know, we have a lot of kids that take college credit courses and do well in college credit courses. Costs a lot of money to send them to college, you know, to do that. So success is expensive. Did the other school districts in this area
112or that they partner with go up the same amount? Everybody did. Yep. This is their flat flat fee rates for every district that sends kids. Any other questions, comments? I think I think we're kind of stuck with this one. So, uh 8.03 3 20 million $500,000 general obligation bond series 2025. Yep. So, this will be read as four different resolutions, four different motions, four different votes, but they'll be tagged as 803A, 803b, 803 C, 803D. Okay? And these are just these this is all legal jargon to make sure that we're able to accept the funds, move them into our bank account, you know, etc. Do we have to specify anything like the paying agent bond register? No, you just you just read it just how it is. Okay. The motion. Okay. Yep. Motion exactly how
113it's written. Okay. Then we'll go to 8.04 104 202526 board meeting dates. Um, scroll down. Okay, so these are the dates. Um, the it's just kind of copied them. The one thing I did do is since September, we've only been having one meeting. It's kind of weird because the first falls on a Monday, I'm going to ask that we do two meetings that month, the 8th and the 22nd. Sometimes we just get, especially that time of year where we're doing bond stuff and we're getting, you know, there's just some things that if we're going to do change orders or whatever, we just can't can't wait. So, but anyway, so there's I'm going to ask that we just kind of keep it with two a month. Uh July, we'll have one, but I'm almost guaranteeing we're
114going to have that board work session uh to kind of go through. So, I'm kind of counting on that as maybe the second meeting if we have to end up, you know, approving anything or we can have a special meeting if we have to approve something. But, um, but yeah, otherwise it's first and third Mondays or first and third Mondays of the month and, uh, with the exception of September and July because we've just been doing one meeting in July. Any questions, comments about any of these dates? What are you laughing about over there? Me and computers. Oh, okay. Here are none. We'll go to 8.05 high school roof replacement edition. Um, so if you scroll down, so we ask, keep going down to the map if you would please. Thank you. Oh, you have
115to zoom out on that one. The big one. Okay. So, the uh yellow portion at the bottom is what So, the green portion is what we did last summer. The yellow portion on the bottom is what we're doing this summer. The blue portion is what we're doing next summer. So, the pink portion that you see right there is what was kind of kind of just kind of out there. And uh we're recommending let's go ahead and add that to this summer mostly because it's that little piece. It's kind of continuous with what we're currently doing. Um and it's small enough that even with it, we're still under the budget that we had set for the rest of this year. They're going to do it for the same cost for per square foot as they did
116the rest of the roof, which we thought was, you know, a really good deal. So, so if you go back up, that total price is now you got to zoom back in. I think it's 77,000. Is that what 79 $79,000? Yeah, $79, $200. Any questions, comments on the on the roof edition? Okay, then we will move to 8.06 high school math curriculum. Uh I'll let Dr. Hartman uh kind of share about this. Okay. So this one is for um high school. At one of the last board meetings, you guys approved the math curriculum for Titan Hill. Um this year was um the last part in the review cycle for math for our buildings. Um and so high school looked at several different curriculums. Um and they were kind of fun to work with because they
117were very much on the same page with each other the whole time. they just totally um got along and were able to make decisions really easily. So, that was kind of fun to to do that process with them. But um they're very passionate about moving into this curriculum. It is um envision math. Um I will be forthcoming. It is stepping outside of what we're doing K through 8. K through8 we are using illustrative math. um it's a very inquirybased type of math instruction and it just hasn't been a great fit for high school for what they're trying to do instructionally with kids for what kids are um interested in and so the teachers were very passionate that th this is the right kind of instructional materials for them um and I think um like the
118middle school has has made me a believer that when the teachers really buy into the materials and the teachers believe that this is what's going to work for them um that they can have a lot of success with it. So, I'm very hopeful for the high school math team. They've been trying to make it work um for many years now with illustrative math and it just hasn't been the right tool for them or for their students at the high school level. Um so, they asked a lot of really great questions. We had this company come in two different times to meet with them. They gave up a lot of time with parent teacher during parent teacher conferences too to get some more learning about this. Um they've even talked about just thinking about intervention and
