May 19, 2026 School Board Meeting

001[music] Hey. Hey. Hey. >> [music] [music] >> Heat. Hey. Hey. Hey. [music] >> [music] [music] >> We'll go ahead and call this meeting to order. Can we take roll call, please? >> Miss Atkins, >> here. >> Mr. Bach, >> here. >> Mrs. Peterson, Mrs. Sando, >> Mr. Sorenson >> here, >> Mr. Sturm >> here, >> Mr. Wright >> here. >> Approval of the May 19th, 2026 agenda. Do we have a motion to approve, please? >> So moved. >> Second. Any discussion? Vote, please. >> Miss Atkins? >> Yes. >> Mr. Bach? >> Yes. >> Mr. Sorenson? >> Yes. >> Mr. Sturm? >> Yes. >> Mr. Right. >> Yes. Commendations. Good news. >> All right. Yep. She does. Perfect. >> Uh so first thing is we have the Mel Nelson Foundation um and excellence teaching awards. So

002they give out five uh awards every year and usually is three to CB public and then two to Lewis Central and Pat and some years it depends how many people are nominated. Some years it's been four and one some years we've had three. Um, but we had two uh winners this year. One was Evan Jones. She's a fifth grade teacher at Titan Hill. And then Kelly Hall is a special ed teacher at the high school. So, both of those very deserving. Um, one of the cool things is we probably had 15 of our recipients. We had we had by far the most recipients, past recipients there between us and C. I saw that. So, >> yeah. >> Um, so I mean, they keep showing up. So, it's a good dinner. Show up and then they

003give each one of them gets a a check for $10,000. So, um it's pretty it's just it's awesome. So, thank you to the Nelson family for continuing to do that year after year. Um next one I have I was wondering change up there but not on mine because I have to click it. Uh so the new notary so new notary also does a recognition uh they recognize one um teacher and one uh high school senior from each one of the schools and they actually do every school in the in the city. So it's uh St. Albert TJ uh Al um Heartland Christian and they do Iowa Western as well. So our recipient this year was Carlos Adoris and she is actually retiring at the end of this year. So it was very she was like

004overwhelmed when we told her that she was going to get it. So and then uh Kate Gravy uh is a senior. She's graduating. She's going to Lyola uh University in Chicago. Um I think political science and something else. So, um, so two very deserving individuals. Next, we have the Hawkeye 10 art show. Uh, we had several students, uh, best of show, Emma Bruno, Jaylen Walker, Emilyn Speck, and then certificates of art artistic excellence, Emma Bruno, Dalton Haway, and Michaela Recctor. So, um, congratulations to them. Uh, and we are working still getting that the new conference to have a art show as well. So, and then hopefully a city show as well. So, we're going to go down that route. Um, all Iowa Eighth Grade Honor Band. Uh, we had six participants in that. Uh, Logan

005Jorgensson, Danica Mlean, uh, Kobe Upson, Daffany Star, Jax Davis, and Emma Stain. So, we actually had our our middle school band concert on Monday night. I got to see the sixth grade and had to run. But, um, it always just floores me like their sixth grade our sixth grade band sounds better than some high school bands. like it's it's amazing. And part of it is is I think we had 73 kids in sixth grade and on that stage and you know some of the other high schools around here might have 18 in their entire high school. So >> um so the sound is just it's phenomenal. So >> um next we have middle school and high school students that were published in the right touch. So middle school we had six individuals, high school we

006had four. See the picture up there. Next we have the senior awards night. I did want to highlight several things that I thought really cool. Uh so 4729 credits were earned by the class of 2026. That is the most earned by a single class uh ever in Louis Central's history. So, um, so if you guys see big bills coming through for Iowa Western classes, it's it's because of the >> um 29 uh seniors uh earned Iowa Western certificates in nursing, welding, and plumbing. We had 22 in nursing, uh two in plumbing, and seven in wel or uh five in welding. Then we had 22 associates degrees. And then 53 students received academic letters which mean the which means they had a GPA of 3.6 or above. And then I just wanted to point out they

007have some different awards too. Uh former board member and president uh Doren Shuffle was actually a Hall of Fame inductee last night by the uh education foundation. So um first board member I believe to get inducted. So you guys all have a chance. Okay. [laughter] And I'm just going to throw out there that before she was a board member, she spent probably 15 years or close to it um PTA, PTO, whichever it was at that time and as president and was very active even before being a part. So yeah. >> Okay. Next, uh I think that's Oh, yeah. Next we have boy state track qualifiers. So we had um seven events and then or eight events, sorry, eight events and you can see the participants up there. Uh boys track, girls track will leave this

008Wednesday and they all run on Friday or Thursday. So if you go to girls, I think the boys and girls run together at state >> I think. So I think so at the same time. Yep. >> Yeah. Then girls uh also had uh a qualifying uh as well events. Okay. And that's it. Uh one of the another thing I wanted to point out outside of the presentation was we just got word today um and I got to send an email out. We had two students in the elementary. Um, Caris McCart and Calvin Fischer, both third graders. They both scored in the top 2% in the nation in math. >> Oh, cool. >> So, they both qualified for >> um kind of a it's like a it's like it's provided by the federal government, but it's

009a national math program. And for the next 10 years, >> they can uh get a lot they have a lot of different services that are open up to them, including different STEM uh camps and stuff throughout the nation. Those types of things are open up to them. >> That's amazing. >> They score the top 2% two of them. So super cool. >> That's awesome. >> All right. Any other commendations? Good news. Okay, then we will move on to comments and suggestions. This is the first portion of our meeting where we open the floor to any comments directed towards board. We'll give it a couple minutes here. Nothing. >> Okay. Then we will move on to consent agenda. Do we have any updates for personnel? >> Uh yes, there are quite a few. So, a couple

010I wanted to um point out. Um if you let's see that's fine. Okay. So, if you look um down in letter I, uh Mike Hartenhoff, he was uh promoted from a mechanic to a fleet manager. And then David Williamson has been promoted from bus driver to transportation director. Um, and then is summer not on here yet? >> We're waiting on background checks. >> Oh, the background checks aren't yet. We did hire, we did end up uh offering and was accepted a position for Anna Bame's position was as executive administrative assistant here at the district office and that would be summer nef uh was um offered the position for that that role. >> LC grad Yep. LC grad. Yep. All right. Then do we have a motion to approve the consent agenda as presented? >> Motion

011to approve as presented. >> Second. >> Any discussion? Vote, please. >> Mr. Bach, >> yes. >> Mrs. Sando, >> yes. >> Mr. Sorenson, >> yes. >> Mr. Sturm, >> yes. >> Miss Atkins, >> yes. Mr. Wright, >> yes. reports 6.01 curriculum instruction report. Dr. Hart. >> Okay. I um am passing out um our FastBridge data. Uh this is nearly complete for this year, but what you'll see in your packet, the first page is last year's literacy data. Second page contains this year's literacy data. Um, as I get going in the presentation, I'll tell you it's not an exact uh year-to-year measurement, but I'll explain that in a minute. Um, and then the third page is last year's math. And then the final page is this year's math. Um, so I'm going to talk you through

012a few of the things as I look at these reports. Um, obviously you can look at this in more depth later. Uh, but I'll just review some of this. Um, highlight areas that are strengths and growths. um point out some places where I'm seeing some just trends and some things we want to keep an eye on. Um provide some context and then just share some ongoing things that we're doing and next steps. Um so the first thing I want you guys to think about is that um what we're looking for in that fall, winter, spring, the goal is always 80%. 80% means kids are performing at or above benchmark which is grade level expectations. Um, so the the goal is always 80%. It's sometimes a high bar. We had looked um earlier this year at

013some area school districts and there's a few that are hitting that 80 90% um but it's it's a pretty high bar, but that's still the goal for us. That's how we know our tier one instruction is working is that 80% of our kids are meeting benchmark. Um you'll see there's another column that talks about fall to winter, fall to spring growth. um that measurement is are those students who began below benchmark catching up. So that's an important indicator because we want to know if the kids who are behind like is the intervention are the supports that we're putting in for those kids who have some gaps is it working for us? And then you'll see there's a the last two columns on each page are maintained. And so that means the kids who were u

014benchmark at one point in time are they staying at benchmarks. So are we maintaining those who are at benchmark? So couple things to think about as you look at that. So a few things um growth is measuring like acceleration and then that maintenance is measuring stability for us. Um, an important thing to note, you'll see on the 2526 there's some blank columns and that's because the system won't give us that data until the screening window completely closes out. So, it'll be about another week before we have some of that data. So, you don't have that to look at tonight. Um, so a couple things I want you to think about as we look at the literacy data. So, at um Titan Hill uh this year they switched um assessments. Um, I'll show you where you

015can still see some year-to-year data if you want. Um, but initially we were doing it's called CBM and that's a oral reading fluency test. So, it's measuring some very foundational skills like their decoding skills, uh, their reading fluency. Um, it was identifying a lot of kids. We were having a hard time providing intervention for all those kids. So, a decision was made to move to um, a reading assessment. A reading is a broader measure of how we're doing. it's looking at vocabulary comprehension. So, it's just a different um test. So, so you can't go back necessarily and look at second through fifth grade and compare them to last year. If you did want to do that, they still take the test. We're just not using that as what the the screening data is for intervening.

