March 16, 2026 School Board Meeting

001Heat. Heat. Hey, hey, hey. Hey. Hey. Hey. Hey. Hey, hey, hey. Hey, hey, hey. All right, we will go ahead and call this meeting to order. Can we take roll call, please? >> Miss Hodkins, >> here. >> Mr. Bach, >> here. >> Mrs. Peterson, >> here. >> Mrs. Sandow, >> here. >> Mr. Sorenson, >> here. >> Mr. Sturm, >> here. >> Mr. Wright, >> here. Approval of the March 16th, 2026 agenda. Do we have a motion to approve? >> Motion to approve. Second vote, please. >> Miss Atkins, >> yes. >> Mr. Bach, >> yes. >> Mrs. Peterson, >> yes. >> Mrs. Sandow, >> yes. >> Mr. Sorenson, >> yes. >> Mr. Sturm, >> yes. >> Mr. Wright, >> yes. Commendations, good news. >> Uh, so because of the late start, um, I was told that

002the, uh, um, the music presentation won't happen tonight because they weren't able to kind of figure it out. Usually do it right away in the morning when they have choir and band. So I said, "That's fine. We we can move you guys to another night. Just make sure it's not a night that we're doing budget stuff cuz I think last year we had budget stuff. We didn't know people were going to show up and talk and we had all those kids sitting here and I was like, "Oh, we'll we'll uh make sure they come on a different night." Uh so we do have uh kind of our winter activities uh wrap up here. So um Miss Schwaller and Mr. Dery put this together for us. So girls wrestling uh had a wonderful year. Uh again

003this year they were the Ridge View they won a they won a tournament Ridge View invite champions or the West Point invite runnerups. Um they had we had two CB Classic champions of AS Smith. That was our third third uh uh CB Classic champions and if you guys I'm sure everybody here knows but online CB Classic's like the biggest wrestling tournament you know in in like almost the Midwest. So it's huge. Um three state qualifiers. We had AAA, Lindsay, and Madison all qualified for state. And then we had two state place winners. Avea just kind of lost a heart heartbreaker in the championship to get second. And then Madison got sixth. And then we had um one of our students made the Hawkeye 10 all academic team and that was Kaitlin Westerfield. So, and if

004you look there, one of the things I do want to point out is look how many girls we have up for wrestling. So what's what's amazing in the state of Iowa is I believe we have the largest individual school wrestling team in the state of Iowa. So when we go to state and we compete at state, if you look at the list of teams that can that that finish ahead of us at state, almost every single one of them is a conglomeration of schools. So it's either they take like Raccoon Valley, it's like that's like a total of like four class A schools that come together to have one wrestling team. So, they have a student population of over 8,000 students wrestling on one team and we have a student population of 1,000 students wrestling

005on one team. So, um it's pretty awesome that our girls compete the way they do and the number of girls that we have out. So, I'll talk a little bit tonight about the new athletic facility and and uh what we're planning on doing for some wrestling mats and stuff. And so, um but it it'll be an awesome space for these for these ladies and our men, too. So, okay. Uh boys wrestling. So we had eight uh individual state qualifiers. Xander Mans, Western Weston Porter, Garrett Bills, Owen Dufek, uh Mandius Valentine, Isaac Bates, Alex Gravy, and Paxton Blanchard. They were the two they were the Hawkeye 10 champions this year and then they also qualified uh for regionals uh as a dual team. Overall, we placed seventh place at state, which is fantastic. Uh that was

006we had four state place winners. Both Xander and Wesson both wrestled the championship and both came two points away from a from a state championship. Got second and then uh Owen got six and Paxton got fourth. So um fantastic year for our boys as well. I don't I don't know that many of us had on our bingo cards that we were going to place as a team at state and then we ended up, you know, placing seventh. So that's pretty good. Oh, girls basketball. Uh Macy Veter uh was kind of our all-star this year. She made the KMA all junior team. She was an all-conference first teamer. She was an all district. Ellie Bores was honorable mention all conference in the medicine. Jonette was the all KMA reserve team. uh they finished uh it's kind

007of a growing growing season for us and so um we'll actually uh do we have is the new coach on our not for tonight but we did we did end up hiring uh offering a new coach and you guys will get that uh at the next meeting. So it' be Madison Jet's dad um was offered and accepted the the head girls basketball coach position. So um uh we thank Coleman Mullenex for his time. uh he obviously stepped away uh for personal reasons and then uh but we'll bring in a new coach and see if we can get something rolling again with basketball. So, uh boys basketball um they were the Hawkeye 10 runner up with a nine and one record. Uh they was the first time we've made the second round in basketball since 2020.

008Um we had several postseason honors uh all conference academic awards. We had three players there. Payton Carter and Jimmy Scott. Uh, hockey 10 awards. Jimmy Scott was honorable mention Charles Shaven was uh, second team and then Carter uh, Thelen was first team. Unanimous selection. This is actually Carter's second year in a row as a sophomore. That's pretty good being Hawkeye all 10 or Hawkeye 10 um, all conference. The KMA awards, we did have the sophomore of the year Carter. We had the Hawkeye 10 elite team. Cart member was Carter the all junior team. Charles Shapen made the all junior team. team and then all sophomore team. Obviously, Cart Carter made that again. So, uh good individual year for them as well. So, good good all-around year, good individual year for for quite a few of

009our athletes. So, uh girls bowling. Uh so, a lot of highlights here for the team. Holiday tournament, they got first place. Um at the Monarch Baker Bash, that's second. So, you can kind of list look through that list, you know, lot of lot of first place and second place finishes. Uh individual highlights. Laura got all district first team. She placed 12th as an individual and then she was also all academic uh KA KM or all academic team KMA and then all Hawkeye top 10 team and then KMA all senior team. So very good year for Laura. Kate Reid all district first team all academic award KMA all senior team. Beth Rasmmanson all district first team. KMA all sophomore team. Kylie Cell individual state 19th place. Uh Ally got KMA all sophomore team. Jordan got individual

010state. She got 23rd at state and then she was also the KAL sophomore team. And then Caitlyn got KMA freshman of the year and then also the KAL freshman team. So again, a very solid year for for our ladies. Okay. boys bowling. Uh won the city tournament, won the holiday tournament, won the red oak tournament, got second at a few in invitationals, won the Hawkeye 10, got second at districts and eighth overall at state. Uh I actually I was sitting uh I'm now serving on the board or on the rep council for the Iowa High School Athletic Association. And when I was sitting at my meeting and they showed, you know, the 24 25 uh champions in their in their latest brochure, um somebody sitting next to me be like, "Oh, you guys got fantastic

011bowling." And I'm like, "We do have fantastic bowling." So, never known it like I guess we are we are a bowling school. So, uh that was just we had won the state championship and girls the year before that and the boys. So, um so very successful bowling years again. Uh, all state was Brody Phillips first team. All district Brody and Zayn all state academic Brody. Um, Zayn was also all KMA bowling team, KMA Hawkeye 10. Boy senior of the year, KAL Hawkeye 10, KMA Hawkeye 10 all senior. Brody was all KMA land bowling team, KMAL Hawkeye 10, KMA Hawkeye all junior team. Uh, Aiden KMA second team, uh, KMA Hawkeye 10, all freshman. Gavin was KMA third team all KMA land KMA Hawkeye 10 all junior. Braden was the KMA Hawkeye 10 all sophomore and

012then Liam was KMA boys Hawkeye 10 all freshman. So lot of individual accolades uh there going on to swimming um state qualifiers we had Kaden uh Aaron our 200 meter freestyle team um and then our 400 meter uh freestyle relay as well. So, um had some state qualifiers. Total we qualified in six events. So, um looking forward to continuing to grow that program as well. And then finally, we have Special Olympics. Um so, we had 20 students, I guess not finally, but we had Special Olympics. We had 20 students participate in the regional Special Olympics basketball skills competition. So, there's a lot of pictures there. Um so, it's pretty exciting. Autumn Richie got first place, Taylor Cole got a second place, uh, Blessing got a third place, and then Naa got a third place as

013well. So, four four finishers at the state competition. So, congratulations to those athletes. Uh, show choir. So, very successful year as well at the Glenwood Gala. They placed third place or company got third place trouble division. Corp got fourth runner up overall and then also got a fan favorite. Hastings uh company got second. Uh Corp got a fourth runner up in People's Choice. Norwok uh company got first and Corp got third runner up overall. Elourn South company got third place. Corporation got fifth place runner up overall. And then Spear Lake uh company got second place and Corp got third place overall in social media award. So if you don't know, if you ever go to these competitions, the the the competition there is stacked. Like there are so many and we're usually by far the

014the smallest of the stack teams, but we go out there and we we compete. So, >> and we were this year because our numbers were a little on the low side, but they held their own. >> Yeah. So, again, very, very competitive, walking away with hardware at every event. So, very proud of them. uh jazz band. Uh at the state jazz festival, our jazz one and two both earn superior ratings at the west side. They both earned superior wedding ratings at Morningside. Jazz tied for third, jazz or one tied for third, two tied for seventh at the Louiswis Central Jazz Festival. We end up hosting 12 bands from Southwest Iowa. So that's pretty exciting. And then uh SWEA District Jazz Festival Jazz One earned first place in 4A and then qualified for um state. and

015then jazz two earned fourth and then the jazz combo performed in the lobby before the eighth grade musical. So that that was actually pretty cool. I got a lot of lot of compliments from that them being able to walk in and just so you guys know one of the reasons they did it was because the musical is called We Has Jazz. >> Um and my daughter was in that as well. So and as was your son. So like >> it was pretty cool to walk in and listen to jazz prior to We Has Jazz. So, um, even though the the, uh, the son of a language arts teacher in me cringed every time I heard the title of the musical, it still, uh, cuz has should not been we has jazz. That's not how that

