001All right, I'll go ahead and call the meeting to order. And we have quorum with four. I do think that we have um a couple people who should be here shortly, but we will get start started first with the approval of the agenda. I move we approve the agenda as written. >> Second. >> All right. Moved by Deward, seconded by Becker. All in favor say I. >> I. >> Oppose. Nay. Passes for zero. Then we will move to our public forum. And I'll start with uh our statement on p uh our statement. Residents of the district, students attending the district, parents or guardians of students attending the district, and district staff members may address the board about any topic relevant to the district, whether on the current agenda or not. Those who wish to speak
002must sign up at the beginning of the meeting. Speaker participation is limited to three minutes once per item. The views and opinions of citizens addressing the board do not necessarily reflect those of the board, district administration, or staff. Speakers are to remember that Iowa law prohibits the board from discussing specific employees. Students or their performance. Student PE speakers will state their name and school. Others will state their name and address. Did I have any? Nope. No signups. Okay. Let me make sure. I didn't check the Zoom real quick. Oh, all good. All right. So, we'll go ahead and close public forum and move to our consent agenda. I move the board approve the consent agenda as presented. >> Second. >> Moved by Becker, seconded by the Ward. All in favor say I. >> I. >>
003Passes for zero. And I'll acknowledge that uh Director Smith has joined us. Next item are our reports. So, we'll get started with the associ associate superintendent new course proposals. Okay. Good evening. >> Good evening. >> Thanks. Thank you for your time. Uh tonight, the first thing that I want to talk with you about are two courses uh that Ames High School would like to uh offer to our students for the upcoming school year. Um these are a bit of a different time frame than we typically do course proposals. Um but I am excited about the work that the high school wants to do in these courses. Um you may have seen in the the notes for this meeting that the two courses that uh the high school wants to offer. Uh one is titled foundations
004of literacy reading and writing. The other is called mathematical reasoning quantitative foundations. Both courses are intended to be intervention-based courses in which the high school is using uh data from the screening assessments that we use, the ISAS tests that we give as well as then um more individual student data like grades or uh assessment data from courses to identify students who need additional support in literacy and in mathematics. And so uh the idea would be to use the assessment data, identify the students, pull them into at a minimum a semesterl long intervention in order to build their skills that will be applicable to all of the you know the courses particularly in the area of reading. Uh uh helping them be more successful in school once the students have shown through uh their data that
005they no longer need that intervention. Again it'll be a minimum of a semester of times length. um then they would be no longer asked to take this course. They would receive credit for the course and then of course the goal would be the improved skills of the students. And so um I don't know if you have any questions about those courses. Uh but again I would acknowledge that this is a different time frame than we typically approve courses but uh uh they would have my recommendation for approval. Um, it fits very well with the work that we're doing as a system around improving our MTSS process. >> I just wanted to call out you're doing this without needing any extra staff or anything like that. It's being all absorbed. That's >> That is correct. Yep.