016If you still want to look at that, um if you look on the second page on the far right hand side, we did still include that that data. So you if you wanted to look year to year, you could see it in that far far column. Okay. So here's some strengths. Um you can see we have some of our strongest literacy movement in K through two. So if you look at kindergarten in the fall, 59% of our kids were proficient in literacy and by the spring 70%. I think that's really exciting and something that really should be celebrated. That's a huge huge gain in kindergarten. Um, and if you look at at last year, you can do a year-to-year comparison on that one. Um, but even looking from last year, um, last year they started

017at kindergarten. Now, it's not cohort, but just kindergarten class, 46% proficient in the end, 51%. Um, if you look at the cohort, uh, well, we can't look at the cohort because we didn't have preschool data, but still, um, good growth there. In kindergarten, first grade 2, we started at 42% proficient, which isn't great. uh but by the end of the year grew to 57%. So I think that growth is still significant and again second grade is another place where there was some significant gains from 54% to 67%. Um I I would say one of the the biggest reasons for that jump in those particular grades is because we started doing UFly. Uh we talked about that a little bit before in here but it's uh very foundational phonicsbased very explicit instruction. Um so teachers have

018started implementing that and I think that's uh where we can see some of that growth happening um in K2. Um we're also doing a really good job of maintaining. So if you look across the board many grades maintain benchmark um so that's that um almost last column there you can see we're 87% 94% in one column. So the students who are already successful are generally continue to remain successful. That's that's really really exciting. Okay. So, here's some watch areas. Uh there's some inconsistencies when we look at um acceleration. Um so, for example, if we look at third grade, and this would have been fall to winter growth. Again, we don't have the fall to spring, but like third grade only, we were only at 10% of kids who um rose grew in and met benchmark

019only 10% more. fourth grade eight, fifth grade 7%. This is just an area for us to think about. Um and then also as we go into the upper grades, um this is still literacy. We're we're plateauing. Um seventh grade and eighth grade, you can look across the board there. Uh winter in seventh grade was 62% the same in spring. Eighth grade 67% touch of a drop by the spring at 66%. Um, and then fifth grade trends. As you look at fifth grade, um, that's something I think is important to take a look at because we started at 66 proficient, then we dropped to 55. Um, and we never came back up and got any higher than what we started the year at. So 60%. So I I just think that's a place where we need

020to ask some questions and um, see if people have the support that they need, see if curriculum is being implemented the way it's intended to. But um it's just a little bit of a flag where I just think we need to ask some good questions. So here's some um just some insights next steps with literacy. So, as I look at this this data, I think this reinforces the importance for having a strong tier one uh literacy uh curriculum and instructional practices because, as you can see, it becomes very challenging to intervene your way out when things maybe aren't as strong uh with what we're doing dayto-day in the classroom. It just becomes really really taxing. Um so, it's important to have that strong tier one. um again that instructional consistency because if you look from

021you know K through two we're we're seeing some really nice gains um and then we're seeing some drop offs in other places. So again just some good things to think about is like what do some instructional practices look like where things are moving and what might we want to duplicate there in some other areas. Um thinking about that foundational skills alignment and then just that vertical coherence across grade levels are important conversations. Um, so as you guys have heard too, our ongoing district work is that literacy curriculum review process. We're currently in the process of identifying a new curriculum to use. Um, the state's pretty much come out and said what we're using um, essentially K8 is not something that we can use anymore because those that's considered balanced literacy. So they really are pushing

022us to move in the direction of structured literacy, which is what UFI is. So it' be more of a tier one curriculum that's um science of reading structured literacy. Um we're also um doing a lot of things too at the district level including DT with just highlighting what are some um high lever literacy practices and having discussions about what that looks like in classrooms and how we'll collect some data on that. So a long-term goal obviously is to have a strong core uh where instruction will meet the needs of most of our kids and then we can provide that targeted intervention but hopefully that targeted inter intervention is for smaller groups of kids than what's happening right now. Um so let me do math real quick and then I'll take questions from you guys. So

023if we look at math and again you might want to look at the very last page here. Uh but if we look K through 8 at the very bottom there, you can see we're relatively stable um across the board. So if you look at the bottom for fall, we were 66% proficient, winter 63, spring 64. Um some places where there's some stronger performance, second grade went from 58% proficient in the fall all the way up to 71 prof% proficient in the spring. Um, and then sixth grade, uh, their spring benchmark 70%. So, again, some really exciting data points there. We're getting really close to 80%. That feels really good. Um, because if you go back and look at, you know, years prior, we just weren't quite as close. So, that's exciting to see those numbers

024that high. Um, most grade levels are kind of ma remaining the low to mid um 60%. So, to me, this is just showing we we've got some more consistency happening here district-wide. It's still maybe not where we want to be, but a little bit more consistency. Um, some places just to watch, um, math, first grade, if you look at that fall to winter growth, um, we're only at 10%, fifth grade was only at 6% and then sixth grade was 12%. um areas again that I think um you know we need to ask some questions and again to me this goes back to what is implementation of the curriculum look like? Do people need some more support with learning around the materials [clears throat] those kinds of things. But if we look at a couple different

025grade levels we see some drops from what things looked like at the beginning of the year till the end. Kindergarten came out at 72% proficient and we ended up at 65% proficient. First grade went from 67 to 53% and then seventh grade from 71 to 64%. So kind of moving in the opposite direction in some of these uh grade levels. So here's a couple insights and next steps on on math. Um some opportunities to strengthen is just that instructional consistency. We've spent a lot of time talking about literacy and literacy practices and developing things around literacy. we haven't had as many conversations about what's just great math instructional practices. Um, another thing is sometimes it can be a little bit like pulling teeth to get people to support with um what does implementation look like

026and like collecting data on implementation of resources because people are busy and we have a lot of things being asked for us. Um, but part of it for me of monitoring the implementation is to be able to have answers so it doesn't get to this point where we're at the end of the year and we're saying why did this happen? But if we've got some implementation data then we've got something to go back to and to be able to say hey we noticed that you know this part of the curriculum was really tough and challenging for teachers or this part just wasn't being implemented in classrooms. Um, so that's part of it too. Again, I think sometimes at certain parts of the year there might be some frustration with walkthroughs and you know, people are

027coming through and they're collecting a lot of data, but but to me, this is part of why you collect the data is just to get some of the answers and hopefully be able to catch some things and provide some supports um as it comes. Um, so ongoing focus for the district is just a continued emphasis on strong that tier one math instruction, following through on that implementation support, uh, that PLC work, um, and just some more just monitoring of what's happening in classrooms again, so we can support and provide whatever that support might need to be. Um, so I think this is my last slide, but just districtwide when we think about some themes I think that are emerging from when you look at all of this data, but that consistent core instruction is so

028critical because I think as you can see, if we find ourselves in a situation where we're needing to provide intervention and support those who already are behind, it taxes the system quite a bit. So, we really want to focus on getting that tier one really strong. Uh, maintenance, students are already successful, are generally staying successful. I think that's a highlight for us here at Lewis Central. Uh the earlier that we can intervene and support students um the better. Um I think we're seeing some variation across grade levels in regards to um you know consistency. Um and then just that that so system coherence really matters whether we're thinking about curriculum or the actual instructional pieces intervention how we're monitoring intervention like it all comes together and it all works together. um and is hopefully supporting

029um students for their individual growth. Okay, this is this is the last one. Uh so just final reflection. Um I think the data shows some encouraging progress in several areas. Early literacy, I am very excited about that. Like there's some very noticeable gains in foundational skills and I think that should be applauded. Um system stability overall again the benchmark performance is remaining pretty consistent in a lot of different places. Uh but then just some ongoing I think critical work is that this data reinforces a lot of critical work that we're doing is you know working to accelerate that growth uh for students who are below benchmark and then just that instructional consistency. So what's the high quality experiences uh for all kids throughout the district? So there's a lot of information thrown at you. You

030have a lot of information at your fingertips. But what questions do you have for me? Do you think that it's been a very long time since I was in the classroom and remember what was taught at what age is some of that content related where the the skills are more difficult that they're learning whether it be especially in math I guess are those areas that are that are more challen you know do you know what I'm trying to say like if you're learning fractions in a you know are kids are they struggling with that particular thing or is it a bigger wider area across the board? >> I was going to ask like does sixth grade from seventh grade do a major change like is sixth grade almost a review from fifth so much and

031then they jump into se that just seems to be where the biggest dive was and then eighth grade kind of levels like they lose it from sixth to seventh somewhere. >> Yeah. So a couple thing I think it's maybe less sometimes about the skills. Sometimes I look at this data and I'm like what maybe supports do we need to provide with professional learning in certain places because um and again we've got we've got really good teachers. This is why it's always it's always hard to share data because I don't want anybody to feel like it's it's personal because >> we've got phenomenal teachers. Uh, >> let me clarify that I absolutely but I'm prefacing that to say absolutely I think that there's pockets sometimes where you might have some new staff and just thinking about

032what does it look like to support them because there's a grade level where both literacy and math the data is pretty low and it just makes me wonder about are there newer teachers on that grade level are so that's where I go to instead of necessarily like hey maybe it's a maybe it's a specific skill or content that's coming up. >> Okay. >> And then that's a good question and it's one we have a lot about that those transition years and because it's not just Lewis Central, you see it other places too. When you transition into a new building, you often see it a dip and you'll often see a dip too in the fall regardless. So if you did want to look at cohort data, if you look at like the spring of one