016works. But it, it's okay. Uh, speech um, large district or large group. Um, we had a lot of superior ratings at district contest and qualified for state. For the individual com or con district competition, we had uh Avery Eserling and uh Kitrick Wells both qualified for state at the large group state contest. Um state contest, our improv group received an overall uh one rating and then individual state contest and or Avery received an overall one rating and then um Kitrich received also an overall one rating. So very proud of those those groups for for doing speech as well. So, lots of lots of good activities, lots of good participation. One of the things I love about the school is just the fact that there's such a wide range of activities that kids can participate in

017and be successful in, you know. So, kudos to our sponsors and our coaches and our athletes and really their parents for the time and dedication. Um, so to be able to help them be successful. The teachers for cuz there's a lot of times that our that our students are leaving school or being gone from school or coming in late the night before and they're showing up late for class and they're just working around their schedules non-top non-stop to be able to accommodate them and help them be successful in the classroom too as they continue to um be successful on the stage and and on the court. So, thank you. >> Nice job, everybody. All right, comments and suggestions. This is the first portion of our meeting where we open the floor to any public comment

018uh that they wish to share with the board. Give it a give it a couple minutes here for anybody online. Good. Okay, we will move on then to the consent agenda. Is this an updated personnel sheet? >> Yes, there are a few ads on the Okay. Do we have a motion to approve the consent agenda as presented? >> Motion to approve as presented. >> Second. >> Any discussion? Vote, please. >> Mr. Bach, >> yes. >> Mrs. Peterson, >> yes. >> Mrs. Sando, >> yes. >> Mr. Sorenson, >> yes. >> Mr. Sturm, >> yes. >> Miss Atkins, >> yes. >> Mr. Wright, >> yes. Report 6.01, curriculum, instruction, and assessment report with Dr. Hartman. >> All right. So, tonight I want to kind of bring everything together that we've been doing with literacy. So, that's been

019one of the board priorities and I've shown you some different pieces of this, but I'm hoping tonight kind of show you how all of this goes together. So, as you guys know, we've been working on creating this district goal around literacy. Student behavior is another, but we're just going to focus on literacy. Um, so we've got a clear goal going into the next couple of years, and I'll show that to you here soon. Um, another thing since Dr. Hazen and I have gotten here has really been to focus on how to align our buildings and get everybody rowing in the same direction. So, I'm going to show you a little bit about what that looks like and then just how our structured process of looking at curriculum review materials ties into all of this. Um,

020so here's where we're at with district leadership team. And again, this has been a collaborative effort by the district leaders leadership team to create the language and the wording around the goals. I mean, the behavior is up there, but we're really just going to look at the literacy tonight. But you can see this is our goal. Um, 80% proficient on literacy, and that would be on all assessment measures, including our fast bridge, and then end of the year state assessments at every grade level, 80% proficiency. Um, so we're going to do that through strengthening tier one, which is like what all kids get. Um, strengthening our tier one literacy instruction and aligning it to our district literacy framework that we have. Um, so at the bottom, this is how DT has talked about how we're

021going to measure that specifically when it comes to the literacy goal. Um, because we want to know along the way if we're not quite there, like what are some things that we might want to push on. So we're going to periodically check and look at our FastBridge data. We're going to look at some walkthrough data. Um we're going to take a look at how buildings um have scored their literacy plans and then looking at the professional learning plans that buildings develop around those things just to ensure that we've got alignment and we're matching up to what we said that we were going to do. Um so then here is our district literacy plan. So again, I've talked about this briefly, but instead of like guessing where to focus or where to go, um we have

022this district literacy plan that really outlines uh what does quality instruction look like at tier 1? How do we provide intervention for students who need additional support? Um it goes into what does professional learning look like at Lewis Central when it comes to literacy and then what does family and community engagement look like. Um so then each building is self assessing. I'm facilitating that process with each of the buildings. Um the middle school is my last one to go. Um but then through that they are looking at that plan and identifying strengths when it comes to literacy in their buildings, places that they can grow and then aligning that process then helps them align their building goals uh with their district goals. So, uh, without having the middle schools yet, um, here's some things that

023we're seeing so far as buildings have scored themselves looking at our district literacy framework. So, um, some strengths, uh, we've done a really good job about protecting literacy instructional time. So, there's research out there that talks about how much time you should get, um, K through five, and our buildings hit that and more. Um at the middle school we're very fortunate because they've got language arts in a block. Um so it's very atypical I think of the literacy time that we have at the middle school. Uh we're very fortunate for that. Um another thing that's going really well that again this is from teams that have identified this within their own buildings is um the last couple years we've implemented UFly which is a lot of that phonics instruction that was missing. Um this is

024going really well. U we're seeing some strong foundational work there. Um and even just in our implementation studies of this is is going really well. Um several of our buildings have some really good PLC structures going to support the literacy work. So that's just when groups of teachers get together and are able to look at data. Um and then uh one of the things we like to talk about um especially at the secondary level is that literacy um is the responsibility of all of us. Um, so even if you're teaching social studies or science, we still need to care about um, literacy instructional practices and the high school has identified that that's already happening in a lot of places. So that's really exciting. Um, some common growth opportunities that are coming up. Um, that first

025one there when you look at the research, those are the two biggest indicators. If we can grow those two things, research shows that you have the biggest chances chances then of improving literacy. Um so if we can strengthen vocabulary and that knowledge building um we will be more successful in strengthening our literacy outcomes. So that's been identified in all of our buildings so far that those are growth opportunities for them as well. Uh more consistent writing across content areas is a place we can grow. Um continuing that professional learning um even though we've done a lot of letters training um sometimes we just need to keep coming back to it. I think we need to build it into our ongoing PD. Um there's some the reading rope is a big piece of the science of

026reading and even though we've done a lot of training around it, it's interesting to just see people have kind of forgotten I think sometimes what it means. So we need to keep coming back to um some of the the key components of the science of reading. Um and then lastly, another area for growth is to be able to use the data that we're getting from assessments to then go back and refine our tier one instruction. Sometimes we get busy with identifying who needs tier 2 support or additional support. But coming back to that conversation of like but what might we want to change when it comes to tier one instruction is a really important conversation. So that's another area again that teams as they've been going through this have identified as places for potential growth.

027Um so this is just a visual to show you guys and just anybody else who might be viewing uh what this looks like just again to to get that alignment across the district. So our district leadership team has set the district goals and the direction. We now have this district literacy plan that again was like three years in the making. Took a lot of commitment from a lot of people. But this provides the framework and expectations when it comes to literacy. Our buildings have now self assessed using that district literacy plan. And now the next piece, it really hinges on the principles to make sure that there's follow-th through on this, but they need to go back to that literacy self- assessment, look at the district leadership goals, and as they support their buildings and

028creating those goals, make sure that it centers back on all of that work. And then that will translate into their PLC's, their groups of teachers who work together. Um, and then hopefully we've got um some nice alignment that's all centered on the work that we've collectively committed to. Um, and then last but not least, as you guys know, we have this happening in the background as well that um is really going to tie in nicely with next steps when it comes to curriculum. So, the curriculum review committee, we worked really hard this year. We're now at the stage where we're going to start hearing from vendors. So, prior to that, we looked at recent literacy legislation. As I shared with you guys before, there's been some major updates in legislation that really focuses on pushing

029districts in Iowa to structure literacy as opposed to balanced literacy. Um, that's reflected in our standards, too. Those were just updated and there's a big shift to structured literacy in there. Um, we also started that process with looking at our data, our ISAs data and fast data. Um, again, really went in depth on those new Iowa teaching standards. um looked at some of the research. We looked at staff feedback and then we also looked at so just some national evaluation tools when it comes to looking at rubrics. We use that plus all of our knowledge and then we've created our own rubrics. Um so we'll start hearing from vendors here Thursday. Um and then our goal is to select high quality instructional materials that align with all of the work um that we have been

030doing. Um, so I feel good about this because it's we've really created a process that aligns with research, aligns with standards. Um, and that way we've got a process that like it's never going to be just what Lisa wanted, what Lisa picked for a curriculum or for that matter anybody on the curriculum committee. Um, so I I feel good about the direction that that we're headed. So lastly, just so you guys know what comes next. Uh, we're going to continue building um alignment with that um goal. Now it's up to the buildings to make sure that there's alignment there. Uh we'll support buildings in strengthening their tier one literacy practices, continue that curriculum review process. Um and then as we go in the review process, just making sure that we've got materials that align with

031uh where we've decided that we're going to go with literacy. Any questions on any of those pieces or how any of that intersects or anything in regards to literacy at Lewis Central or what's coming next for literacy? So who would frequently follow up with the principles then to determine how the school or the individual schools are doing >> like as far as >> as far as meeting their goals like how frequently do you touch base with them? >> Yeah. So we've built that into kind of DTS like okay accountability process. So uh next year we'll kind of operate like this like PLC and so we'll be looking at data. We did that once this year, but we'll be looking at the FastBridge data and asking good questions about that data and coming back to what

032we said we were going to do as far as goals and um trying to do some problem solving at that time. So, it's it's built into to DT. Obviously, it's a responsibility of Dr. Hazy and I too to continue to have some of those conversations and check-ins and offer support where support needs to be had. But I think through Dr. Hazy, myself, and DT, there's processes built in there. This is the first year for this program though. Well, I mean, you've been working towards it, but >> Yeah. So, we haven't had a district literacy plan before. Um, we haven't had a goal that's been this specific about literacy and literacy growth. Um, we haven't really had any kind of like um across district, I guess, expectations of what it looks like to move forward with