006They're they're not requesting any additional staffing and they have not made a request at this time for any additional um curriculum purchases. >> Yeah, it's existing MTSS staff that will be providing it. Right. >> Correct. Yeah. So, I mean, I will obviously vote yes on this or personally for myself, it would seem obvious that I would vote yes for this. Um, this this is a change in how we're administering MTSS, right? Um, this would be a very similar way that we administer MTSS at other places in our district, but this is definitely a change in how we're approaching um, particularly skill building and the use of data at our high school. Okay. >> Um, and so I'm again I'm pretty excited about uh, the vision and the work that is planned for this work uh,
007at at the high school. And yes, you're right. It is different than how we've approached um a more credit recovery um approach that we've had at our high school in in the past. >> Okay. So, you're thinking of this in the same sort of genre as credit recovery? >> No. Um I'd say it is more similar to what we see um at other schools in our district when it's more focused on skill building, >> right? Um, and so there there the credit that students would earn would not be a credit from a failed previous course, but rather credit an elective credit associated with this intervention. What they'll what they will really be gaining back is the skills that are missed as identified by those assessments. >> Great. And if a stu let's say the student
008say mid semester is determined not to be prepared for I don't know algebra 1 for instance that they're currently enrolled in would they be have the chance of being like t taken out of algebra 1 and put in this class mid- semester or is it going to be more of a like semester by semester thing >> at this point um when I've talked with Dr. knew at all about that. I don't know that we're prepared um at least at this iteration to be as flexible of um accepting students into it mid semester. Um we would need to work through the challenge of uh the amount of credit to be to be frank with you. We would have the assessment data that we need to pull students in. Um but we we would need to work
009through credit issuance essentially. >> Okay. So there's a chance that say a student might sadly need to fail algebra 1 before say they would then get to take this class the second semester. >> My guess is that most students who um this is just a guess but there we may find that students who are enrolled in these classes have previously failed. We might find that there are students who are missing skills but are still passing classes because they're diligent in their work, but they're still eligible for this course, not because they've failed geometry or algebra 1, but because they're missing skills. >> Okay. >> And to be clear, just another thing um that I think I'm gathering from what you're saying is that it's I Ready that is now making this class like more doable.
010Well, the high school doesn't use I Ready. They use a different math curriculum. Um but but yeah, I I don't know that I would say that the data um wasn't previously available or accessible to our high school, but I I just think that we've built some capacity around MTSS practices um and uh the the high school is now ready to offer this intervention. >> Okay, great. Thanks, Any other questions? >> Just a question. This may be slightly off topic and I apologize if Amy Erica asked a question about this, but we down here at this end with the sound system, we couldn't make out what you're saying down there. >> I don't know if the people out here are understanding anything either, >> which is unfortunate, but I had in my notes that you were
011going to bring tonight the criteria for the online learning invitations. >> Okay. I'd be happy to speak with about that, but tell me when you want me to do that. >> The I think that was a board update followup, wasn't it? >> Yeah, it was supposed to be a follow-up tonight on the >> Oh, a board update as the email update that we do that we get. >> I don't >> we don't have it on the agenda for tonight. >> I know that, but I had it in my calendar as being on the agenda for tonight. So, I didn't know if you had that information for us or not. I I do, but I would want some direction on when and how you want me to address that. >> I don't think that we can
012address that. I we mis I misunderstood what you were asking for and I think we miscommunicated. I had asked that they put that in a board update. So, the email that they the board update we get every week via email >> that we get that update there. I didn't have it on our agenda for this meeting. I apologize. Okay. >> If you want it um on the agenda though, we can we can do that for next time. We just don't since we don't have it on the published agenda, we can't >> I'll talk to you about it after >> is it the online learning? >> Yeah, >> that could fit under the enrollment under me. >> Okay. >> You know what's kind of sad is that I actually now don't know what was being discussed