033class from 2425, uh it wouldn't be surprising to see a a dip. Um, let's see. So, for example, fifth grade would have ended well, let's not that's not a good example. Uh, fourth grade would have ended and now I'm looking at the oral reading fluency, so it's far left side. 57%. So, let's see. Those fourth graders were then No, I'm looking at it backwards. Okay, fourth graders in the spring, 43% they came in in the fall. Well, they they jumped. So, that was a bad example, but you do see that sometimes of like >> you will it's >> the dip in the fall. >> And I'll tell you, it's it's everywhere when you because when we had a middle school concept in Missouri Valley, too, and inevitably it never it never failed. Fifth to sixth

034was always an incredible drop. And then >> by the time we got to eighth grade, they've leveled back out and they cut back up. And then when I looked at um schools that had a traditional elementary that went through sixth grade, their drop was sixth to seventh. So, >> sure. >> It's just a I don't know if that transition is really hard going from a singular teacher all day to now having more freedom and and multiple teachers throughout the day or just takes a little bit to get used to. >> Well, seventh grade is also a very I mean there's so much more going on I feel like than just so that >> I feel like seventh and 10th grade are the traumatic years. >> Yeah. Well, and I'll tell you too, like this is

035this is all a lot of what gets this gets reported to the state too, but what you're used to seeing are Iowa assessment um scores, which are actually a lot better than this for whatever reason. >> This and very different things. So, this is I should have prefaced with that, but this is screening data. So, this this is screening to identify here's the kids that we predict are going to struggle with some thing. there's some gap in their literacy in their math and we're like flagging you like hey you got to take care of this underlying skill where like Iowa assessments is like content just what are the standards what's the content so this is going to be a lot >> you know this isn't this isn't a true reflective piece of like you wouldn't

036see necessarily a lot of correlation between how we're performing here versus how we're performing what we will perform significantly better on state assessments and if you look at like for instance in sixth, seventh, and eighth grade in and literacy last year. We'll just look at uh spring of 25. Sixth, seventh, and eighth grade, you have 63%, 64%, 69%. >> On on the Iowa assessments, all three of these grades scored 80%. So, like >> um you know, one of the one of the assessments, the one that we know of right now because the the language arts and the math are being reormed, but we know the science and we just got our eighth grade science course and it's 90. >> It's phenomenal. It was like 94% or something like that of our kids% >> and that's

037a huge to me it's a huge literacy test like when you look at that sciency test it's very text >> so so like when we present what you guys have seen in the past is like our middle school always performs I mean in the in the state of Iowa we're considered outstand you know like on the on the rubric whatever like in this in the scoring the state scoring how they score schools is you know we're commendable or outstanding and then um then you look at this you're like 63% we were like 80% last was just totally different test, you know. So, >> yeah, >> I I think it goes to show though that it's important to look at both different data sets. Um >> because one could tell you where you're seeing your draw

038downs versus the other one. >> Um that's why I was going to ask you more. What's the drawback about gathering the data after implementation? I think >> I mean outside of time and I hate to say this because this is going to sound a little bad but we're all busy. >> Yeah. Yeah. >> Um >> yeah I think for some it's time because we are asking you know to collect a lot of data on a lot of different things. >> Um I think there are still some pockets that we have where some people kind of still want to do their own thing. They want to shut the door and teach how they want to teach with what they want to teach with. I think there's a time and place for that. But but I think

039that's again where >> the implementation data is important because then you can track that down of of and again it's not it's not because anybody's in trouble but but we just want to know like is this working for you. Is it not are we all doing the same things? Are some of us doing it different? >> It's just important data to know so when we have this conversation that there's some things that we can that are go-tos that we can say. Um but I think that I think there's maybe some intimidation because of things like that or maybe it's time. Um, but it can be a struggle sometimes to get people to commit to what needs to be done and collected for implementation >> because it's it's very difficult to garner where a student is

040if you don't have the start to end point and everything in between. um you know during during training classes when we train we have to be able to discern where they're at um from the start to the end. Um if we don't have that and I promise you if I went to my boss and I said well I have no idea how well they did in between. Um >> that would not be a good conversation. student data we've got, right? Like we've got the student data, we've got if they're getting interventions, they're progress monitored, but to your point, >> sometimes it's the teacher data that we don't have. And I can understand how that >> could come across as intimidating, but again, it it's not it's not to say anybody's doing anything wrong, but to

041your point, it's to get to that point to just say collectively, >> you know, where where are things? How are we doing with this? >> And I know everybody wants to see the kids to be successful. Um, but data points show successes as well as things that need to be improved. >> Mh. >> Um, and I mean we're we're all human. There's always going to be something that needs to be improved upon. >> Yeah. >> Um, we can celebrate the successes, but we can celebrate them even more when we show improvement. >> Yeah. So, >> agree. >> So, just a quick question for you, uh, Dr. Hardman. Um the first thing I'd written down when you started talking is what are the action items and you gave me some of those here and so uh

042looking at the instructional consistency is any of that tied to the curriculum itself and I and I just remember as a student you know there were some subjects where you felt like you spent a lot of time focusing in on one thing but it was it was basically a gate to the rest of you know the semester or whatever class that you had uh are there any of those classes that we're identifying here to where um maybe we're hitting some of those speed bumps to where they may not be able to cover uh the information that would normally be scheduled at the end of the semester or something like that and that's where we see kind of that drop because uh and I'm >> yeah I think that's a good question. If it was if

043we were just looking at the fall data, I might be willing to say that. But to look across the board and here we are at spring, the end of the year, and some of the data points still probably aren't where we want them to be, then I hesitate to say that because we've gotten through most of the curriculum at this point, you know. >> Okay. >> Yeah. >> So, are you happy with these numbers? Um, you know, I live continuous improvement, you know, like in my personal and professional life, like I don't know if I'll ever be able to say I'm happy until we're like 100%. You know, uh, I'm happy with improvement. Again, if you flip through the pages and you look at where we were red, which would be like 0 to 50%

044proficiency, and now where we're at yellow, again, yellow still we I want green, you know, but but there's a lot more yellow on these pages now than there was last year. And so that's growth. That's something that's saying that some of the things that we're doing um is working. I still think that we've got a lot of work to do, but like it's it's also really exciting. And I think too like change doesn't happen overnight and a lot of the work that a lot of people have been invested in the last couple of years like it's finally starting to come to fruition. I think we're going to get this new curriculum soon. We've learned some lessons when it comes to implementation. Um and so I'm I'm really excited about the future and I'm really excited

045about two years from now when I come to the board and talk about what this data looks like. Like I think it's I think we're going to see some greens. I think it's going to be all green and yellow. So, >> well, I guess that that's where I guess my question. I mean, we have top-notch teachers >> and I believe top-notch support, but there's not one area on this sheet that is green, >> you know. So, I wonder like where is the where is the shortfall? You know, we spend a ton of money on furthering their support in our curriculum to I believe not not see any green on this sheet. >> Yeah, I don't disagree with you. >> Um yeah, I don't >> but I don't think we can I don't think we can

046go from in some places 30% proficient to now we're at 80% the next year. So I think we got to I think we got to step back a little bit and look at where we started >> and then where we're going. And so it's going to be, you know, steps at a time to get to that green. But I but I'm with you. I want to see this report full of greens. And I think we're we're getting closer. Not there yet, but but that's the aim. >> I don't know. Did you say this? We compare very well to >> it's pretty consistent when you look at um what I had Dr. Hartman do is pull data from a lot of other schools. some that are our size, some that are just like area schools to

047see how they were performing on this because this does not look like Iowa assessments at all. This looks, which to your point, I'm kind of excited about because when you're scoring in the 80 and 90 percentile, it's easy to get complacent because you're like, we're doing really well and in reality, I want to find the gaps, right? So, I want to try different tests in order to find data that looks like this. So, the data that we actually report out on looks a lot better than this. This is actually what Dr. Hartman brought was you know was the tough data you know and um >> and before this we were this was new when Dr. Dr. Hazen and I came to use this assessment. We were using I Ready before which was identifying too strong

048the other way and it and it again was a very different measurement. It was a measurement that was very close to the Iowa assessment and you could correlate like if kids were performing this way on the I I Ready there was this amount of correlation of how they were going to perform on ISAS. And it was a really hard thing to do to pull that away and to move into this because this is what the data looked like right away. Lots of red and that pissed people off. People were very frustrated by that and understandably so. But to me, we're getting better information because at the end of the day, if if kids have some of these gaps when it comes to literacy or math, that's what we need to attack instead of just being

049satisfied with the fact that like things look good on paper. Like we we need to drill down and figure out what it is. So when they're in 12th grade, they can read and comprehend things in a way that's going to support them to be able to, you know, be out in the real world and do what they need to do. So it's hard data to look at sometimes. Uh but at the same time again I go back to like but we're growing and I'd rather have this data and have it not look great but know what we need to attack and support kids with than to not have >> so the problem that we were facing before is we were scoring in the 60th and 70th percentile in Iowa assessments which is not good enough

050and but the data on our ready was coming back in the 80th percentile. So then when we try to have these conversations about like what do we need to work at >> that what was we were being steered back to is like well look at our look at our I Ready data we were doing so much better. We're just not scoring as well on the ISS one but our I Ready data so much better. >> So then we took away the I Ready test and we're said we're going to go to this test which is probably over identifying the other way but at least it looks like this which then kind of makes you say okay yeah we do got to do something different. We do got to change. we do got to, you know,