033some literacy things. So, yeah, this is this is pretty new. >> So, next year will be this year goal setting. Yeah. they create the parameters and the the action steps and then next year will be the first year that we'll have you know obviously we'll have our benchmarking that gets done in this in the fall the winter and the spring and then uh what'll end up happening is DLT will take the results of that kind of break it down and then they're ultimately responsible for for coming up with a report to give to the board. We're working with a company right now that does some worksheets for us that will actually create a platform that we'll have on our website that will be inputting all this data so that any one of our community members

034can >> okay >> go on our website they can see you'll be able to see strategic plan click on our strategic plan see how it maps out and then you'll be able to follow along the data as well include like action steps like what's next you know some of those types of things so um that'll be something that once they finalize everything, uh, Michelle and I will put together the the visuals of it, um, probably in June and then you guys will I'll bring it to you guys in July to approve it and then it'll officially be our strategic plan. So, right now we're just in the planning stages. The only thing I would would add is that this is some of my favorite stuff because it's systems work and I know a lot of

035you guys work in systems work in in different occupations, but personally I truly believe because I've seen this that like to have real effective sustained change like it takes systems work and it takes a little bit of time. And >> I don't know if people quite understand that the shift that's happening with literacy right now, it's a big shift. the way some of our teachers have been um teaching literacy for a long time is different. It's different than what we're going to be asking them to do with structured literacy. So, there's a lot of change management that goes into that as well. And so, I'm just trying to be really cognizant of that too as as we move into what's next because what we're asking teachers to do even when you change curriculum and something

036like literacy because that's a big part of some people's day. That's a lot. But then it's also a big shift when it comes to switching from balance to structured literacy. I think we put some really good things in place the last couple of years. Like most of our teachers have gone through letters training, which is structured literacy training, >> but I I just also just want to be cognizant of the fact that like what we're going to be asking people to do, it's it's it's big >> and and we won't necessarily see you're not going to see education's a little bit different because you won't see huge jumps in like a year, especially with like right Now, we're not even adopting a new curriculum. We're setting the framework for which we're going to be holding

037ourselves accountable and then next year they're going to be um selecting the curriculum that we're going to adopt and then it'll be the next year that we select. So, next year we'll have a really good set of essentially baseline data that we're going to use. Then once we adopt the new curriculum, then we're going to be able to um then we'll be able to see the impact of the new curriculum. But again, that's going to be you know the first year, who knows? because when you're adopting a new curriculum, you're learning how to use it, you're learning how to implement it, you're learning how to then the following year will be probably when we start seeing some jobs. So, but we kind of had to start somewhere. So, it's like, well, let's let's start. >>

038Yeah. and we'll take about three months next year like talking through implementation planning because sometimes I've just seen you spend a lot of money on curriculum and you don't think through like what data are we going to collect, how are we going to connect with teachers and see what's working, where are we struggling. Um so we're going to spend about three months planning for that because I just really want to make sure whatever we pick and we'll have to invest heavily in whatever we pick. Um, but we need to make sure that the right supports are there and that we're the right types of follow-through are there. Um, so it'll take a little bit of time to make sure we do it all right, too. >> Are you feeling Oh, go ahead. If we're changing

039this and the teachers are having to change, um, I guess I want to make sure that the parents are instructed of what's going on because when Lewis Central or I'm going to say I think maybe statewide went to the core math thing, that was a disaster. Um, it did not go well for me. It did not go for well for my daughter's teachers. I mean the whole thing was a failure and I would say that even as of today core math is a failure. So I would like to know is this leading us down a path of core math? >> Well I'm going to disagree with you on the math thing. I might have thought that from an outsider but I have got to see the math from kindergarten all the way through 12th grade.

040And it is very different from how you and I learn math. It teaches kids problem solving skills that they can use not just in math but in other areas. It's it's quite frankly pretty amazing to see it when you get to see it from kindergarten. Here's how it builds and here's how it builds. But that's a topic for for a different day. But but yes, I think we can definitely do some things to educate our parents, talk to our parents. I mean, they've seen some of it already with some of our UFly curriculum. That's a lot of science of reading behind that. But um we can absolutely >> the basis I'm going off of is a child will never get a better teacher than their parents. And if the parents don't understand what's being implemented

041and can't help them at home, it's it does the students very little good. So that's where my uh lack of enthusiasm with core math would come from. >> Well, it'd be great to have engaged involved parents like you all over the place. I I would say that from experience with my youngest with UFly, um it has been very good for him. Um especially this year. Um we we've seen a lot of progress. Now granted, we do other things outside of school as well for him, but I mean it it's been very instrumental in in him and getting him where he's not quite there yet, but we're building on it and and that's good to see. >> Yeah. Um, uh, getting back kind of to the literacy thing, where does the dyslexia plan come into play

042with all of this that the state of Iowa now requires the schools have? >> So, all of the teachers have to go through the dyslexia training. So, we're we're tracking some of that. >> Um, and then I think we've got a little bit of time to build in some of the dyslexia language into the plan, but we we'll integrate that into our plan as well >> into this existing one. >> Yeah. Okay. Yep. Any other questions? >> And again, this will be a conversation. That's one of the reasons why this year, for the first time, I asked Dr. Hartman to kind of give a report once a month. Um, is because as we move forward, this will be a natural opportunity for her to give regular updates on our strategic plan because that's really where

043we need to head is is these updates. right now like she'll come and be like so what do you want me to talk about and I'm like I don't know how about this but in the future like to your point like that'll be something that'll be brought to the board table on a regular basis is is update we'll be able to have visuals we'll be able to say now sometimes it'll be like you know we didn't this was not a non-data you know we didn't collect a lot of data this month but you know here's some of the feedback we're getting from teachers this is where we're sitting with our implementation of our new curriculum or this is where we're sitting with you know in regard to um going through the the curricul review process,

044you know, so but everything will kind of revert back to um this is where we can kind of sit with our strategic plan. Some months it might be more heavy on literacy, some months it might more he be more heavy on where we currently sit with our like disciplinary data and that kind of stuff. So, but again, it'll all be very focused, but it's taken it's taken some time to without having a strategic plan here, it's taken some time to kind of develop what that is and then be able to to give some clear goals to it and be able to to report on it in a in a timely and consistent basis. So, >> I just have one final question for you. So for a process like this, like you talked about change management,

045for a process that takes this long, how do you keep the excitement in there of embracing the change or or are you finding difficulties with that with a long drawn out process? >> Excitement is an interesting word. I it's it's challenging in different buildings because we've got one building that's got really great results. Uh but they're using a curriculum that's no longer supported at the state level. Um, so that's a that's a different type of, you know, um, processing that they're going through. I don't think that they would use the word excitement when it comes to this. Okay. >> Um, and then we've also had some curriculum in some places that people have used for a really long time. And so I think you I think you have to honor where people are at and

046and I think too this this longer on-ramp is allowing people to experience the feelings that they're feeling. I mean, it honestly is sometimes like the stages of grief. And so I'm not sure we're at the excitement stage yet. Um I think once we pick something, there's some really good pieces of curriculum and I think even people that sit on the curriculum review committee don't quite know what's out there. We for a long time we have stepped outside of our curriculum in lots of different areas because it has not met our needs. And I think once the curriculum committee sees some of the curriculum that's out there um and how they're supporting all of these different areas that we've been looking for, I I think at that point then I think we can start to see

047some of the excitement and and kind of roll and build off of that. >> The the other thing is just remember like right now there's small groups working on this. So it's not it's not building wide or districtwide. So, so once that rolls out, then we're going to have a whole another level of excitement. So, uh, so it'll be it'll be an exciting time. So, >> I appreciate the air quotes. >> Yeah, you're right. Yeah. Yeah. >> I know. I feel like you're mocking me now. >> No, I'm not. I'm not. Exciting is a it's a good word. I like it. I prefer that one. I'm a positive person. So, >> So, what is a huge difference between Is there a huge difference between the way it's being done now and the structured? >> Yeah.

048So like like Mr. Bach was talking about what we're doing right now with with UFly. It's basically like >> most kids need to learn the code of learning how to read. Some kids don't that I that's not a lot of kids. Some kids don't ever need the code and they're just just the exposure. They get used to it. Some of the balanced literacy curriculum provides a lot of exposure. Um, it's asking a lot of what I would say like comprehension questions, but if you understand the reading rope, there's lots of different pieces like vocabulary, building background knowledge, all of those things have to exist to be able to get a kid to a place where they can comprehend text. Um, so structured literacy is really looking at all of those pieces of the reading rope

049and building it into the curriculum. And then oftentimes it's like building building. even through the years it's building upon itself where sometimes balanced uh curriculum isn't doing that. Structured literacy also the research talks about uh reciprocity with writing and reading. Um you need to be doing both kind of interchangeably and sometimes in our balanced literacy curriculum we have a a reading block and then separately we've got a writing block that have nothing to do with each other. Um those are just a few I like I could go on and those are just a few things. So, there's some significant kind of basic changes. But again, I think sometimes teachers are like, "Here we go. The pendulum's swinging, but I just came across something the other day and it's like it's not the pendulum swinging. It's

050just like we're responding to the research." There's some really, really great research that's out there about how kids learn how to read and now we have some materials that kind of follow along with how kids learn how to read. >> So, it's more like tools essentially. Okay. >> Yeah. So, like I can give you an example. So my daughter uh Reese, my middle daughter, she learned one way to read at one school and then learned another way to read another school. So like at the one school they were really heavily focused on phonics, you know, breaking down the individual words, the sounds of words, the and then she goes to a new classroom and it was very heavy on um like reading context clues like even at a young age like basically you know kind