013over at the other end of the board table. >> Yeah, it's ridiculous. >> Um, is there any adjustments that we can make? This seems it must be worse than usual because we haven't had the table problem before. Yeah, >> I'm actually hearing it better out here than I have the last few weeks. So, >> we can all go sit out there. >> And then we won't be miked or on Zoom. >> Um, thank you for trying to adjust that a little bit. Um, okay. So, we'll go ahead and move forward with the Any other questions about the new course proposals? And I'll acknowledge that Director Shields Cook has joined us. Um, and let's go ahead and move to the instructional playbook update. >> Sure. As you may recall, uh, the board earlier this spring approved
014a contract, uh, with a group called the instructional coaching group in order to have a consultant join us on August 4th and 5th in order to develop an instructional playbook. We had folks with us over those two days. Uh classroom teachers, instructional coaches, uh TLC leadership positions, principles, uh and uh district office folks, coordinators um came together in order to create a playbook. And so I want to talk with you about what the playbook is, how that fits with our strategic plan, how that's going to help support implementation of our Danielson framework, so on and so forth. So uh thought I would start with well what is this intended to uh improve right? So um an instructional playbook is a concise listing of instructional strategies that can be used by classroom teachers in order to
015implement a strategy or an improvement in their classroom. And so naturally th this is intended to improve in alignment with our instructional framework a systemic approach to teacher growth, improve student outcomes and a more rewarding and sustaining professional environment by providing specific strategies that can be used within the framework. Specifically, that instructional playbook is a simple resource made up of the following three parts. And I'm going to show you those three parts tonight. a one-page list of high impact strategies, a one-page description of that strategy, and then a checklist that describes steps that a teacher would take to implement that strategy. I do want to be uh clear, as we will be clear as we roll this out to staff, what we're not saying is these are the only strategies that we would expect to
016see in classrooms in the Ames Community School District. This is not a restrictive tool, but it's a tool that we would provide if somebody were to say, I I really want to grow in my engagement of students, or I really want to grow in my planning. I really like to grow in the way that I use assessments or use data to be responsive. Well, if you're not sure what to do, this playbook should have some strategies to help you think through um what that might look like. And by identifying those strategies, we can capacitize our coordinators, our instructional coaches, and our principles around those strategies. So you should be able to be rest assured that if if you want to improve in this area, there's multiple people in the system who understand those strategies and
017can coach you through them. Right? That's the benefit of having some things identified as high lever strategies that we're kind of invested in as a system. But I would never want a teacher to feel like, well, I'm not using the strategy that they've highlighted in the playbook. Maybe I'm doing something wrong. That's certainly not the case. How does a playbook connect to our uh district goals and strategic plan? Um you can see here, this is actually objective two um instructional framework and programs. Um, this is a a helpful tool to help teachers uh with some specifics around implementing our instructional framework. And of course, that whole objective is about having a viable uh curriculum, engaging instruction, and connected programs to ensure that all students get what they need within our goal. You can see that
018we have connections to academic achievement as well as the attendance goals. um our acade our academic achievement. Uh some of the steps identified in that goal area talk about training staff on high leverage instructional practices. Uh growing staff's instructional practices through professional learning around domain one of the framework for teaching and um continuing to use tier one instruction and creating action plans to respond to our data. All of those are example strategies that are listed uh currently in our playbook as well as increasing family engagement with teachers in school buildings. That's uh that's one of the uh steps that I is identified in our attendance goal. And again, that will be addressed in our playbook. So, there's some really strong connections between the steps that we want to take to improve uh student outcomes in
019our system and what the playbook will help support. So, how is the playbook structured? Um the first one of the first steps we took as a team was to identify five categories that that playbook was going to address. Um you can see the categories on the left hand side of this slide the and these were all staff identified uh planning for instruction learning environment engagement assessment and family and community. And then on the right hand side of this slide I have uh clipped actually from our our playbook which is still in draft stage. There's still some um uh parts of the playbook that need to be completed and we have structures and teams ready to do that. Um but you can see some strategies that teams have gotten together, identified and started to plan for