051so that was kind of the intent behind it was, you know, let's find something that maybe identifies a few more kids so we can so we can figure out why our Iowa assessment scores not as good. We've seen our Iowa assessment scores go up. So, so I think the end result is is good. Like that's the thing is you don't want to make people and the bad thing about it is we do have some teachers that feel very frustrated by this data because they they've been working their butts off and they see this data and it's kind of like a slap. But in reality, like we don't want them to look at it like that. We want to look at it like, all right, well, like we just still got to keep going. Like we

052got to get we got to keep getting better, different, you know, like that's, you know, just kind of that continuous, you know, change. And I think we've implemented a lot the last few years between uh between you and um science of reading curriculum and now we're looking at bringing in a brand new um curriculum for literacy, you know. So, I mean, we've we've changed up how we do our how we do our intervention. Um, we've added EL. Um, next year we're gonna do something a little different with TAG because we want to continue to push our upper level kids. And we're seeing our upper level kids are actually scoring really well right now because like our fifth grade for instance, we always bring a few kids down from fifth grade that qualify for junior high

053math and it's usually a handful, you know, seven, eight kids. They have over 20 kids identified for that that are going to be fifth graders next year. And so now we're talking about bringing the teacher up to them so we don't have to transport 20ome kids down to the middle school. I mean, so we're we're seeing that not only are are we closing the gap in some of our other areas slowly but closing it, but our upper level kids are getting the benefit as well. So, >> so I guess I should be focused less on seeing green and focus more on seeing the improvement. >> Yeah. I mean, you got to go from red probably to yellow first, then we'll go yellow to green. There's a lot more yellow this year than there was last

054year. >> No, I would agree with that. >> Progress, not perfection. That's right. any concerns because anytime you introduce something new, it takes time to learn it. >> Yeah. >> So, we're going to be transitioning to a new curriculum for literacy. >> Mhm. >> It generally takes a couple years generally. >> Yeah. It's interesting because that's what people say a lot like, well, expect a dip. You know, when you get new curriculum, expect a dip. At the same time, like this is year two, I believe, for UFly, and I feel like we've seen gains right away. >> No, I would agree with that. >> Yeah. Yeah. >> And I and I think the new curriculum that we'll get is is very different than what a lot of our teachers are currently using for their instructional

055materials. And so I just think I think a lot of the most of them have been through letters training. Some of them have even been through like the second course of letters. and I think they'll get some of these materials in their hands and be like, "Oh, this is how I can integrate some of what I've learned through my letters training." So, I just feel like that's going to make it a little bit more successful of a transition than maybe a regular curriculum implementation. >> Do you see the difference though, I guess, between buildings and the fact that like Craft has been using some of this and you've seen the gains with UFly. Y >> um but then you look at um Titan Hill and we're we're seeing not quite as much um growth in

056those areas where the the training is a little different for literacy. Correct. I mean you're not as focus on the letters training like you are early on. It's it's different up here, right? >> Yeah. There'd be some different different thing, right? Not as foundational, right? Yeah. So is that I would imagine that's a little more challenging even not just for the students but probably for the teachers as well >> just as far as like taking on the curriculum and the PD. Yeah. >> Yeah. I mean second grade second grade is implementing Ukly and you can see the gains there. So I I don't it just >> it just leads me to believe that once people get some of these structured literacy materials in their hands I think it feels very promising. >> Okay. >> Yeah.

057And I just talked with I was I went to Hi Ve um get those brownies for board appreciation week by the way [laughter] u and as I was walking out one of our craft uh title teachers was walking out and she's going to be on our sciet committee and we were emailing back and forth today and talking and she had made a comment. She's like well have you seen our data? She's like and and I'll tell you it's like it's the first time I've I've heard her talk about the date like because she's you know craft they're very proud of of the games that they've seen and so um so I think that once there I mean there will be an excitement like once we get some they start to see those gains it's going

058to be adapted a little bit easier. They're going to buy in more. we're going to see better results, you know, >> and that's the thing I don't want people to lose sight of. Like there's there's pockets. I I do encourage you look through this and look for the the pockets where you can find things like that because if you look at like craft for example, last year kindergarten and first grade, they ended literacy 51 and 46% proficient. This year 70% and 57% proficient. Like that's huge. And they have they have worked really hard. They've had to go through a lot of challenges. Um and they should be really really proud of that. And then in math, um, kindergarten end of the year 56% proficient, first grade 51%. Then you go to this year, kindergarten end

059of the year at 65%. Um, and then first grade 53. So not as huge of a jump in first, but still a gain. Um, and I just think that that they they should be they should be excited. Like while we're not 80% yet, but like that's a big deal and it's a big deal to them because they've worked their tails off to to get there. And so I think that I'm glad you brought that up because I don't want to end on a note where people feel like it's like, oh well, you know, people have worked really hard and there's some really positive places to look in here, too. >> So since second grade is getting ready to implement you fly and use it more. Y >> have you guys thought about doing peer-to-peer discussions

060utilizing kindergarten and first grade teachers to talk to the second grade teachers? >> Yeah. second grade has been doing UFly, which I think contributes to why you see that kind of K through two, you see that growth. But I'm glad you brought that up because we have done some of that. We've brought um teachers from here down to Craft and they've got to observe and then the coaches have done a great job of like within their own buildings too, like helping different teachers observe while they've done lessons. And I think that's been >> really powerful to be able to observe your own peers do something, you know, instead of somebody telling you how to do it. Yeah. Any other questions for Dr. Herman? Thank you. Move on to 6.02 finance report. >> I don't think

061I pulled yourself up. Let's see. Yeah, it was different. I thought it was just for PowerPoint. The screen up there is different color. >> Uh, okay. So, we have our year yeartodate uh expenditures. Um, everything is looking good in the general fund, the management fund. Um, one of the things I did want to point out, um, if you're looking at the PEPO fund, um, that does look a little bit like we haven't used a lot of it. Um, and that is because we'll be using the PPE fund, uh, for the portion of the activities building that will not, uh, be the donor or the bond. So, um, that is why that those funds have not been uh, spent yet. Um and then uh we'll get ready here to make our first debt payment off on

062the bond payment bonds that we issued last year here this next month. So that amount will increase there in the uh debt column as well. So everything is uh trending really nicely for our year to date. Um, so I wanted to touch on tonight uh Senate File 2472, which is the property tax reform. Uh, the governor actually signed that yesterday afternoon. Um, so just some SL some little overviews of uh what this bill entails for school districts. So, the uniform levy is uh currently the 540 levy that we discussed um a couple weeks ago when I presented um our budget. Um it is set to decrease for FY28 to $510 and then uh to $4.90 in FY29. So what that means for us is that the state will be taking on more of our funding

063instead of the property taxes from that aspect of the uniform levy. Uh the tax increment financing tiff. The change there is that it adds the school uniform levy to the list of levies that are exempt from tiff. Um so that will help out uh that decrease as well in some of those areas. The unspent authorized budget, the UAB, is limited to no no more than 35% of the school districts authorized expenditures. This one is a big deal for some districts. Uh but for us, it is not. Uh currently our unspent uh authorized budget is a little over 8% um as of the end of last fiscal year. And then we are trending upwards, but um at no point in time do I ever expect to get towards that 35%. Uh the homestead credit, there was

064a change there that converts the credit to a 10% exemption. Um it's a $5,500 minimum up to a $20,000 maximum. It does leave the current senior and military exemptions as well. Uh, one of the things that I might be most excited about is the taxpayer statements. U, those are the statements that come out uh, in March and the change is to simplify and make them easier to understand. So, super excited about that. It's also going to provide taxpayers with their change in property taxes actually do. And then the one thing it does remove is the requirement for the county to mail them. They still do have that option. That's at the county, not with us, but they uh may post them online instead. So, those are kind of the overviews that we'll be seeing uh

065as we go into our budget for uh FY28. Um Lisa, if you'll go to the next screen. The other big thing that is part of this bill is save. So there are changes with the save. So the first thing it did was extend it to 2071 which uh I think is beyond any point that I will ever have to worry about that now. Um but the thing that it did do was it did accelerate the diversion of save revenues towards the property tax relief components. So um the chart there on the right side currently for FY26 7.1% of save is being diverted uh to the property tax relief funds. FY27 that will increase by four 5.4% to 12 a.5%. The following two years are each 2 and a.5% increases. Then we randomly increase by 5%

066and then back down to two and a half percent for a total diversion of 25%. So for us over the next 24 years it a diversion of over $14 million um if our save revenue does not increase. So um across the state, so if um sales tax revenues do not increase, then we would lose over $14 million in the next uh 24 years, which is approximately 18% annually. So not great news on that aspect of it. Um we do have a save bond. So currently um everyone is concerned about what is going to happen with the bonds. Um the S&P on May 3rd I believe it was uh placed all Iowa schools on a save bond with save bonds outstanding on a credit watch negative. So what that means is that right now we have

067an A+ credit rating for our save bond. So they have put us on a credit watch and within the next 90 days they will reassess our bond rating and could uh decrease our bond rating. Now uh they will be reviewing uh the bond coverage using a 0% growth factor. Um so that's the same thing that I just showed you on that last slide that we would lose uh $14 million over the next 24 years. So probably why people that are holding our money or holding bonds and we need to pay them back are very concerned. But right now um currently our bond coverage on our sales tax bond is 2.4%. The projection that Piper has given us the lowest that we will drop to is 1.92 and Piper is projecting that we will be okay