119how to support those kids who need additional support and this program is going to work for them to do that. Um and then we've already talked through what professional learning could look like for them. I've already sent um Joe and the instructional coaches a potential implementation plan with this curriculum. Um so they're really excited about this. They feel like this is the high quality materials that they need. Um, this is also about 10,000 less than what we would have spent on um, materials at Titan Hill. So, this is really um, still very much in line of what you would um, be spending to do a whole new uh, curriculum for a building. Any questions, comments? Okay, then we'll move on to uh second portion of our meeting where we offer up the floor to any
120comments and suggestions towards the board. Do we have anybody? No. Okay, then we will go straight into action items then. So 10.01 1 elementary flooring replacement. Mr. President, yes. I'd like to make the motion to approve the elementary flooring replacement bid to Kelly's carpet for $29,39346. Second. Vote, please. Mr. Senson, yes. Mr. Stir, yes. Miss Atkins, yes. Mrs. Sheffle, yes. Mr. Ray, yes. 10.02 Iowa Western Community Collegeou. Mr. President, yes. I'd like to make a motion to approve theou with Iowa Western Community College for the 2025 2026 school year. Second. Vote, please. Mr. Star, yes. Miss Atkins, yes. Mrs. Sheffle, yes. Mr. Senson, yes. Mr. Wright, yes. So, under 10.03, the $20 million 500,000 general obligation bond series 2025. Uh, we have 10.03A. Uh, which is Oh, go ahead, Mr. President. Now, I'd like to
121make a motion to adopt the resolution appointing paying agent, bond regist register, and transfer agent approving the paying agent, bond register, and transfer agent agreement and authorizing the exec um exe I can't even say the word. Execution. That's it. Um, same second. Execution. Vote, please. Miss Atkins. Yes. Mrs. Shuffle. Yes. Mr. Sorenson. Yes. Mr. Star. Yes. Mr. Wright. Yes. 10.03B. Mr. President. Yes. Would like to um approve the form of tax exemption. The approve the form of tax exemption certificate. The approval of asking you to make the motion that the form of the tax exempt certificate be placed on file and approved. Oh, there it is. I was reading the top one. My apologies. Let's try that again. Uh move that the form of tax exemption certificate be placed on file and approved. Second. Vote,
122please. Mrs. Shuffle, yes. Mr. Sorenson, yes. Mr. Stern, yes. Miss Atkins, yes. Mr. Wright, yes. 10.03 C. Mr. President, yes. I'd like to move that the form of continuing disclosure certificate be placed on file and approved. Second. Vote, please. Mr. Sorenson, yes. Mr. Sturm, yes. Miss Atkins, yes. Mrs. Sheffle, yes. Mr. Ray, yes. 10.03D. Mr. President, I'd like to make a motion to adopt the resolution amending the resolution authorizing the issuance of approximately 20 million 500,000 general obligation school bond series 2025 and loving a tax for the payment thereof. Second vote please. Mr. Sturm, yes. Miss Atkins, yes. Mrs. Sheffle, yes. Mr. Sorenson, yes. Mr. Wright. Yes. Mr. President, will you declare all four motions adopted, please? The what? Will you declare all four of those motions? Okay. All four resolutions adopted. All four resolutions
123have been adopted. Thank you. 10.04 202526 board meeting dates. Mr. President. Oh, go ahead. Nope. Go ahead. I'd like to make the motion to approve the dates and times for the 202526 Lewis Central School Board meetings. Second. Vote, please. Miss Atkins, yes. Mr. Sheffle, yes. Mr. Sorenson, yes. Mr. Storm, yes. Mr. Wright, yes. 10.05 High School roof replacement edition. Mr. President, I'd like to make a motion to approve the change order for Blackhawk roofing for $79,200. Second. Second. Vote, please. Mrs. Shuffle, yes. Mr. Sorenson, yes. Mr. Star, yes. Miss Atkins, yes. Mr. Wright, yes. 10.06. High school math curriculum. Mr. President, I'd like to make a motion to approve the high school math curriculum purchase from Savas Learning Company for $51,000. $51,240. Second vote, please. Mr. Sorenson, yes. Mr. Sturm, yes. Miss Atkins, yes. Mr.
124Sheffle, yes. Mr. Wright, yes. Items of interest, future board meetings. Uh, graduation will be this next weekend on May 25th, 2025. And our next regularly scheduled board meeting will be June 2nd. Any other Okay, that's it. All right. Last day of school is the 30th for kids. So that sure all those kids are online listening right now. Yeah. All right. With no other issues or or no uh additional items to discuss, uh I'll move to adjourn the meeting. Can I get a motion to close, please? So moved. Second. All those in favor say I. I. I. I