020um around those categories. So within the planning for instruction uh category, you can see that that team identified three different strategies that uh the playbook is going to try to help leverage and and show people how to implement those strategies with fidelity. Uh learning environment had seven strategies and engagement uh had another five. I didn't I didn't put the assessment and family and community strategies on the page, but there's strategies identified for those categories as well. to dig in more specifically to the routines and structures. After looking at just kind of that listing of strategies, the playbook goes on to then uh present what's called a one-pager. It's just a one-page description of that strategy. Again, in this case, I'm showing you the example of the strategy called structures and routines. And in that one
021pager, it provides just some brief information, right? How does this connect to the framework? Um what give a one-s sentence description of this strategy? Is there any research around the strategy? And if yes, what does it say? Um what impact might we expect to see this strategy have on students? And then to help teachers implement it, there's what would be called a checklist. And that checklist is just a listing of steps that a teacher would want to take to help implement that strategy. So again, in a two-day period, we had these staff members identify the five categories. Several strategies that could be used to implement uh improved teacher growth and improved student performance associated with those categories. We had them write uh one-page summaries of each of those strategies and then begin developing checklists for
022what it would look like to implement that strategy. Again, there's still work to be completed. So, what are the key implications for this work? Uh we will create communication uh plans to our staff and professional development models that buildings can use to introduce staff to the playbook as well as to the strategies themselves. And they will we will plan professional learning for instructional coaches, principles and other teacher leaders to build their capacity around how to use the playbook for themselves, their peers, their PLC's so that whether it's a teacher asking their mentor, can you tell me more about this strategy? Or a teacher asking a instructional coach or a principal, we've built systemic capacity around a narrowed list of high leverage strategies that can help us implement our instructional framework. Just want to say thank
023you to the folks that were there. This is a few action shots of people in this room uh working together to um identify the categories, identify the strategies and do the leg work of this work. Be happy to take your questions. Thank you for this just causes great parody between all of the different it it's wonderful. Thank you for all the hard work. >> Yeah, I'm I'm excit and when uh when Thank you for that. I appreciate that. When we asked principles instructional coaches like where are your thoughts at this point? There was a lot of conversation about the excitement of having a systemic approach to highquality instruction. And so I'm excited about that. Yeah, I can imagine this being very useful for many teachers and instructional coaches. >> Okay, thank you so much. >>
024Thank you. >> Yeah, just >> Yeah, I know that there was uh questions about online learning. Um it did show in the notes from the last meeting that it would be at a future meeting. Um, I don't think we were expecting it to be the next one, but Dr. Hawkins could probably talk about the numbers at least right now that have been prevented from open enrolling out of our district due to the uh enrollment and that can also then lead into my enrollment conversation as well. uh but the more details um specifically about um I think the question was asked of uh what's the criteria uh to be in online or h how are we working with the administrators to identify students I know the initial phase also was to um provide opportunities for students
025before opening enrolling out of our district like the Iowa City or CAM to help retain and provide opportunities for our students internally And I do know that at least Dr. Hawkins has an update on that is probably the limit of what the update could be tonight. Um, but we can do a more detailed answer of the questions at our September board meeting. >> So for for right now, >> Thank you. Yeah. >> Yeah. For right now, just talk about um the status of student enrollment when it comes to uh students that are um choosing to stay in our system rather than open enroll. Yep. Yep. So, um, uh, we've identified a number of students and, uh, we've be begun contacting those students and families. And at this point, uh, there are four different families, I'd
026say five, but I'm still playing phone tag with one that are uh, going to be enrolled in Ames Community School District next year who'd already filled out applications to be someplace else because we have an online program. Awesome. I think by tomorrow morning that'll be five, but at right now it's four. >> And do we know where some of the schools they were open enrolled to? >> Um yes. Uh uh one family that I spoke to had open enrollment application to Iowa City that they said they were going to call them and resend that. Another one had um an open enrollment application to Iowa Connections Academy. I apologize. I don't know off the top of my head where the fourth one. So, one family had two applications to Iowa City. I'm not sure where the