068um and everyone that is above a 1.25 25 should be okay. Everyone below 1.25 uh will be um having some concerns. So, over the next few weeks, uh we'll be having conversations with Piper um because there are a couple of options uh to if that would cause our bond rating to decrease. We can look at spreading that out. Now, obviously, since uh save goes out until 2071, not really what we want to do. I don't think that we will have major issues with our bond because we weren't using that significant amount of our save revenues for it. Um, but that is something that we will be uh continuing to work through over the uh next 90 days. So, but hey, the taxpayer statement is >> easy to read. Um, one of the things though to

069that they did do that was a a net positive was for us is they did change the so if you guys remember when we were running the bond general obligation bonds can only be done in in even numbered years and they did change what they did change was it used to be in the general election November general election in even numbered years now you can have a special election in June. >> No, they did not pass that. They pulled that at the last >> Oh, they pulled that out. >> Yep, they pulled that. Oh, never mind. Sorry. I still don't get that. >> Nope. >> So, >> you had me up here. >> Yeah, that was on the list. >> I even double checked in AI. I'm like, did they make sure it says yes,

070Iowa property tax legislation at a new June special election for local bond issues. >> Oh, well, that's why you can't believe AI all the time. >> Oh. >> Um, so a couple of the things that were not in the bill. um it does not require the state to take over the additional levy. So there's the uniform levy, the 540, then there's the additional 170 levy. At one point in time, there was conversation in the bill that they would take that over. That did not go through. Uh it does not lower the voted levy maximum uh rates like when we talked about PPE's uh maximum rate being set, they did not put that in. Um it does not require a 60% supermajority vote of the community to bond against save. That was a conversation piece that

071was happening that was not in the bill. Uh nothing with the management fund. There was a lot of conversation about that. And then uh the uh last thing on the list was there is no second bond issue election date in June. So, >> never mind that. >> Sorry. Darn it. I thought we got one nugget out of there. >> Nope. >> Yeah, we did. We got a easy to read tax statements. >> Okay. Oh, sorry. >> Have you seen them? >> No, we still have to make that. >> Then we don't know. [laughter] >> I know whose definition on our on our uh on our levy hearing to talk about roads and trees. >> Yeah. So, hopefully not anymore. >> Okay. So none none of the changes impact any of the board's authority for like

072local taxation. >> So the one would be the uh it's not your authority, it's the state's authority over the uniform levy, but the uniform levy will obviously drop. So our levy in return should drop. >> Okay. >> But you don't get to set that. >> No, >> the state sets that. So >> nothing that Yes, correct. nothing that you actually >> isn't it did they did they pass as part of the bill then the provision that requires boards to pass a a um a board policy that dictates that spells the terms of what they want their UAB to reside within. >> Yes, that is in there. >> But we already >> So you guys will have to pass a >> We already have a policy, >> right? So but does it say the specific limits?

073Yeah, we have them. >> Oh, the range. >> I mean, I'm sure they'll come out with a better >> probably. That's what everybody wants to be in. >> Yeah. >> Okay. Any other questions for Miss Price? >> Thank you. All right. We'll move on to 6.03 Superintendent Report. Uh, just have random updates here. Um, the athletic building. So, if you guys went over there, you see they have it completely torn apart. They have the dirt in there. It's settling. Um the new metal um for the current section will be here they think the second week of June. So they'll be able to start reconstructing the current building and then the new building will be here like the second week of July which is about a month sooner than they thought maybe it was going to

074be here. So that's that's a super big positive. Um the wait room the the wall is 100% out. They're now fabricating the giant beam to be able to be retrofitted for our space. So, that's going to be done here soon. Uh the middle school, they're gearing up. I mean, I think that the second that teachers are out of our lot on the 27th, they're going to be rolling in to start taking it up. Their goal is that the whole thing's out by the end of that week. So, teachers are done on Wednesday. I think by by that weekend, you'll see a lot of that lots just gone to the middle school. they want to get after it. Um, weather pending, of course. Storage units underneath the bleachers, we had a little snafu. So, we on

075everything we looked at, Paco and everything, the the bleachers like the looked like the field is actually on the high school property. So, we submitted the permit with the high school address. Well, it ran through and a month later we got noticed that we put the wrong address. It's actually on the middle school property. So now they want us to re resubmit the entire thing again and have it go through everything all over again. So um so we're trying to reach out to different people to try to figure out how we can bypass because everybody's good with it. We just had the wrong address which means now it goes back to the bottom of the pile to then get filed through. So and it's just storage units. So we're hoping that we can get it

076go through quickly. Um SRO interviews. They did SRO interviews uh all uh daytoday and so hopefully we'll know by the end of the week who our SRO SRO is for next year. So as soon as I find out I'll let you guys know. Um legislation there's two I mean several big pieces. Obviously the tax bill was was a big piece that passed. Another one that passed that is getting a lot of headlines right now and they we actually had a webinar on it today was eighth grade sports participation. So you can now um eighth graders can now participate in high school sports. So we've been having conversation about what that looks like for us because I get smaller schools when you're fighting for numbers. You know, the the eighth grade could really, you know, potentially

077help out. Um we've had eighth grade and foot or uh baseball and softball for a long time. Um because it's kind of like, well, once you finish that last day, you're technically a high or high schooler. So they've already had that ruling for a long time. So now the question is is do seventh grade now qualify because to play baseball softball because you know if eighth graders were considered ninth graders at the end of the year are seventh grader considered eighth graders at the end of the year. So now can seventh graders play high school uh baseball and softball. >> Um we're going to wait to see how that one plays out. I do know for the rest and this is the conversation I've had with Mr. Dermody and as we're talking through this and

078maybe some other schools our size how they're dealing with this is we're going to treat it just like we would any other athlete they are um you know like right now if you're a ninth grader and you try out for basketball and you make the varsity squad you're on varsity but if you don't make the varsity squad then you're probably playing ninth grade basketball right so we'll allow eighth graders to try out for varsity sports and if they don't make it then they still have eighth grade middle school middle school sports I think you could potentially see um eighth graders in in sports like bowling um potentially wrestling and those in those smaller weights. Uh at our school, not soccer. We have a ton of soccer players, but potentially soccer. You know, we're thinking swimming's

079probably one that you potentially will see some eighth graders in. Uh but outside of that, I don't really participate I don't anticipate seeing many eighth grade football players. I just don't think that that's probably going to happen. We don't we don't have many ninth grade football players that play varsity football. So, I don't think that that's going to happen. Um I don't think you'll see many eighth grade volleyball players because we have a ton of volleyball players go out. I don't know that you'll see many eighth grade boys basketball players. You may see some eighth grade girls basketball players just because again numbers are are a consideration. So, um but at the end of the day, you probably won't see a lot of eighth grade track kids qualify for for varsity sports. Um, so that's

080one of the things to to just kind of keep your I mean we're just going to kind of learn as we go how that works, but right now we'll allow them to, you know, I mean, we can't really not allow them. I mean, that's what it says as eighth graders can play. And so I think we might be putting ourselves at a disadvantage if we didn't at least give them an opportunity to try out like like every other kid to be able to play. And if they don't, then we have very successful middle school programs that they participate in. So, so that's just that's an interesting one. Um, and then the other one that's kind of a big one is student behavior. So, they they passed a student behavior bill. And the original one made

081me really nervous. This new one's not as bad. So, essentially what it is is is if a student if a teacher removes a student from their classroom, we now have to have a committee um that that is kind of developed um with and they kind of spell out who's on the committee. It's basically teachers, other teachers that are part of this committee and then the committee would meet and decide and review the facts and determine whether or not the student go back in the classroom. So in the past that was 100% on kind of the you know the principal administration. You might have some people at conflict like the teacher might say I kicked him out of my classroom. I want him back in that teacher's like you kicked him out for walking around his

082desk like he's coming back in your classroom like he's not making you know and and that's the thing is you would have kind of this back and forth between the two. Now, there's a committee that's going to step in and review the facts and say, "Listen, you know, Bubba really wasn't doing that. You know, he he wasn't having that big issues. We're going to put him back in classroom." But then they might also make recommendations to say like, "Hey, they might need some support from a teacher uh a teacher leader to maybe model some classroom classroom management or how to interact with that student or something like that." So, um, so a little bit more of a collaborative process, which I think we're all fine with. But, um, I think that was the that was

083the fear, right? Is you have different teachers that have different levels of comfortability with things, whereas I might be perfectly fine in my classroom with the kid walking around the desk or, you know, tossing papers at each other and be like, I'll knock it off. Another teacher might say, that's enough. You're out of my classroom. You know, and we do see that from time to time. I was administrator. a lot of conversations were had about like, you know, hey, what's appropriate behavior? What's not appropriate? What's behavior that maybe you deal with and what's behavior that maybe we deal with at the office, you know? So, um, just we're going to have to navigate that. It's just one more thing for us to navigate. So, >> just a quick question on that. So, do we have

084space at each building for students that are removed from their classroom until the committee meets? Uh so how the rule states is they're not allowed to go back to that classroom until the committee meets. So like right now if a student gets kicked out of an of an elementary class um there really is one space the office and they might be out the whole day until until the committee or the teacher decides that they can come back. So, and we do have students right now. If you go to Titan Hill and you walk in the office, there's about four or five students every day that are sitting in the, you know, in the office and they're I don't know what those numbers do because of this. I would say the vast majority of teachers are