051of going through like she you know reading a sentence and if you didn't know a word you skipped it you read the rest of the word. and you determine you then based upon the rest of the sentence you you try to guess what that word was and then make sense of the so then when I'd sit down to read with her she wasn't sounding out anything she was like she'd read a whole she'd just fly through the whole thing she was reading really fast you know and by and large she was reading fairly well and if you didn't really understand like phonics you didn't like I'd be like wait a minute you just skipped this word and she's like yeah I didn't know it so I skipped it and moved on you know so like

052those are two very different strategies so in the one the one side where you've taught students the one strategy of just skipping words, moving on, and then making sense of it, you know, at a later time, and now we're saying, "We're no longer doing that. Now we're going to go and you're going to know every single word that you read." That's that's that's a totally different teaching strategy. So, so it is like, and like you said, it's not as it's not as crazy as the math stuff, you know, where now we're going to go from one to the other. It's it's probably honestly more consistent with how like I grew up learning to read which is you learn to read every single word and you sound everything out and you so it's probably go almost

053like taking a step back to almost how we originally learned how to read you know at least I did you know very phonics focused very you know >> but right now we're not doing them phonics focused as much >> well we've integrated UFI and it is making a difference because I >> but there's a lot of curriculums anymore where like that's just part of their curriculum so then we could start you fly as like an addition or or put it in an intervention class or something like that. But um most curriculums now include what you offers and it makes a big difference. But it's >> we brought on the electronic version this year. >> Yeah. >> Yes. >> Yeah. But like Dr. Hazy was saying. I mean it's one thing to teach the alphabet to

054kids but it's another thing to then teach them >> the sounds like not just letter sounds but then how do sounds come together with multiple letters together? How do you blend sounds? You know, and in a balanced literacy curriculum, that's sometimes overlooked where in structured literacy, we are making sure because that's the code that once kids can crack that code now, they can start to be a little bit more fluent. >> Well, and I I was in Miss Granville's class just volunteering, but she was doing what you're saying already. So, I wonder if it won't be too crazy of a change. It's more of just a little extra tool to help the kids. >> Well, that's a great point because the the feedback on UFly has been so positive. Very positive. teachers have have liked

055it, I think, for the most part. Um, feedback's been very positive. So, you're right that Yeah. >> Okay. Yeah. >> Comic Core math is challenging though. >> Um, >> it's something you have to >> So, with with all the research that's being done, I don't know where we stack up within the state, but are we researching what school number one and number two are doing? Yeah, I I've actually reached out to several different districts and I brought it into our our DT, but I can honestly tell you the number one thing that these schools are doing different is when they look at their data, they are going back to tier one and they're talking about what do we need to do differently instructionally. And I think sometimes schools miss that. And it's not just us,

056it's a lot of schools because we've been trained to look at your data, identify the kids who aren't meeting, you know, grade level standards or these skills and then come up with who needs to get an intervention and let's talk about how to provide that intervention. And sometimes it's just missed of like, okay, but we need to go back to tier one and talk about is there something that we're going to do for all kids that looks a little bit different. The the districts that are showing a lot of success, they are doing that. They're having that conversation and they've also in the last couple of years changed their curriculum. >> Any other questions for Dr. Hart? Thank you. >> All right, moving on to 6.02 finance report with Miss Rice. Uh so for March

057I have our March financial statement or sorry our February I can go our February financial statements. Uh they were in your board packet. Um everything seems to be uh going on track. I have a lot of other things. So unless anybody has any questions I won't dive into this. Uh the Iowa Association of School Boards uh came out with their own fund summary sheet. I sent it in an email to you guys uh this afternoon. Um so this one is very similar to the one that is came out. So I just wanted to give you another tool. I personally prefer the Ispace one, but somebody might like this one better. So I sent this one out as well. Uh the one positive is is this one is blue. are colors versus the other one is

058very colorful. So I like the others. >> So So there's no difference between those charts. >> The data is all the same. Uh it has all the governmental funds there. You have your revenues, your expenditures um and just the summaries of those and then the um other couple of funds down below like your proprietary um and your fiduciary. But all the other uh funds are are in the middle. So, >> same data, just a different way to to look at it. >> Kind of similar to math, like common core and >> you know what I'm saying? >> Our math. >> I'm thinking about how much they spent paying somebody to come up with this one when the other one was just fine. >> Well, it's two different. That's what I'm thinking about. >> It's two

059different organizations. >> That's where That's where my math comes in. >> They're competing organizations, so they're trying to make one better than the other. Let's be clear, we spent no money developing, so this is not going to paste it and push send on an email to you. >> All right. So, uh, one of the things that I wanted to touch on um, in a little bit more detail before we move on in our budget process um, these coming weeks is our taxable valuation history. Um so obviously um our taxable evaluation is the specific dollar amount that is used to calculate our property taxes and this does uh take roll backs and exemptions into consideration. The other thing to keep in mind on this is that this is per 1000. So there's technically three more zeros

060at the end of all of these numbers. Um but as you can see I put our 10-year history of our taxable valuation. um and we have more than doubled in our taxable valuation and in this last um year we also um had a 16.84% increase. So um some pretty uh distinct increases up there. Um the other thing to keep in mind is it says year 2025 that is um the taxable valuation year that we'll be using for our fiscal year 27 budget. So the one that we'll be approving here, so it does two years in the rears. Uh with that increase, Lisa, if you'll go to the next chart, our taxable valuation obviously is made up of residential, a commercial and industrial, railroad, and utility. Uh our biggest ones are residential and commercial and industrial.

061So, I'm going to focus a little bit on those two um groups or classifications as they're called. In 2015, about 56% of our valuation was residential and our commercial and industrial was 37%. In 2025, our commercial and industrial is now 54% and our residential is 43%. So what that means is that our commercial and industrial are paying a larger portion of our property taxes than our residential is. Um so that is a very good thing to take in to consideration when we are looking at our levies is that majority of that is going on to our commercial and industrial and not to our residential. Um so on this chart the dark blue is our residential. The uh kind of Colombia blue is the uh commercial and industrial and your A and uh railroad and utility

062are on there. They're very hard to see because they are very minimal. Um obviously less than uh 5% of our total there and the total valuation is the um dark line. So you can see as that has increased our um commercial and industrial have increased uh more steadily than um the actual and our residential has kind of leveled off on there. Um so with that uh we will be taking that into consideration when we are looking at our budget timeline and when we're presenting um our budget um at our first public hearing. Um so those statements um the county did mail them out and they um are officially in mailboxes uh today. So, um, everyone should have their taxpayer statement, uh, either today or hopefully tomorrow. Um, we will then be publishing that, um, in

063the Narell on Thursday and it will also be on our website and social media that same day. Um, so our first public hearing will be April 6th at 6:00 p.m. prior to the start of our regular board meeting. Um, the other thing that I wanted to make a note of, um, because this was brought up, um, last year when we had this, but the Pawani County public hearing will be March 31st at 10:00 a.m. And the city of Council Bus's public hearing will be March 23rd at 6:00 p.m. So, both of those take place before our public hearing. Um, but the way that we are listed on the sheet, schools are listed first. Um, so I wanted to draw everyone's attention um to that as well. I have not seen uh anybody's sheet yet, but

064I have been told that they do look a little bit different. Um, so at the um public hearing that day, I will be uh taking a look at a couple of uh sheets and then presenting what their actual increase will look like based on their actual information instead of uh just a summary sheet. So, I'll take that in uh before we open it up, but then we'll open up the floor for the public hearing um shortly after that. >> Yep. So, just reminder to those uh watching out there, um the county one was >> March 31st at 10. >> March 31st. Okay. So, if you have any comments, concerns, questions about county roads, um anything like that, that'd be a good one to go to. And then if you have any concerns about city roads

065or city work um then it would be on >> March 23rd at >> March 23rd. So >> yes, >> I know there was some confusion last year. >> Just to clarify, they will not be meeting here. >> They will not be meeting here. No. So just just to clarify because last year we had quite a few people showing up and expressing their concerns about city roads and county roads. Um and I was unable to help them. So I felt bad about that. But just want to make sure we clarified that. Um, we will only be talking about school related things at our budget hearing. So, >> yes. >> Is there any questions from the board about the valuations or next steps in the budget? I >> think so. >> Well, the big jump was because

066of the assessed values, right? >> Uh, >> from 24 to 25. Yes. Uh partially in well that's in the residential but um the residential um that increase was um only about six or 7% of ours and then the rest of that um was from the uh commercial uh and industrial. As you can see on this chart uh that Colombia blue line between 24 and 25 is pretty significant. Um so >> so the next slide it goes from 127 to 300. Is that right? >> Yeah. So our increase uh this past yes was 300 >> but that was because of the assessed property >> only 7% of that is from that 7% of that 16%. So about 10% is coming from commercial and an industrial. Any other questions? Okay. Thank you, Mr. Rice. We'll move on

067to 6.03 Superintendent Report with Dr. Hazing. >> Uh, so I did uh Dr. Arman, I sent you an email with some things. I'm actually going to come and switch you seats so I can kind of navigate this because I'm going to flip through if that works for you. Uh, go back. Go to that one because that one also has the uh open all three of those if you can and then >> All right, perfect. I'll switch you seats. >> Just make sure you turn on your mic. I'm having >> Yes. >> working on the schedule. >> Do math. >> I'm telling you, it did not work out very well for that teacher. >> I'm going to make you a believer. >> All right. Let me put that on. Okay. So, oops. >> So, a couple