027fourth one was, but those those would be um three three cases. Yeah. >> I'll ask I think if I remember correctly and looking at the notes correctly kind of Brett was your question partially like if there's a limited number, how do we decide have we reached anywhere close to capacity with our spots for >> online learning? That will depend on that will depend on um we've had some families you you tell me whether I'm getting too you you you cut me off whenever you need me to cut me off. >> I think this is enrollment related. So we're >> that's the next topic. >> Yeah, we're enrolled into enrollment. >> Okay, sounds great. Uh we've had uh some families contact us and express interest and we've had other students that we felt like um matched
028what we were attempting to accomplish with this that we need to call and find out whether or not they feel that would be a good fit for them or not. If all of the families that both have expressed interest as well as those who we think oh this might be a really good option for you um say yes will be near capacity. >> Okay but we haven't reached because I was the gist of your question like how do how do we what are the criteria for deciding okay so we haven't reached the point where we have to have a firm criteria yet but we will circle back to that too. >> Yeah. Yeah. A and um the collaborative conversations that I've had with principles about people who have expressed interest and as well as students
029who we think might uh benefit from this ha have forced us to identify well what what does that look like right and so um the those conversations have generated um that criteria >> okay thank you >> thanks >> yeah you're very w >> and I made a very Big note here to add to September, too. >> Oh, I'm sure it's noted elsewhere. >> Yeah, I I apologize if I >> No, that was not That was not a U. >> Okay. All right. >> That was a Scott. That was a both of us. >> That's not what I was going for either. >> It was an honest mistake. >> Do you want me to stay here right now? Okay. >> Forever. You must be there. All right. So, we can go ahead and move to the
030superintendent's enrollment update, which we've somewhat started. >> Yeah, with the enrollment update, um, this does not include the, uh, two families that have, uh, decided to resend their open enrollment out. Um, how they're placed within the open enrollment tab is something we'll need to notate. Uh, I think it would be good for the board to be aware of those numbers. Um we're still um haven't met any uh of our capacities. We're really finalizing before school. I know it's a busy time. We are having some new registrations come in. Um but this is the latest data uh that we have. Uh we currently have had conversations with um a class size capping. So, we have capped a couple class sizes at Mitchell uh to ensure that um we were able to maintain the board's goals and
031then we also have had conversations with um for future in case we needed to go over in a certain class. We actually talked to the administration uh and they even talked with the teachers to ensure if they're comfortable going one over the board goal cap or not. Um so we are providing some staff feedback on whether that cap is held or not. Uh at certain ages as you know uh it's tough to relocate students into another building and I believe that I I believe we want families to be within their buildings the most we can. We also know that we also want to um keep keep board goals and understand that our teachers have a limits that we want to be able to support so that they can um effectively work within their classrooms as
032well. If they are moved out of a um let's say a building uh they are on a list uh they have opportunities to come back uh annually uh depending on class size. So, it has been communicated. Um, we've also had some requests to go from one building to another. That is a parent request or a family request. Uh, so we've also looked into those to help support some of the um class sizes in all the elementaryaries. If a parent uh does request a uh shift in their kids from one building to another, we do make sure that there's room for those uh the students as well as knowing that they do not receive transportation. Uh if they choose to go to another building and they work beyond the one mile or the two-mile discretionary, uh
033they provide their own transportation at that point. Uh so there's our numbers within the elementary Do you happen to know if with the um net decrease how many of those are ESA related or is that something we No. Okay. >> I don't know who the kids are. I can get that from Cassie though. >> Okay. >> Well, we'll I'd be curious later just to know. And then the uh second uh form is the secondary uh enrollment and um some change there actually more of a plus. So um up 60 secondary 121 so we're sitting around uh I'm not going to put a firm number on it. It's still in a process and the uh final numbers go October 1st. >> So, I'm sorry. This is a hearing thing again. Um, >> yes. >> Do you