085just like, you need to get out of my classroom. You need to chill out for a while and now you you can come back. You know, they'll say you can come back, but the ones that are like, nope, they can't come back and we got to get a committee together. Yeah, we'll have to find conference room space or something. Middle school and high school is a little bit different because if they get kicked out, they just have to make it to the next period and then they go to the next period. So, >> so it's not and then the committee's got to meet before the next day when they would go back to that teacher in that classroom. So, >> the biggest thing is is we're going to have to f find people who want

086to be on this committee because you're potentially meeting, you know, anytime a kid gets kicked out of the office and a teacher doesn't want them back in their classroom, which may not be that often, but it may be really often. I don't really know. Do we have I was going to say do we have any numbers >> um like to give us a general direction of >> not that we can we can track number of students that were sent to the office but we don't have a provision right now that says whether or not those students >> went back to the classroom if a teacher said no >> we went back because sometimes the the principal will say you going to be in here you know a good principal will go down and have a

087conversation with teacher and been like hey Jimmy came down hung out with me for a while sorry parents if you have a Jimmy um came down and talked to me for a while. We're he's in a good place now. He's going to apologize to you and he's going to come back to class and the teachers are usually pretty good with that. So, you know, I don't Yeah, that data has just not been collected because that's not been a >> been an issue so far. >> Is that still an option then or does it have to go to the committee? >> It only has to go to the committee if the teacher does not want them back in the classroom. Got >> correct. Okay. >> Yeah. Some of the other bills were pretty they were they

088were pretty intense. Like there was one that was if you get removed three or more times in any semester then that student has to go to an alternative school. >> And I'm like well that's ridiculous. Like wow >> because we have some kids you know that like little Jimmy that he might leave my class on a daily basis cuz he needs to go for a walk you know because Jimmy has ADHD or Jimmy you know Jimmy needs to reset. Jimmy needs to go on a walk, then he's, you know, so I might say, "Hey, Jimmy, go to the walk to the office," you know, but that that doesn't mean I want him out of my class forever, you know. So, but there were some pretty hard fast rules in there like three strikes, you're literally

089out and then the principal's got to find an alternative setting for you. Like, and so then it was going to force teachers to be like, "Jimmy really needs to leave my classroom right now, but it would be Jimmy's third strike and he would be gone. So, I'm just going to deal with Jimmy right now when I know that I can send the office for five minutes, he can come back and we can reset >> and we would be good to go. So, you know, sometimes, believe it or not, sometimes when legislators hear concerns, they try to solve problems based upon what they think what they think would work without getting all of the knowledge about what might actually work, you know. So, that's just sometimes though, I think. Right. So, >> I was going to

090say I guess my concern was that they're removing power from the administrator and putting it into a committee instead. >> Yeah. So, >> that is correct. Yeah. >> Can they still and I speak from experience, but at at the middle school level, both of my kids had like a pass that would allow them to leave to go to the office for a decompression. Mhm. >> Is that >> you can you can do that now? You can still do that. Yep. >> Yep. This only really applies if you have a kid get removed from a classroom >> and a teacher does not want them back, >> you know. So, and says they're not coming back in my classroom. Then the committee would get back together. And I don't really know. They haven't really put out guidance.

091I don't know if the committee can say Jimmy's got to go to another class or or the committee says Jimmy's got to have a >> par or something. Well, they can't really do that because they're not special education, but you can say like >> Jimmy needs to uh go to a >> a different school, you know, then we'd have to find him a different school set. I mean, I don't really know. We're waiting on guidance on that. >> Please don't tell this to Timmy because he'll end up talking every class, so he's just got to go. >> Don't Don't do that, Timmy. Don't be watching Timmy. So, it's all my Okay. >> All right. Then we will move on to discussion items. So 7.01 athletic building security cameras. >> So these are um the athletic

092building right now doesn't actually have any security cameras in it. Obviously you're going to invest that much money in a in a building. You want to be able to have um some security systems in place to be able to monitor it. And so um what we what I asked uh Prime to to develop along with our uh engineers designed the building is architects designed the building is to have a um door access. So it tells us who opened it on every exterior door and when it's open. So that way we can monitor access. We can control keys. The goal is that we don't have to hand on any physical key to this building. There won't be any physical keys outside of what the maintenance has. It'll all be key cards. So then that any point

093we can shut them off, turn them on, do whatever. So that way, you know, Bubba comes and pick up Bubba. Bubba comes and borrows a key. We see Bubba's keys unlocking, you know, Bubba's kid borrows his key to unlock it and lets every every every one of his friends in there and supervise. We can shut Bubba's key off, you know, so we'll be able to do that. But then the cameras in the two main areas kind of like we have in the gym. So they're not actively they're just there in case you know something bad happens. You know we can be able to to to monitor. I know that sometimes you put stuff in a gym people get a little bit nervous about um you know whether or not I just tell kids like that's

094why we have locker rooms like you change in the locker room you don't change in the gym you know. So, but the cameras will be in the two main areas and then in the in the in the hallway and then on the exterior on the corner all four corners of the building will be exterior cameras because the parking lot cameras can't see the access road past the building. The building blocks it. So, I need some cameras on that side to be able to kind of monitor that road back there and then to monitor the area kind of over by the the scoreboard as well. So, >> I would say I'm not as concerned with Louis Central. I think Iowa Western being in there. I could see them using the main area as a locker room

095just for space and they could potentially >> also guys are really comfortable sometimes around, you know, each other. So, >> right. >> Yeah, >> that that would be my only thing. Again though, I feel like high schoolers are a little more mindful around going to the locker room. >> They are. It wouldn't be So, like right now, our middle school, they do the same thing. If you walk in there on a on a visiting football day, they're all the the visiting teams all actually change in the gym in the middle school gym and they don't really care who's watching or anything else. I mean, there's windows up in the cafeteria. There's cameras in the gym. They just kind of do their thing. I just make sure I don't, you know, if I have to search

096for something, I just don't look at that time period. So, but we let them know. That's why they have locker rooms, you know. So, you can change in a locker room. Is that the construction company that has a camera outside the athletic building right now on the post or is that our our camera that we have >> outside the athletic building on a post? >> Yeah. So, if you go around the road that you're not supposed to drive around anymore, there's a a wooden post up with like a ring camera. Is that for the >> Oh, that must be them. >> Okay. >> Which I don't know. They have equipment, but I'm like, yeah, that's fine. Like, that's good. >> Yeah, >> because they have their trailer back there, so I bet that that's probably

097what they're watching. Okay. I was just curious. >> And how did you find that out, Tim? >> I was driving on the road that should not have been driven on [laughter] because I wanted to see >> he's a board member. >> The progress how to do this. So it says authorized personnel. He is authorized. So >> just giving you a hard time. >> None of you are. So >> So yeah. So any questions about that? >> Well, you can keep track of vandalism. >> Yeah. >> A lot easier. expensive equipment. So, >> yeah. >> All right, we will move on to 7.02, middle school parking lot cameras. >> So, same thing. This is a a there's five poles out there. So, this will be a camera in each one of those poles or camera system.

098It's not like one camera. There's actually four heads on a camera. So, you get four different cameras. And then this is three. So, the three entrances at the middle school, the operations building, and the two outside the middle school all have license plate readers as well. So if a car comes in and accesses our property, anywhere from the high school through the middle school operations will have a really good chance of catching their license plate. So >> all right, 7.03 Iowa Western 28E agreement. >> So we've had a 28e agreement with Iowa Western. This is an updated one because the old one didn't have factored in. They just it only had a sharing football. didn't have anything about like baseball, softball, or swimming. So, this new one just has baseball, softball, and swimming. Same terms

099as before. Essentially, there's a rental fee of each season of $2,000, which ends up being a wash per sport because we rent baseball, softball, they rent football, swimming. So, it's pretty much a wash. But then the the main thing in there is 20% of facility renovation costs um by the partner. So, this is how it's worded in there is it's it's agreed upon renovations. So, if Iowa Western decides that they want to do something in the baseball softball field that we really don't need, like we have no interest in it, then we'll just have that conversation with them and say, "We don't need that. That's 100% on you." But if it's something that has a mutual benefit, then we can say, "Yeah, we're we're then you're going to pay the 20%." So, I let them

100know the pool has an awful lot of needs before we uh move forward with this. They understood. So, it's going to be cheaper than them building their own pool. All right. Any questions on this one? All right. We'll move to 7.04. Board policy 100 series updates and review first reading. >> Um Oh, I should have factored this in. You You probably don't have assembly, do you? >> Okay. So, was that Did everybody get those emails for Assembly? Y. >> Okay. >> So, if you go to Assembly, this is a first review anyway. So, um, it's the 100 series that need to be reviewed. There's a few in there. So, when you click into assembly, it'll actually, if you click on the policy, you'll see all the policies that are in yellow are the ones that

101are in in uh currently in u draft mode. And then if you click into it, you can see all the changes. The beautiful thing about simply is it tracks all the changes. If there's nothing like there's no highlights or anything on it, it means the policy didn't change from what ISB had before and what we had. So, it's just a review. If if something changed in it, then um then it'll all be highlighted in there. I'll try to um I'm not done with my kind of my recap sheet of things that have changed. So, I will finish that and send it to you to know exactly which policies have been updated. And then there's only one outside the 100 series. It's the 803.1. And so, this is basically how we get rid of obsolete equipment.