068things. First of all, um just so everybody knows, I'm going to be doing a state of the union. I do that usually this time of the year where I go around and talk to all the individual and once we kind of have a budget and we have uh our our wages uh set and this and the state has given us an SSA increase that's where I'll start going around um to each employee group and having a a short presentation that I do with Mrs. Ray and we talk about where our current kind of where we stand currently as far as finances goes. you know, what what kind of raises were given, uh what kind of increases we gotten for the state, what our what our budget's doing, so people can see the real numbers and

069know that, oh, this is why the raise is what it is or this is kind of money that we're getting. Um, I do it every year so that way when we have good years, then we can celebrate and then when we have tough years, it's, you know, I can say, remember last year when I came and said that we had an increase and then this year, uh, we have a decrease, you know, like I can just at least share that. So then it's always on top of our mind. I don't ever want to get to a situation where where all of a sudden we have to make cuts. People are surprised, you know, or we're adding a bunch a bunch of uh um staff or something like that due to student population and people are

070surprised at that as well, you know, that we're spending more money. I want to make sure that we're having these conversations yearly basis. So, we'll meet with each employee group separately. So, I've already got meetings set up for like the high school certified the uh we'll do certified and classified at the same time. I'm going to go meet with all the uh um paras uh here in one day. I'll go down to meet transportation and custodial in one day. I'll go meet with the um with our cooks. I'll have them come in one day. So, just kind of meet with everybody. So, just FYI. Um end of the year celebration, if anybody is interested in coming to that, that's May 26th. I want you guys to get that on your calendar now if you can.

071Uh we'll do that at the morning. We'll have breakfast in the morning and then we'll have uh uh we're doing things a little bit different. In the past, we would have each uh organization that we partner with would come up and kind of give, you know, a short rundown of the year and and thank thank the staff for everything they've done. However, this year, because we had some of those conversations in the past that kind of got away from us a little bit as far as they're supposed to be like a two to three minute like, hey, this is some highlights for a year and then this is um you know, so thank you. And some of them would creep from two to three to like 12 to 13. Um it would kind of add

072a one in the front. So they got pretty lengthy. So we're going ahead and um instead making a video uh is that's what we're doing, right? Yeah. a video of them kind of giving some updates and stuff so we can kind of keep that so we can get uh because at the end of the year, believe it or not, all people want to do is work in their classrooms so they can clean up their classrooms, get their grading done, and then get out, right? So, for us to have a two-hour long presentation, it's like can be pretty painful. So, we want to we want to honor them. We want to say thank you. We want to get together and then we want to send them on their way. So, um so those meetings will start

073about 8:15, 8:30. Uh so you can put that on your calendar. If you want breakfast before, you can come early. Uh SCAK, um which is our school improvement advisory committee, we're setting a date of June 9th on that. So if you're one of the people that were on our SCAK committee um and then in two meetings, I'll bring you the the updated list people who are going to we're going to make a recommendation of the board for who's going to be on SCIAK. What's that? >> You say the 8th or the 9th? >> Uh the 9th. June 9th. Yep. Uh, and then if you guys have any recommendations, people that you think would be good to serve on the SC committee, you know, let me know and we'll and I'll add them to the email.

074So, um, we usually ask for a two-year commitment from them, so we'll have it two years in a row. Uh, and then the next thing I was going to touch base on is our overall bond, uh, budget. So, this is pretty much the same thing. We've just kind of stayed stagnant right now. We're making some payments on stuff, but overall uh as you can see, you know, we're we're still trending uh very well. Still about a million three under budget. Um so that's that's good. Uh and that includes um but as we move forward obviously you know we're we're hoping you know that's going to be a good contingency for us as we move forward and and uh um and go through the uh the middle school renovation because we know that's going to be

075a fairly complex one. Uh I do not believe though that this one includes uh the middle school parking lot yet. No, it doesn't. So you can add another, you know, $200,000 or so, $250,000 to that to that final number. And then it doesn't include the athletic building either. And so we know uh those numbers are going to be coming on Thursday. So on Thursday, we're going to have our athletic building this Thursday, which means that next Monday, we're going to have to have a special meeting to approve um those uh or that that bid. Um, if if I could, I'd like to have you guys I don't know what time would be an appropriate time to meet for that meeting. Is 5:30 work? Do you guys want to do it a little bit later? Do

076you want to do it early morning? Just a little feedback on when you guys want to have that. >> The only item on the agenda. >> Uh, it'll be that and it'll be wrestling mats. It'll just be athletic building focus. We got to get the mats ordered as well, too. So, >> I like mornings. >> Mornings. I mean early morning if we did like a 7 a.m. Does that >> As long as we could call in. Yeah. Yeah. >> I can call. >> Seven's good for me if we can call in. >> I'm out of town. >> Okay. Are you good with us having it? Okay. >> So maybe we'll set it at 7 a.m. if we can do it on on Monday. I know Andrea is like, "Yes, love that. I love that for

077us." So, uh, so next we have, um, sorry, my list. Uh, one of the things I do want to talk a little bit about here is is the athletic building. Um, and I'm going to zoom in here. So, one of the things that came Can I do it like this? I can do it like that. Nice. Okay. So, one of the things that we discussed, if you look right here, is we we had built into the athletic building this mezzanine. And this mezzanine area was going to um be where we store the mats that go on the floor here uh in the offseason, right? So, the mats are going to be down during wrestling season. Then, it's going to come up and it's going to be utilized for everybody uh during the the um non-wrestling

078season. the when we started to stack up, I think there's 26 mats that go up in this area here. And the the downside of that is it takes up almost the entire mezzanine because this area you have to leave forward because the the system that they were trying to figure out was going to essentially have a mounting because this mezzanine is suspended from the ceiling. It was going to have a mounting bracket here that goes to the ceiling and then a mounting bracket here that goes to the ceiling and then this area was going to be open. So, you would essentially roll up three or four of these mats at a time. You would hoist them up uh to here and then you see the beam. It would be a sliding mechanism that would have

079the beam come this way. And we're going to try to make it um I had made the recommendation that's motorized cuz I don't need people leaning across here and grabbing it and pulling it pulling it over. And um in talking about this system, it got me really nervous about like geez storing mats up there, you know, like cuz I don't want I mean if if you can put three mats at a time or even four, you're talking about six or seven times that this mat this these mats have to come up and down just to put them up there one time. And so one of the questions that came up was what if we looked at something a little bit different and instead of um doing six because these have to be sixoot sections when

080you buy these flex mats. They're sixoot sections. They're lighter so they can be stored on a mezzanine. Instead of doing that, what if we go back to the regular mats and we only have four big sections of regular mats and you can and you can hoist them. Uh it's called the mat lifter. So, we're going to have to buy this either way. It'll either be one mat like this that you would lift, you know, one section up in the air or you lift three three little sections up in the air. It's about 6 foot long. And then that's what you would use. Or you could utilize uh what's called a double big mat lift. And this would be like two these can hold a 42x 42 section of mat. Okay? So, it's 42 feet long,

081which is a pretty pretty pretty sizable mat. Okay? So essentially you roll these onto like a tarp and then you clamp them above and then you hoist it up to the ceiling. So one of the ideas was uh and originally I love the mezzanine idea because besides storing mats you could store a lot of other stuff up there but then when you look at this you really can't store anything else up there. You get mats and then you need this open place right here to be able to hoist the mats up into. So, the alternative idea was to um essentially eliminate the mezzanine, have two mats, which we could slide these into this corner down here or this corner up here, or you could go one here and one here, and you would just do

082two mats here and two mats here, and you could hoist them 20 ft off the ground, and then they're done. You don't have to have people reaching over a mezzanine to pull them onto. You don't have to unload them. You have to do anything. Just raise them up and be done. And so, um, these lifts are about $25,000 a piece, but the other lift was $25,000, about $20,000 as well. So, you'd replace one 20,000 lift for two $25,000 lifts, but you would be eliminating the mezzanine and you'd be eliminating potentially this stair, this staircase right here. So this stairwell right here leads in the original um drawing. This is an encased stairwell. So it's all blocked up. It's two almost two stories high or two levels high because you have one level here that gets

083you onto the athletic build or the the uh this meeting room for some storage. And then you have another level then which takes you to the mezzanine level. Well, if you're eliminating the mezzanine, you don't need two levels of staircase. You actually don't even need this enclosed staircase. You could you could switch it and have kind of a one one staircase up here to this and then you're done. So, you're saving money by eliminating um a second set of stairs and by eliminating the mezzanine which could be a sizable deduction and then you're eliminating the one lift and then instead you're replacing it with two lifts and you're just getting the mat off the ground and then you're done. So, um, overall this would save us money in the grand scheme of things to do

084it this way. Um, originally I wasn't a fan of eliminating the the mezzanine. However, um, if we can't use it for anything else, it doesn't make any sense anyway. So, um, and this would be a much safer alternative than having people try to unload and move mats up on that on that narrow mezzanine. So, um, I guess what are your thoughts? What are your feedback on that? >> Did we have any roof access from that stair? >> There was not. No. >> Okay. And then the second one is if we're not going to utilize that mezzanine space for storage, are we going to have enough space underneath the bleachers to store all those things that we talked about? >> Correct. Yeah. >> Okay. >> Yep. The only thing we would probably do is we'll add

085some uh um temperature control mechanism in there. So there'll be be minplit unit on the uh on the football um because that's where they'll store a lot like the the concern was they need a temperature control area because a lot of their stuff is is vinyl and and elastic. So when you get the extreme temperatures like we have this week where it's negative -20 one day and 100 the next that those fabrics can become brittle. So by temperature controlling those areas, I think we could we could put in that mini split, do this and still be money ahead than if we did the me then if we did the original plan which would be the mezzanine, the staircase and then the one lift. >> We lose the fifth mat though. >> Didn't we have five