034want me to talk out of the >> I'm not actually sure what Sherry's answer was to Kelly's question. >> You can't know. >> We don't We don't know the We don't know that answer right now. >> We don't know. Okay. >> Yeah, because Cassie will know where their records were transferred to. >> Okay. And so she'll be able to tell us the number of students that transferred out um to like a private school. >> Is that something that maybe in like October we would have? >> Definitely October would be the most accurate point uh for that data. Um but we can add it into I can put that into the board report next month is just where we're at currently. >> Great. Yeah. I think it would be interesting to know how many of these
035are going to ESAs. Yeah. Any more on enrollment? I don't know how to talk now. >> Next item, >> uh staffing certified staffing document. Uh yellow is new staff into the district. Uh we did do training last year with 18 uh new staff. We are up still some from then uh sitting around 20 21 new staff. I do believe this is a lower number than we've had in the past. Uh so it's still once again looking at consistency uh retention. Um understand some of that was uh we we did remove we did reduce some staffing due to attrition and funding. Um, but this is our uh certified staff uh that we're looking at filling. As you can see, more and more getting filled each month. And I believe we've updated this document as of uh
036an hour before the board meeting because we wanted to make sure we were able to provide insurance and get get staff in >> at this time. Uh, Scott, can you briefly explain to me the nuances of like not like deleting a position from our system, but leaving it and saying it's deliberately unfilled, say that success teacher for position at at uh MER for instance, >> I leave that on there for the board to be able to >> okay >> and public know that we have had to make some okay >> reductions. Uh those would be examples of services that we're no longer able to provide. >> I see. Okay. >> Um it's not it's really just communication piece for the public as well as the board to have that in there. >> Okay, I got
037it. >> Yeah, it Yeah, sometimes we want every space filled because people like to fill every space, but >> yeah. >> Okay, >> good. Um facilities update. I did type in uh kind of the three main areas we've been talking or presenting. Uh since we did not have a facilities committee prior, I feel it's important to put this still out there. Stadium bleacher. Um kind of the update um piece of it. Looking at still completion around August 28th. Uh we do have two away games to begin with. So that does help with our transition. I believe we're also going to be having some games played up on the uh practice field um up on the turf field. Not the main, not varsity football, but other games we may need. Uh the playgrounds kind of gives
038you a timeline of playgrounds. Uh this was updated as of today, but then I've received an email. There might be a little hinge on some timing in one of the playgrounds, but that is an ongoing um uh piece of the playground surfacing. It's Mitchell Fellows Sawyer and Mitchell are the three elementaryaries that are getting playgrounds this year. So hopefully those are done by August 24th. And then Northwestern 13th Street project uh still working with Tenul. They've had conversations with the city of Ames, this uh with the project manager, and I've also been meeting with the Ames city u manager and talking about ways to share. Uh there is going to need to be some reasonzoning. Tenfold takes care of all that. Just keeping you up kind of updated on the process within that project. Those
039are three highlights of what's kind of been bigger projects for the summer question. All right. >> Legislative priorities. Uh so annually the Iowa Association of School Boards as well as the UEEN likes to have what are the priorities of the boards uh that they serve as well as the state. I did cut and paste in more information about the top three priorities that came from our board's survey and kind of some uh points for each one of them because I think there's a people usually you accept like supplemental state aid. What does that mean? Um in a nutshell it means we would like more state aid to support what we need. Uh when I talk about staffing, retaining, recruiting that comes to state aid. Um, cost of living adjustments has an impact on who we
040can hire for a lot of our positions, especially when we're looking at our EAS or some of our hourly positions. Mental health, um, I think this board has done a tremendous job of aligning mental health supports. um increase access, talk about expanding therapeutic classroom capacities and staff training, uh support of classroom clinic as well as we've had uh other supports. Um you will is another one that we don't have here, but is an opportunity. Hazel Health was a we have approved for last year. Um I believe Hazel Health will go till December and then I think they're going to start charging. So it it's a still a question of how we can provide supports and have that be the least um cost impact to the district but not taking away the importance of mental health