102So, we used we used to have a uh uh this is probably the biggest change in any of them because we used to have a um $5,000 limit. Well, there's I mean anymore like to to cover qualify for a $5,000 limit is not very much, you know, as far as what something's valued. What we ran into was buses because our buses may on paper may have a value of above $5,000, which means that we have to put it on a an auction site. Um, but the problem with the auction site is there's no minimum. So, if we throw a bus onto Purple Wave, somebody could claim it for 50 bucks or 100 bucks or 500 bucks or whatever, and if we took it to the scale and dropped it off, we'd get 1,500 bucks at

103the scale. So, we just want to have a little bit more for some of those weird things. We want to have a little bit more of a of control over what we can do. If we can advertise it, if we don't get the price we want, then we can still take it to the scale. So by moving it and ISB's recommendation is $20,000. So by moving it to 20,000 than the things like the bus or maybe weight equipment or some of those other things that have that weird where the technically valued more but nobody in the right mind's ever going to pay that then it gives us some flexibility as far as make sure we can get the most value out of it. I mean we want to get every dime we can. And if

104the and it just so happens that taking it to the recycle center is going to give us 2,000 bucks and you know somebody otherwise is going to give us $500 to purchase it. Like I'd rather have the 2,000. So, but >> it still has to be advertised, right? >> Still has to be advertised. Yep. So, we can still advertise it. We just don't have to have it on an auction. Right. So, we can advertise it. >> You're not tied to them. >> Correct. And if nobody bids what we think it needs to go for, if we have a a record price of $2,000 and nobody's going to give us that and we advertise it online for a while, then we can go with the record price of 2,000. But if we go with like the

105online auction like they want us to do right now, then we're kind of stuck with whatever we get. >> So, and there's no vote on this. So, if you haven't been on assembly and kind of toolled around to see what things look like, take the time to go through and review. >> And if you want, I mean, I can always walk you through it, too, if you want to come in and I can walk you through it. It's that'll be how all our policies are moving forward because it's so much easier for me to make sure they're updated in a timely manner, not only from IASB to our policy, but then the minute you guys vote on them, I can go and click the button and now they're live online for everybody. So before it

106was a lot of I had to send them to Anna, Anna had to upload them. Sometimes wires got crossed and she uploaded the wrong, you know, we just it is what it is. So cool. >> Well, can I tell you that when I started, when we had policy updates, we would get a notebook that was about yay thick and every board packet that was handd delivered by the superintendent would have board policy updates that we had to go and put in our board policy notebook and keep up to date. >> So, this is awesome. >> Okay. Bubba probably still wishes we had the notebook. >> Hey, no, no, [laughter] the notebook works for me, but >> there is more policy binder out there, Bubba. >> I I do understand. >> I've got an outdated one

107if you want to go through it. >> All right, moving on to 7.05 2026 27 board meeting dates. >> So, here's the meeting dates is I'm going to recommend them. So, one meeting in July, it kind of felt weird because it was like the Monday after Fourth of July, which for us is considered the VC is considered the vacation day. So, I didn't want to have to have, you know, Lisa and Andrea have to come in on a board meeting. I'll be here anyway, but you know, on a vacation day. Um, so we moved it to next week. >> Then August has three of them and it's only because of how Labor Day fell. So, it was we wanted to make sure we still had, you know, kind of two meetings of September, but because

108we weren't able to get both of them there because of Labor Day, we ended up doing the 31st of August, the 21st of September. And then the only other odd one is in January. Um, my in-laws uh did not take into consideration our board meeting dates um when they uh planned our our family extended family vacation. And so, I'm not allowed to miss that trip. Otherwise, I would use a board meeting date. So, if you guys want to go against me and say, "Yep, we want two meetings in January," I will I guess one less Disney cruise for this guy. So, um but then otherwise they're pretty consistent. >> The May date should be May 3rd and May 17th. >> Oh, did we have that wrong? I missed it. And then I can never remember

109when's dead week for Iowa. >> The last full week in July, I think >> it is. there's like an extra Friday added on to it. So now it's like 10 or 11 days. >> The only thing I know is usually I'm gone the week of whenever the dead week is. So >> week of August 3rd or >> I think August 3rd is the first day at camp. So that'd be the day back. >> Okay. >> Yeah. So just make a mental note that it's May 3rd and 17th. That's correct. >> Thanks for catching that. on the calendar. >> All right. Any other questions on these? >> Could we potentially look at just moving the extra August one to the Tuesday following Labor Day? >> Yeah. >> Rather than having three in August. >> Yeah. You

110guys, >> they're still all two weeks apart. I think I like the August the way it's set up only because if something needs talked about with the because we'll be wrapping up >> well by the 31st everything better be wrapped up with but with the >> middle school >> um stuff and the facilities I I thought the same thing like should we push it back? I'm just looking at that August to September there's three full weeks in between then >> that >> right >> my guess is if we have anything come up with the >> bond items we either way so that is one of the things that we have done the last couple years with uh Labor Day um we tried one time to go the full five weeks and it is >> obviously

111that's when we're hiring a lot of classified staff Bills are coming in like uh crazy. So, >> say whoever has bills that week, good luck. [laughter] >> It'll probably be this guy. >> You just shot yourself in the foot on that. >> I did. >> And then we weren't as concerned with the January one obviously because of winter break being in there. >> Yeah. All right. Any other questions, comments on this one? >> I'm all ready, didn't we? >> Okay. So, then when we vote, do we say the May 3rd? >> You can just say as as amended. >> Okay. As amended. >> Yeah. >> All right. Then we will move on to 7.06 SCAK committee approval. >> Um, so our SCAK committee, we have to meet at minimum one time a year. Um, so

112we're looking to this J this June will be a pretty big one because we want to go over all of our um changes to our strategic plan. So we're going to go over strategic plan changes. That's really what we're going to get feedback on. Um, we'll touch base with everything else that's on here as far as major educational needs. Essentially what it looks like if you haven't been to a SCAK meeting is we give a presentation much like what uh Dr. Arman gave tonight on our performance. We have a discussion about it. Um and then we discuss how you know our goals we're going to do about performance and then actually it's going to line beautifully with our strategic plan because we're going to have one about student performance um data feedback one about uh

113uh culture climate which will be a lot about student discipline and and bullying bullying harassment data. And then we'll get feedback for that. And then um the last one will be finance and facilities and we'll get some feedback on that as well. And then that'll kind of solidify that way. By the time we present to you guys to formally adopt our strategic plan, we'll have had input from staff members, community members. So, it should be a um you know, pretty well-rounded plan. So, uh, but our committee, if you go to the list, uh, as you can see, the hardest one to find are, you'll see a couple familiar names up there, and it's because the hardest ones to find are, uh, students, and so if we have a connection that we can make a student

114come, then we'll grab them. Um, if you guys have any other recommendations, we can throw them on as well. But those are our parent community members uh, that we have up there right now. and then admin staff, uh, certified teachers. So, we tried to make sure we had a TAG teacher, an EL teacher, special ed teacher, elementary teacher, middle school teachers, high school teachers. So, we kind of get a a wide variety. U, we got an industrial tech teacher. So, we want a careers teacher in there as well. So, >> is this bigger than we typically? >> This is typically what we about approve and then who ends up showing up is way less. So, But we did, I mean, we made a lot of phone calls, text messages, and emails today to all of

115these people, and a few of them aren't going to be able to make the June meeting. Um, but they've said keep them keep them on the list because the we're anticipating having regular meetings instead of just having the June one with our strategic plan. We know we want to have a late fall meeting and then we want to have a spring meeting as well, so we can kind of touch base with them twice. So you'll see um we won't have all of those people come to come to June, but they'll be involved um hopefully at the next meeting. So, but really we had the majority of these people that are up there agreed to come. So I was happy, but it's hard. There's a lot of stuff going on. We had a balance. We originally,

116if you looked, we originally on June 9th, we had to move to the 16th. We had baseball games, national dance competitions. We had um people going on trips, vacations. I'm like we would only had like I think Dr. Hartman and I would have been alone in the room. So I was like we [laughter] better move it. So one week later we got the majority of them. So it was nice too because for us to be able to reach out and everybody was like oh I'd love to do it but the ninth doesn't work. And I'm like how about the 16th? So kind of got them locked in then because they're like >> you can't come up with two excuses. >> Yeah. There's you're not gone two weeks in a row. Come on now. So, >>

117so was it on the 9th or the 16th? >> 16th. >> It was on the 9th when I sent this out and then after we found nobody available for the 9th, then we switched to the 16th. >> 16th and 5:30. >> Okay. Any other questions? >> 7.07 shared services agreement with Central Education Foundation. Oh, one [clears throat] thing too with the SCAK that I wanted to bring up is right now Tim's the only one that's on the SCAK um committee. So, we can't have up to three board members. So, if anybody wants to add their name to it, you know, you just Does anybody want to add their name to it? Anybody else interested in coming? >> When is it? >> I'm out of town the 16th. So, >> I am too. >> Likely story.