086originally? >> There's five circles. >> Okay. >> Five circles but it's only four mats. >> Just four mats. >> Yep. Four really big mats. >> Okay. >> Yep. >> Got it. >> Really big, really heavy mats. And then you'll still have the office space on the other side. Right. >> Correct. Yep. >> Okay. >> And the only the the other benefit I thought to this is if if there was something that goes on in the summer where you'd want to lower a mat down and put a mat down, like let's say we're having a camp or something like that and you wanted to do a two-day camp or something like that. If they're all up in the mezzanine, that's going to be I mean it's going to be a haul once a year to try

087to get mats up and down off that mezzanine versus this. You could flip a switch, the mats could lower, you could roll one out, wrestle, and then roll it back up and put it back in the ceiling. So, really, anybody could do that. It would be a much more feasible um uh project. The other thing Oh, the other thing that uh we're bidding out right now is is mats. Obviously, for the um for the big area here, uh mats for this area here, we would reuse the mats in the wrestling room over at the middle school and then move the middle school mats to the high school. Um and the reason we do leave the middle school ones because those are our competition ones. We'd leave the competition ones at the high school so we're

088not hauling them back and forth. So, and the ones out of the current wrestling room would resign full-time at the middle school because those kids just jump on them and beat the heck out of them. So, um, so it' be great to put some used mats over there and they would use that. And then there's also wall padding that goes all the way around, uh, the walls here. This is m just for both, um, basically all activities. It's not just wrestling wall padding, but if you're going to do and then there's wall padding on this side as well that goes all the way around. So, uh, the bids that you guys will get next week will include the wall b the wall the wall padding and the, uh, and the wrestling mats themselves. And then

089I'm also finalizing with um with the uh I'm finalizing with the uh wrestling coaches um our wrestling fundraiser. So be on the lookout. We're going to do a cool wrestling fundraising donor wall to try to recoup uh quite a bit of the cost of these mats. So uh for as little as a hundred bucks, you can get your name on the on the wall for all time to show that you're a supporter of Louis Central Wrestling. And the more money that you donate, the bigger that name gets. So on the wall. So >> for those mats, what what would be the clearance underneath them once they're lifted? >> Like 20 ft. >> Okay. Cuz I'm thinking if we had So right now on that other side, we have indoor batting cages >> that we use

090like the net, would we be able to put them on that side underneath those as well? >> Uh so all the batting cages are actually going to move up to Titan Hill. We've already moved them up there. >> Okay. >> Yep. >> So So like the indoor one too. >> The indoor ones. Yep. All right. >> So, so are we going to need another lift on the other side? >> Uh, it's the other side. Remember this side, they're they're down full time and unless a wrestling unless a football team comes and then we're just going to roll them up against the wall. So, for our visiting teams, we're just going to roll against the wall. >> There's really no clearance. That's only like a is that maybe an 18 foot high ceiling. And they got

091to they got to hang down 9 ft. So, so they would be only suspended a little ways above your head. So over here, this is a 30- foot tall uh ceiling, and so they have to hang down nine feet. So it'll be, you know, roughly 20 feet off the ground. The mezzanine itself was going to be 20 ft off the ground. So there wouldn't be any change in height from from what uh what the mezzanine was to what these are going to be as far as when they hang down. I mean, I think I like that idea better only because I can't imagine somebody not falling off of that mezzanine. I mean, it's one step. >> Yeah. >> And that first step's a doozy. >> It's a 20 foot doozy. >> Uhhuh. >> Correct. >>

092Well, and if Yeah, that that makes me nervous, too. But those mats are heavy. >> Absolutely. >> Mhm. >> So, what's the life expectancy of those lips? Like, what is that? What does that look like for further down the line? I guess >> uh they're they're they're similar to like what like our basketball lifts like you know we have we just like it's a motor and a cabling system. Yeah. And >> you know they last 10 to 20 years with minimal maintenance. So >> Okay. >> You know when when they burn out it's usually like we've replaced cables or we'll replace the motor of it. So um you can just >> crazy expense though. >> They're they're not no once you get them installed. The expensive part is getting them installed because they got to

093mount them. They got to run electrical they got to do. So, >> balance the weight. Oh, yeah. >> Yeah. >> I wouldn't mind those in my gym. >> Yeah. >> And is it really a one person or do you like with rolling up getting them on there? One to two people. >> Oh, these mats are huge. It's It'll be like six people to roll up the mat. Yeah. I'm saying one person can flip the switch to lower it versus Yeah. >> But >> it wouldn't be So, another thing for me safety wise, it would obviously be like the coaches taking them down or >> correct. Actually, it'll probably be it'll probably be a mixture of the of the they'll probably at the end of the wrestling season, they'll probably have the kids in my mind.

094I'm just they'll probably have the kids roll them up tight like they know how to do >> and then they'll get them to they'll all get them to that place and then >> uh our maintenance guys will then lead it from there and our maintenance guys will basic because basically it's much safer than the mezzanine because by just all they have to do is get them to that place and then our maintenance guys will hook it up to the cables, make sure everything's fast and securely and then our guys will be the ones that push the button to raise it to the ceiling versus having them roll 26 mats onto a tarp, >> raising it up, >> pulling it over under the mezzanine, putting it down, setting these things up at the end, walking, you

095know, it just is a >> I think it's a much better solution. So, and that was originally I didn't realize they were going to take up so much space. I thought maybe they would >> I don't you know, maybe cram them in the corner over here or at least this corner and then we could have shelving here. But the way that they've laid it out for me, I mean, you might have, you can see from the end of this yellow line to here. I mean, that's probably all the space you're going to have. And at that, that's no storage anyway. You can't >> barely walking space. >> Well, you have to roll those up just right, too, to even get them through there. And correct. So, if you mess one up. Yeah. >> so the

096other thing for me, too, is the way that they raise it. A kid can't just walk up and push the button. It's going to be like in a >> Oh, there'll be It'll be key. It'll be a key system. >> Okay. >> Just thinking about all the things. >> Yep. >> Kids might do. >> It'll be It'll be probably a keyed system that looks like it's in like a >> uh like a junction box that's like on the That'll also be keyed to get into that. So, you'd have to have two keys to even get at it. So, >> two n two nuclear keys. >> Two nuclear keys same time with a code. >> Yeah. Voice activated. Facial recognition. >> Fingerprints. >> It's going to be hardcore. That's where all the price comes in. You

097know, we could do it for way cheaper, but you know. >> So, if it's hanging at 21 ft and then what? 3 ft for the mat. So, now you're at 18. >> Mhm. >> To the bottom of the mat. Does that interfere with any other activities? >> It's only 2 feet lower than what the mezzanine would be. So, it's not And if we can put it back against, you know, close against that wall, I I don't think it's going to infure anything. So they'll still got to be able to I mean if >> Well, because does it have to go in that where the mezzanine was going to go? >> That's that's that's what's going to be my pre preference is either it'll be one side or the other. The door is over here right

098now. So probably won't go on this side, but like you could really put it anywhere along the wall. If it's over here or if it's over here. My thought was maybe one here and one here and tuck them as close to the wall as you could and then you have this whole space that's wide open. >> So, >> well, that makes sense too if they're going to be rolling them up and they're going to be in, you know, in those areas anyway because those mats over time do break down and they get nicks in them and the west you're moving them >> well. So, that's the nice thing. So, originally we were going to do when you when we were going to stack them up here, these are the flex mats. So, these these are

099the ones that are like it's a real light foam on the bottom and then it's just a thin layer of vinyl on top. So, there's like a one-sided mat. You're not able to flip them. So, you get a cut in the vinyl that cuts in the vinyl. Like, you can't do anything about it. Um, we would actually switch these out with the with the classic mat. >> Okay. >> So, then you can they're reversible. You can have on one side competition circles and reverse it and have reg uh practice circles on the other side, which is the difference between five large circles or 30 small circles. Um, one side gets cut over time. You can flip it and have the other side's fresh and ready to go. So, uh, you almost get twice the life

100it's expectancy out of it. And if you ask the kids, the kids prefer to wrestle on them because they're a little bit softer. So, >> but they are a little bit more expensive. So, we have to factor in about it's about 17,000 more to have uh the classic mat versus the the flex mat, but I still think we're money ahead by eliminating the mezzanine and the uh and the staircase. So, so I think it's >> I think I kind of like the idea of going like one and then one >> instead of next to each other. Otherwise, you're going to have to drag 40 feet of mat to the one end, >> right? Yeah. >> You know, or you know, and it doesn't matter if it's up where the mezzanine is or where it's parallel

101to the building or if you would come down that uh what would it be? Uh >> well, and honestly, what I'm what I'm going to see what they end up doing is I want to see how they have it laid out because it's there's >> there's a possibility that we may end up doing like one here on the far end and then the other on the far end because if they're laid out where you roll them this way, I don't have to roll them and then turn them and then move them over here. So, how the mats lay out, that's the nice thing about the two lifts is if the mezzanine is a mezzanine, you can't move the mezzanine, but you can move these lifts wherever you want. And I want to make it as

102convenient as possible when you roll these things up that here's the landing spot. So, and as long as they're tucked far enough against the wall, it doesn't doesn't hurt. I mean, you can do whatever. So, okay. Any other questions, concerns, comments about that? >> No. >> And I do think that is that's the extent of my my presentation. So, >> okay, >> I can switch back with you now. >> I don't know where your presentation was. All right, we will move to 7.01 service agreement for Medicaid billing. Okay. Uh, so service agreement for Medicaid billing. So we've been using a company called Timberline for years. So they basically what they do is for Medicaid billing when we have students that are on IEPs that have uh disabilities, we are able to based on their services.