041supports for our students. >> And then private school choice. This kind of talks about the uh ESAs uh the vouchers. Uh it's not in a sense of support of private school choice. Uh it is about ensuring that uh private schools are held at the same levels as public education that the dollars um in a sense that the dollars being you that are coming to us stay in public education we already are supporting private education uh with some of our services. Uh I think it's just ensuring that we um are aware and that our legislation is aware of the impacts that has on public education. Other priorities that the board uh selected, school fund policy, uh school funding policy has to do with Aea, still dollars coming into the school, dropout at risk dollars. Um this
042is another way to support some of our students uh that possibly need more supports than what is happening within the classroom base. And then local accountability and decision- making um is another one. So that's the six recommendations that you guys selected for I typically have the board act on them under new business but the six areas have been identified and those will be presented to ISB as well as UEN for supports and they also good talking points for the board and the public of what Ames Community School District believes that we have a lot of priorities but when it comes down to legislation these are areas we can um have an impact Any questions on legislative priorities? Uh gifts of the district. We have a number of gifts to the district. Uh we have um
043$2,000 value of Stony N string harp accessories uh from Joel Gky Ames High music department. We have $1,000 cash from Anonymous lunch hero program. Uh $175 value on drinks from Seven Brew Coffee uh for the Elementary Empower Summer Program. $170 value of non-p perishable food and household consumables from the Pathway Wealth Advisors for Hope Pantry. $75 cash from Michelle and Roger Ginger. Ames High Acquires. $50 cash from Kristen Rodinas, Ames High Choir, $50 cash from Chris and Sarah Wadell, Ames High Choirs, and $2.95 cash uh from Teishi Kobayashi uh for the lunch hero program. So, I'd like to thank all of the uh individuals that provide donors to the district. You can keep them coming. I enjoy reading them. And you'll take approval of those under new business. All right, thank you. We'll go ahead
044and move over to Director Rousi. >> Okay, so the first thing on my um list is the transfer of funds. And so with the completion of the Ames High School, now that we have total completion of it and after we um have the geothermal um settlement, there remains two a little over $290,000 um in our fund 31, which is our construction fund. And so we do need to transfer that those funds out to another fund so that they can be used by the district. Um so my recommendation is to transfer those funds to fund 33 which is our save funds. And currently the project that we are paying for out of the safe fund is the stadium project. And with that being at the high school location, I feel like that's an appropriate use for
045those funds. So, there will be a resolution um later in the agenda um to to give me the ability to get those transferred for use of the stadium project. Any questions on that? It'll be nice to have those off my books. Okay. So, the next thing is the state the school safety improvement grant funds. So, as you remember, um it's probably a year ago, um the school applied for $50,000 for each of our buildings, um to for to put cameras in interior and exterior locations and the infrastructure to go with those. Um I'm here to tell you that those projects have all been completed. They were completed by June 30th, and we have received the funds for all those projects as well. Um Dan and Rob's teams have been out. Um the very last thing
046we got was can you send us pictures of of everything and it's like oh my gosh like would have been nice to know that they wanted that you know when we installed it. So they were running around the district labeling you know cameras and all and all the things everywhere so that we could get those uploaded and Mr. Grimes is getting you know notifications now that get those done. So I'm getting them done. that that's a it's nice to have this added security and you know the features, but I did want you to know that that project is complete as well. So, we're checking them off our list, which is nice. And then um Superintendent Grimes and I and Rob met with um ACAC and they inquired about the use of our wait room and
047a an agreement to go, you know, with that. And so currently the system doesn't like our system doesn't allow for the use of the weight room just because we want someone you know a rental of our weight room because we want staff in the wait room right >> you know that has training on the use of the equipment and so on. So, um, we worked with our attorneys and drew up an agreement, um, for the use of the weight room. And it's on a non non-exclusive basis because if the schools, like let's say the football team wants to go use a weight room, well, we trump we need to trump, you know, ACAC in the use of the weight room and so on. And so, that is how the agreement is written. And, um, and