118Good >> excuses, guys. I'll >> I'll be in Gulf Shores. >> Oh, you know what? We're thinking about going there. >> Yeah. Nice. Uh, but just to keep that in mind, you guys don't have to add on to it now, but when we have the fall meeting, if somebody else wants to come, you could just always just show up. So, as long as we don't have more than a quorum there, we're good. So, okay. All right. Then we'll move on to shared services agreement with Central Education Foundation. Um, so this is something that, you know, as we're trying to help the education foundation kind of get off the ground, you know, and become a a fully functioning operation rather than, you know, the a volunteer organization. Um, we actually had an opportunity and like I

119said, anytime we have somebody resign at the school here, I look at a resignation as an as a potential opportunity. So I always take a look at what can we combine? Can we change, you know, job roles? is there, you know, can we do something different? You know, like and so every single time that somebody resigns, I I think these guys probably like, "Oh man, what's what's B Sprint going to do now?" Cuz I always take the role, kind of shuffle it around, and then we do something different. So like for instance, when um Anna decided to retire, we kind of took it her role and responsibility and actually accounts payable is going to go to somebody else, which opened up a big portion of their job that we kind of had to fill. And

120so we looked at we were going to add some HR stuff to it. Um but it still wasn't going to fill the hole that that accounts payable um opened up. And so I went to the foundation and said, you know, are you guys you guys could use some, you know, Megan Conlin, the director, could use some help. Um but there they've been at a place they've actually had this conversation to go to their meetings where she would love to have an assistant, but they just don't have the there's only there's not enough work right now to hire a full-time assistant. So I said, "You guys need an assistant. We need to fill some time. Why don't you guys Why don't we work together on this?" So they're actually going to buy the proposal for them

121to buy 20% of of the new Anna's time to then do what the foundation needs them to do. Um, so it's great because now we get a little money back from them, but at the same time, their schedule's full. The foundation gets some additional help, which they they're in house anyway. So it's kind of a win-win for all involved. So, any questions on that? All right. 7.08 Superintendent Evaluation. Close session is recommended to discuss superintendent performance goals and complete 202526 evaluation for Iowa code 21.51A. close session is appropriate to review or discuss records which are required or authorized by state or federal law to be kept confidential or to be kept confidential as condition for that governmental body's possession or continued receipt of federal funds. Do we have a motion to move to close session?

122>> Motion to move to close session. >> Second. >> Vote, please. >> Mrs. Sando, >> yes. >> Mr. Sorenson, >> yes. >> Mr. Sturm, >> yes. Miss Atkins. >> Yes. >> Mr. Bach. >> Yes. >> Mr. Wright. >> Yes. [music] >> [music] [music] >> Hey, hey, hey. [music] >> [music] [music] >> Hey [music] honey. >> [music] >> Hey, [music] hey, hey. Hey, hey, hey. [music] [music] >> [music] [music] >> Heat. Hey. Hey. Hey. [music] Hey. Hey. Hey. [music] Heat. Heat. [music] >> [music] [music] >> Heat. [music] Heat. N. >> [music] [music] >> Come >> [music] >> on. [music] Hey. Hey. [music] >> [music] [music] >> Hey, hey, hey. [music] [music] >> [music] >> Hey, [music] hey, hey. [music] >> [music] [music] >> Heat. Hey, Heat. [music] >> [music] >> Hey, [music] hey, hey. >> [music]

123[music] >> Hey, [music] [music] hey, hey. >> [music] [music] >> Hey, [music] hey, hey. [music] >> [music] [music] >> Hey. [music] [music] >> [music] [music] >> Hey, [music] hey, hey. >> [music] [music] >> Hey, [music] hey, hey. >> [music] [music] >> Heat. Hey, Heat. [music] >> [music] [music] >> Hey, hey, hey. [music] Heat. [music] Hey, Heat. Hey, hey, hey. [music] [music] >> [music] [music] >> Heat. [music] Hey, Heat. [music] >> [music] [music] >> Hey, [music] [music] hey, >> [music] [music] >> Hey, hey, hey. >> [music] [music] >> Heat. Heat. [music] [music] >> [music] [music] >> Hey, hey, hey. >> [music] [music] >> Heat. Hey, Heat. [music] >> [music] [music] >> Hey, hey, hey. [music] >> [music] [music] >> Hey, hey, hey. >> [music] [music] >> Heat. Heat. [music] >> [music] >> Hey, [music] hey, hey.

124[music] >> [music] [music] >> Hey, hey, hey. >> [music] [music] >> Hey, hey, hey. >> [music] [music] >> Glad I didn't have the mic on for that part. All right. So, at this time we will move to or we're moving back in from close session. So, we will move to comments and suggestions. This is the second portion of our meeting where we open the floor to the public for any comments that they may wish to direct to the board. We'll give it a couple minutes here. [clears throat] I thought Bubba was a member of the public coming on the [laughter] give us a comment there for a second, but all right, we will move on to action items. 9.01, athletic building security cameras. Mr. President, yes. >> Like to make the motion to approve the

125bid from Prime Secured for $54,510. >> Second. >> Any discussion? Vote, please. >> Mr. Sorenson, >> yes. >> Mr. Sturm, >> yes. >> Miss Atkins, >> yes. >> Mr. Bach, >> yes. >> Mrs. Sando, >> yes. >> Mr. Wright, >> yes. 9.02 Middle School parking lot cameras. >> Mr. President. >> Yes. >> Like to make the motion to approve the middle school parking lot camera bid from Prime Secured for $58,542. >> Second. >> Any discussion? >> Vote, please. >> Mr. Sturm, >> yes. >> Miss Atkins, >> yes. >> Mr. Bach, >> yes. >> Mrs. Sando, >> yes. >> Mr. Sorenson, >> yes. [clears throat] >> Mr. Wright, >> yes. >> 9.03 Iowa Western Community College 28E agreement. >> Mr. President. >> Yes. >> Like to make the motion to approve the 28E agreement with Iowa

126Western for shared facilities as presented. >> Second. >> Any discussion? >> Vote, please. >> Miss Atkins? >> Yes. >> Mr. Bach? >> Yes. >> Mrs. Sando? >> Yes. >> Mr. Sorenson? >> Yes. >> Mr. Sturm? >> Yes. >> Mr. Wright? >> Yes. >> 9.04 2026 27 board meeting dates. >> Mr. President, >> yes. I'd like to make the motion to approve the board meeting dates for 2026 27 as presented. >> Second. >> Any discussion? >> Vote please. >> Mr. Bach, >> yes. >> Mrs. Sando, >> yes. >> Mr. Sorenson, >> yes. >> Mr. Sturm, >> yes. >> Miss Atkins, >> yes. >> Mr. Wright, >> yes. 9.05 SCAK committee approval. >> Mr. President like to make the motion to approve the school improvement advisory committee as presented. >> Second. >> Any discussion? Vote, please. >>

127Mrs. Sando, >> yes. >> Mr. Sorenson, >> yes. >> Mr. Sturm, >> yes. >> Miss Atkins, >> yes. >> Mr. Bach, >> yes. >> Mr. Wright, >> yes. 9.06, Shared Services Agreement, Lewis Central Education Foundation. >> Mr. President, >> yes. Let's make the motion to approve the shared services agreement with LCEF for an executive administrative agreement as presented. >> Second. >> Any discussion? >> Vote, please. >> Mr. Sorenson, >> yes. >> Mr. Sturm, >> yes. >> Miss Atkins, >> yes. >> Mr. Bach, >> yes. >> Mrs. Sandow, >> yes. >> Mr. Wright, >> yes. >> 9.07, Superintendent Contract renewal. >> Mr. President, >> yes. like to make a motion to approve approve the superintendent contract as presented in close session. >> Second. >> Any discussion? >> Vote, please. >> Mr. Sturm, >> yes. >> Miss

128Atkins, >> yes. Mr. Bach, >> yes. >> Mrs. Sando, >> yes. >> Mr. Sorenson, >> yes. >> Mr. Wright, >> yes. Items of interest, future board meetings. Uh, so we just have our meeting on June 1st, regular meeting, and a regular meeting on June 15th, but then we have our SCIAK meeting that is going to change to June 16th at 5:30. >> Okay. >> Oh, one other thing uh to point out is we are actually hosting for the Pawatami County Veterans uh we're going to host the wall that heals um on our campus um over Memorial Day weekend. It actually rolls in on Wednesday uh tomorrow. Rolls in tomorrow afternoon and it'll be operational by Friday and then it's 24 hours a day uh through Monday and then they'll take it down next week. So

129if you get a chance, swing by. It's pretty cool. It's huge. So [clears throat] um really awesome that we have an opportunity to host this. So and they had a volunteer signup genius on Potco site. So, and I was surprised because I looked because they do have people monitoring it from 1:00 a.m. to 5:00 a.m. >> They do. Yep. >> So, full 24 hours shifts, but it looks like our community has really kind of stood up and volunteered for this event. So, >> that's awesome. >> Yeah. I know we had some people nervous we're leaving the school open 24 hours a day because we're going to have the volunteers are going to be in the blackbox uh entry there so that way they have access to restrooms and it's air conditioned and um and so

130they're like we're going to leave that unlocked 24 hours a day and I said well it's open 24 hours a day so I don't so yeah we'll be good but >> I think not only is it a good way to you know come and pay your respect I Think it's also educational. >> I believe the trailer doubles as a kind of a classroom. >> Yeah. >> To learn about the war and stuff. >> Yeah. There's a huge trailer classroom that comes in. Yeah. >> Very excited to be a part of that. >> Absolutely. >> That's cool. >> All right. With no further items on the agenda, do we have a motion to adjurnn? >> Motion to adjurnn. >> Second. >> All those in favor say I. I