103It could be the amount of time that they need a school nurse or their transportation um that we are able to build back for those services. Um and this is students that are Medicaid eligible, which is actually quite a few. We we recoup probably a half million dollars a year in Medicaid funding. And a company called Timberline uh has been who a lot of a lot of school districts use um to process these claims and they take a cut um like 6%. And they just they moved uh from being their own company. They were acquired by another company called Relay. And so Relay is going to take over for them, but we have to have a service agreement with them. So our fees haven't changed, the the contacts really haven't changed, process really hasn't changed.

104If anything, um, uh, we like the we like the site, the functionality of the site and the program better than what what Timberline had. So, we think it's actually going to be overall a better experience and and easier for us to process. So, uh, so really no change though from what we were using before. >> Any questions? >> Okay. 7.02 high school security improvements. Uh so this is uh so as part of the bond what we said we were going to do is make sure all of our camera systems were updated, all of our doors had uh alarms and codes on them to or uh uh um products on them that would alert us if they were open like when they're not supposed to be open. Um the the highfrequency doors would have c all

105have door access which we had we had a lot of door access before but now like the few doors that we had there people are using keys on a regular basis. Now, we're going to switch those to access cards. And really, the reason is is we want to get away from as many uh exterior keys as possible because when you give a key out, then they can keep giving it out and then you don't know who has it at the end. Versus if you have a card, I can give my card to director Bach and he can use it and it says Dr. Hazing and somebody's like, "Well, wait a minute. Dr. Hazing wasn't using it." And they can just right now shut it off. You know, be like, "Oh, somebody's got Dr. Hazing card.

106I'm going to shut it off." Can't do that with a key. So, um, so going through, um, this process, uh, the one we have, we've done, we did CFT before, we did Titan Hill so far. So, we did Craft last summer, we did Titan Hill, and now this summer we're looking to do the high school security improvements, and you'll also receive two others. One is we're doing that door project at Titan Hill, and as part of that door project, we're going to be replacing a lot of our uh, access systems. Um, and then we're also going to be putting door contacts on all those doors. And so I'll have another bit of that. They're currently going through the review process. Our architects are right now to ensure that the plan that Prime has in place

107for that matches what we're actually doing with the doors cuz we did eliminate some exterior entrances on on the Titan Hill doors. Now they're more of a static door like an exit only or they're or we eliminated the door altogether and now it's like a big window. So we want to make sure that they all match up. So I'll bring that to the next meeting. Um, same thing with like uh the athletic building. Uh, there's going to be some new stuff on there. And then the middle school as well. We'll get their update, but that again that's going to have to match up with what they're doing because we don't want to we don't want to have Prime come in and install something and then it gets torn out and we have to reinstall it

108again. We want to make sure it all happens with the renovation. Um, we do know that the high school we're pretty much done with uh any kind of major renovation that's going to involve doors. So, we're ready to do this. Um, so if you look at the at the prime contract, if you scroll down, keep going. This is a large building. Um, and this also was like holds some of our oldest cameras. So essentially what we did is you can see all the different category or all the different areas there that are getting and if you scroll down, scroll up a little bit up up a little slower up up. Keep going. I just want to point out some of the things here. So you'll see that in some areas you'll see replace existing camera

109and then you'll see reuse like the camera cabling, the camera license, that kind of thing. So what these cameras that we're looking to replace are the ones that are so old that if you look through them, it's like you're looking through fog. And it's not a cleaning situation. It's just the camera has outlived its lifespan. So, um, there's nothing worse as a principal or as a security person or even sometimes a superintendent or SBO that when you're looking trying to trying to look through a camera lens that is either pointed the wrong direction or doesn't you can't hardly see anything because it's so clouded. And so, we went through and identified every camera that could be a potential security concern and we're replacing every camera because, you know, we told the community that through the

110bond money, we're going to do this once and do it right and be done. So, if you keep going down, uh you'll see there shouldn't be any area of the school um outside of outside of classrooms, locker rooms, and restrooms that are not covered. And then if you keep going down, keep going. Oh, you might have to scroll to the right just a little bit so they can see the Okay, keep going. Keep going. So you'll see the final price on this is $154,000. I think we had $150,000 um in our budgetary item for that. Actually, as a broken down, we have a million dollars set aside in the contract for security items, which would include cameras, door access, etc. So, we're still well below the the million dollars that we had set aside for

111these projects, but um as you can see, it's it's it's a significant chunk of change, but um it'll significantly upgrade uh what we currently have in place. It's also going to be it's also going to create a whole new mentality for our students when it comes to coming and going from school because right now there's no like notification system on any of the other doors. So when we have students if you go up to our high school at any point of the day you can only get in the front door and that's if a student doesn't let you in. Our students are very trusting people and we get mad at them for letting people in, but there's a lot of times where they'll exit when they exit. Like they might go to lunch and then

112after lunch go to Iowa Western. Well, they exit out of the doors. They'll athletic doors, the back athletic door. They exit out of doors that are closest to their car. They don't all go through the same door. So, they'll exit out of like the main athletic entrance. And if you happen to be standing there, they'll they'll hold the door open for you and you grab the door and walk right in. I don't we want to eliminate that. So, what's going to happen is all of the exterior doors are going to have audible alarms on them. And the only door that you're going to be able to leave from to go to Iowa Western courses during the day are going to be through the office. So, we're going to funnel everybody in and out of the

113office. Nobody's going to be able if any of those doors get open outside of those times or during that time period from the time school starts at 7:35 until it ends at 2:45, there will be an alarm that goes off. So, our kids will probably go insane at first because they're so conditioned to just walk out whatever door they believe is closest to their car, especially on days like this where it's super cold that when when the alarms start going off and they start getting in trouble, it'll be it'll be quite entertaining. So, if if you want something to watch, come to the first week of school. It'll be interesting. But overall, it's going to be measurably uh more impactful. Right now, kids will do silly things like leave gum wrappers or rocks in doors

114to kind of keep them open. And if that door doesn't latch with and it's and it's unlatched for more than like I think it's 20 seconds, our principles will get an we'll get an alert to their phone saying that this door is propped open. And so they'll be able to go straight to the door and be like, "Oh, I see." So no longer do we have to stumble across it because that's kind of what happens right now is somebody will say, "Hey, that door is propped open." you know, and but that all go away. So >> that's what they have used to have to do when I skipped out of school. So >> So at the end of the day, does the alarm go off for a window of time and they can exit out

115of any door or they always have to go out the front door? >> They always Well, except for the end of the day. So like a dismissal and arrival will be the only two times that they and then it'll reactivate during school hours. >> Okay. So like in the evening for basketball and practices and that kind of stuff, you can come in and out of the doors, but um but for during that school day where we have the most amount of students in our school, you won't you will only be able to come in and out the front door, the the new office entrance that's being built. So um and it's and it's awesome for our staff because we're able to keep better tabs on you. Like right now we don't have I mean it's

116impossible to monitor every entrance that we have. I think Joe or Mr. Vin channel said we have was there like 48 exterior doors. Like it's impossible to monitor all the exterior doors. So if you have kids leave, we won't even know you're gone until we get to attendance the next period and then we're like they're gone. How did they leave? Well, now we'll know. It'll go off. And the only way to deactivate the alarm is if you is if you have a badge. You know, it'll also be a learning a learning process for our staff, too, because they're going to have to have a badge to enter and exit all the doors. Like so that'll be something new as well. So it'll be interesting to see how many staff members will set these alarms off

117as they're because a lot of times like I got to run out to my car and they'll just go through the door but they will set off the alarm. They're going to have to come back in and deactivate the alarm to then leave. So >> So there'll be a there'll be like a a car on the way in and on the way out. >> Yep. So very similar to what they have at hospitals. So, like, you know, you go to a hospital, you're in like the I think about like when my when we had babies and and you weren't allowed to leave. I mean, they had to badge you out in order to leave. So, it'll be the same thing. So, >> or you can like when the alarms go off. Is it like fully

118like >> I think it's pretty I think it's I think it's pretty loud. >> So, >> and do we have cameras on all the exterior doors? >> Every exterior door. Yep. >> Okay. Okay. So, if somebody is like routinely just popping through it and not caring and just going to their car, >> we'll they'll do it once. >> Okay. And then >> so that'll be it. >> All right. So, we'll know exactly who you are. >> So, it's a high school. This doesn't interfere with any deliveries or >> Nope. They all go through the main entrance or we get made deliveries through the main entrance or you can deliver to other entrances but you'll have to have somebody escort you and like so like our custodial staff, our maintenance staff, our kitchen staff, they load

119through the back loading dock, they'll just have to meet them at the door and use a badge system. And then does if there was something that was being uh let's say at the black box, you know, like they were preparing for a >> a weekend venue at the same time as school. >> Can you isolate? >> We we would have the ability to just kind of like what we do now like our front door here at ERC is unlocked. I can from my phone go to any door on the system and I can manually override it and say >> manually override from now for the next 60 minutes for the next 15 minutes. I can say I want it open from you know I can say deactivate alarm from this time to this time. So

120there's a lot of you have pretty much 100% control over it. Any other questions? Okay, we'll move on to 7.03. 103 AEA memo of understanding addendum. >> So we already have um signed the AEA memo memo of understanding which basically spells out our services for next year that we're going to be purchasing on top of the services they already provide us. Um, and then this is they didn't at the time know how many special education repres representative like basically hours or days that we were going to be allocated based on our um the number of students we have in our district that have IEPs. Um, so they came last week and said, "Well, you're going to be assigned four at Craft, four at Titan Hill. Uh, this is days per week, two and a half

121at the middle school, two and a half at the high school." The reason those numbers are the way they are is because they view the education the special education um rep uh services as defined around childf find which means that they are looking to identify students that who are at risk or who need evaluations who need to be placed on an IEP. So that's why you see Craft and Titan Hill get more students than what middle school and high school because we're really not we're not really not evaluating that many students for new IEPs at the middle school and high school. So that's kind of what um that's how the the days that they've given us said this is what your special education dollars that you're already getting that's already coming to us from the

122state. This is what we're able to allocate to you. And then anything above that then you purchase. And the reason we like to purchase uh additional time from them is because our special education reps do a lot more than just child find. You know, they're reviewing IEPs as a as a secondary person as like an outside agency to review IEPs. They'll sit on IEP meetings. Um they they just do a lot of other roles. And by us purchasing additional time from them, then we're able to say on top of your child find services, we're also going to have you do these other roles. So if we didn't purchase that time, they would not be able to do those other roles. So the reason that we're going uh last year we had uh five at Craft,

123five at Titan Hill, five at high school, and four at middle school because she actually served a day outside. They actually took a day away from us at the high school. Um but every day that we buy us $27,000. And so we would like to for this year just keep it stagnant and say we're still going to spend about the same amount of money um and we'll just have one less day at the high school. So and we can buy an additional day at at the high school or at the middle school um but I think buying an additional day and a half we may want to in the future look at because this is a significant amount of money. I mean there AA is now charging $27,000 a day. We may look at maybe

124seeing what other options we have, but for this next year, it's we're going to recommend just kind of staying status quo and then continuing to evaluate this as we move forward and see if there's a different format that we want to use. So, >> would we read this as the 136825 correct question? >> Okay. >> Yep. >> The total >> this can't be build back through students with Medicaid services. Uh this this we're paying out of our so remember they get 90% of our special ed funds. We get 10%. >> This will be our 10% that we use. >> Okay. >> Yep. And this is not the Medicaid services are for direct support. These guys are not considered direct support because they're not providing instruction or services to the student. They're more accountability and and

125um >> and uh kind of discovery type of thing. They do all of our all of our um evaluations and those types of things. So, just a different Medicaid doesn't pay for that. It pays for direct services. >> Okay. >> Any other questions? >> Okay. 7.04 certified contracts for 2026 2027. Uh so we signed a two-year agreement uh last year with teachers with the parameters that they would get a one every teacher would receive a flat 1,650 raise per person uh plus lane movement for those who qualify academically. And then uh the total percentage of of this wage is slightly over 2.5 what was the exact 2.5 >> 2.52%. So um but again we had parameters that said if it was if SSA would have come in at under two or over uh three that

126we would have that we would have re renegotiated but it came in right at two so we didn't have to renegotiate okay and I don't have specific language for this but 705 uh discussion regarding matters and employment conditions for employees not covered by collective bargaining agreement. >> It's exempt session not closed session. So we do not need a motion and you do not have to read anything. >> Sweet. >> Okay. Then we are going to move in. Hey, hey. Hey. Hey. Hey. Heat. Heat. Hey, hey, hey. Heat. Hey, hey, hey. Hey, hey, hey. Hey, hey, hey. Hey, hey, hey. Hey, hey, hey. Hey, hey, hey. Hey. Heat. Heat. N. Hey, hey, hey. Heat up here. Hey, hey, hey. Hey, hey, hey. people. Hey. Hey. Hey. Hey, hey, hey. King. Hey. Heat. Heat. Heat. Heat. Hey,

127Heat. Hey. Hey, hey, hey. Heat. Heat. Hey, hey, hey. Hey, hey, hey. Heat. Heat. N. Hey, I know I'm Heat. Heat. N. Hey, hey, hey. Hey, hey, hey. Hey, hey, hey. Hey. Hey. Hey. Heat. Heat. N. Heat. Hey, Heat. Hey, hey, hey. Hey. Hey. Hey. Heat. Hey, Heat. Hey, hey, hey. Hey, hey. Hey, Hey, hey, hey. Come on. Hey. Hey. Hey, hey, hey. Hey, hey. Heat. Hey, Heat. Hey. Hey. Hey. Heat. Hey, hey, hey. Hey, hey, hey. Hey, hey, hey. Hey. Heat. Heat. N. Hey, hey, hey. Heat. Hey, Heat. Hey, hey, hey. Hey, hey, hey. Heat. Heat. Hey hey hey. Hey, hey, hey. Hey, hey. Hey, hey, hey. Heat. Hey. Hey. Hey. Hey, hey, hey. Heat. Heat. Hey. Hey. Hey. Heat. Hey, Heat. Hey, hey, hey. Hey, hey. Hey, hey, hey. Hey, Good. All right.

128We are return now from close session. We're going to move to comments and suggestions. This is a second portion of our meeting where we open the floor to the public for any anything they wish to direct to the board. We'll give it a couple minutes here. >> We'll see. Okay. >> Yeah, we're in close session a while there. So, >> good for them for sticking with us. All right, we will move on to action items. 9.01, service agreement for Medicaid billing. >> Mr. President, like to make the motion to approve the Medicaid processing service agreement with relay as presented. >> Second. >> Any discussion? >> Vote, please. >> Mrs. Sando, >> yes. >> Mr. Sorenson, >> yes. >> Mr. Mr. Sturm. >> Yes. >> Miss Atkins. >> Yes. >> Mr. Buck. >> Yes. >> Mrs.

129Peterson. >> Yes. >> Mr. Wright. >> Yes. 9.02. High School Security improvements. >> Mr. President. >> Yes. >> Like to make the motion to approve the high school security upgrade agreement with Prime Security for $154,86543. >> Second. >> Any discussion? >> Vote, please. >> Mr. Sorenson. >> Yes. >> Mr. Sturm. Yes, >> Miss Atkins. >> Yes, >> Mr. Bach. >> Yes, >> Mrs. Peterson. >> Yes, >> Mrs. Sando. >> Yes, >> Mr. Wright. >> Yes. >> 9.03. Aea memo of understanding the addendum. >> Mr. President, like to make the recommendation to approve the A.E.A. me of understanding addendum for 136,825. >> Any final discussion? >> Vote, please. >> Mr. Mr. Sturm, >> yes. >> Miss Atkins, >> yes. >> Mr. Bach, >> yes. >> Mrs. Peterson, >> yes. >> Mrs. Sando, >> yes. >> Mr.

130Sornson, >> yes. >> Mr. Wright, >> yes. >> These are all separate. >> Okay. So, 9.04 certified salaries for 2026 27. >> Mr. President, >> yes. >> Like to make the motion to approve the certified contracts for the 2026 2027 school year as presented. >> Second. Any discussion? Vote, please. >> Miss Atkins, >> yes. >> Mr. Bach, >> yes. >> Mrs. Peterson, >> yes. >> Mrs. Sando, >> Mr. Sorenson, >> yes. >> Mr. Ser, >> yes. >> Mr. Wright, >> yes. 9.05 certified professional and classified employee salaries for 2026 2027 school year. >> Mr. President, >> yes. Yes. I'd like to make the motion to approve a 2.5% increase for classified employees with a minimum of a 50 cent increase per hour >> and class uncertified professional >> and uncert. >> Thank you. >> Any

131discussion? >> Vote please. >> Mr. Bach, >> yes. >> Mrs. Peterson, >> yes. >> Mrs. Sando, >> yes. >> Mr. Sornson, >> yes. >> Mr. Sturm, >> yes. >> Miss Atkins, >> yes. Mr. Wright. >> Yes. 9.06. Administrator salaries for 2026 2027 school year. >> Mr. President. >> Yes. >> I'd like to make the motion to approve the administrated salaries at a 2.5% increase for the 2026 2027 school year. >> Second. >> Any further discussion? Vote, please. >> Mrs. Peterson, >> yes. >> Mrs. Sando, >> yes. >> Mr. Sornson, >> yes. >> Mr. Sturm, >> yes. Miss Atkins, >> yes. >> Mr. Bach, >> yes. >> Mr. Wright, >> yes. 9.07, Employee request for leave employee A. >> Mr. President, like to make the motion to approve the request for unpaid leave as presented for

132employee A. >> Second. Any discussion? Vote, please. >> Mrs. Sando, >> yes. >> Mr. Sorenson, >> yes. >> Mr. Sturm, >> yes. Miss Atkins, >> yes. >> Mr. Bach, >> yes. >> Mrs. Peterson, >> yes. >> Mr. Wright, >> yes. Employee request for leave. Employee B. >> So, this would be a transition. >> Um, I'm just seeing a motion to approve the request for leave as presented for employee B. Will that be good? Okay. >> Second. >> Good job. Any discussion? Vote, please. >> Mr. Sornson, >> yes. >> Mr. Sturm, >> yes. >> Miss Atkins, >> yes. >> Mr. Bach, >> yes. >> Mrs. Peterson, >> yes. >> Mrs. Sando, >> yes. >> Mr. Wright, >> yes. >> Items of interest, future board meetings. >> Uh, so we have decided we're going to have the

133meeting next Monday, the special board meeting at 7 a.m. Is that okay? And then um otherwise we have the FY26 budget public hearing April 6th at 6 PM. And then again that's the school budget hearing school. And then the regular board meeting on April 6th at 6:30 p.m. following the budget. >> Okay. Having no other items on our agenda, do we have a motion to adjurnn? >> Motion to adjurnn. >> Second.