048they're going to pay us $75 an hour for the use of the wait room. >> So, that's pretty much what that agreement says. Um, I don't know if you had an opportunity to read it. If you have any questions on the agreement, they've asked us for 145 hours a year. Is that what it was? Something like that. So, they want it, you know, for a substantial amount of time each year. And they're going to use our the same scheduling software to schedule the use of the room so that it's it's the same as everyone else, you know, equal opportunity for everyone else that wants to use it. So, >> awesome. And that's an amendment. Is that an amendment to our current? That's just an agreement. The other, >> right? And we did not do an
049amendment to the current agreement because like if this doesn't work out, we don't want to say, oh, we have to cancel our whole agreement, you know, for the pool lease and so on. So, we um took the route of doing a separate agreement for the use of the wait room. >> Thank you all for doing the work to make that possible. It's nice when our wonderful facilities are used and we can help out other work with other organizations. Any other questions or comments for Sherry? Um, so maybe I'm not reading the legal ease correctly. Does it actually say that uh PEEP that they will be required to have trained personnel on site? I mean, I read the clause about personnel, but I'm not sure. >> Right. So, we did talk with them about that. Their
050um coach has been trained in the weight room and and that's just our agreement with them is that >> they have to have someone trained on site there in in the weight room. The the students or their participants just can't go in there and use it without supervision. >> Right. Okay. Good. >> Which is also why I asked for insurance on them. You know, they have to give me a copy of their insurance policy. >> Right. >> All right. Thank you. Um board members, announcements or reports, we do have the back to school staff breakfast um this coming Wednesday. No, next Wednesday, August 20th. I'm jumping ahead. >> Everybody's back like what? >> Your kids back quicker, don't you? >> That it puts me back, too, though. It's It's Iowa State goes back, too. So,
051uh but 7:30 on August 20th if you're able to make it. um even for part of it the time. It's fantastic. It was fun to go last year just to um I I scooped eggs. Um and I did not realize how hot and sweaty you can get scooping eggs. Um but it was >> I bet you smelled great, >> but I did. But it was great to see all the all the teachers and um staff coming back and just be excited and and sitting on some of the um >> celebration in the auditorium. So, if you can come, I can't stay the whole time, but I'll be there until about 9:30. So, if you can join us, great for whatever parts you can. You don't have to scoop. You don't have to do food service
052if you don't want to. But >> So, if we go, do we get to see Scott play or do things? >> Might be a secret. >> It might be a secret. No, >> I missed it last year. >> I know. I did, too. I got to get through the board meeting tonight and then I'll think about tomorrow and then the 20th I'll think about that. >> So what if like I condition my attendance on whether you will be there playing >> trumpet? >> Yeah, >> condition it. >> Kazoo >> or kazoo. Yeah, I mean >> you'll just have to go to find out. >> I think we'll just add that to requests uh for superintendent. >> Yeah, right. Wow. >> Or how about if you don't play trumpet for the staff, then you have to
053play it at the board meeting. >> You don't want >> Do you want to blow out the speakers that are not We want to make sure that um there's other instruments to drown them out a little bit, I think. So, okay. So, let's get back on get back on task. Um any other board member announcements? All right. Old business. We have our 202526 comprehensive assessment plan. >> I move the board to approve the 202526 comprehensive assessment plan as presented. >> Second. Any discussion? >> All right. All in favor say I. >> I. >> Oppose. Nay. All right. Passes 6. That's how many we have now, right? Yeah. Okay. And under new business, our legislative priorities, which we just talked about. I move the board approve the legislative priorities as presented. >> Second. >> Any discussion?
054All right. Moved by Shields Cook, seconded by Deward. All in favor say I. >> I. I. >> Opposed? Nay. Passes 6. Gifts to the district. I move the board approve the gifts as presented. >> Second. All right. Any discussion? Moved by Smith, second by Rodriguez. All in favor say I. I. >> Opposed? Nay. Passes 6. Um, policy 711.1 student school transportation eligibility. >> I move the board approve 7-Eleven, student school transportation eligibility, as presented. >> Second. All right. Any discussion? All right. All in favor? Moved by Becker, second by Shieldsk. All in favor say I. >> I. >> Oppose. Nay. Passes 6. Resolution uh approving the transfer of funds. >> I move the board to approve the ratification of the resolution to transfer funds from fund 31 to fund 33 as presented. >> Second. Any
055discussion? All right. Moved by Deward, seconded by Smith. All in favor say I. It's a roll. >> Oh, sorry. >> It is Aaron Rodriguez. >> I. >> Sabrina Shields Cook. >> I. >> Amy Erica Smith. >> I. >> Kelly Winfrey. >> I >> Brett Becker. >> Hi. >> Angie Deard. >> Hi. >> All right. Thank you. Consideration of use agreement with ACAC. I move the board approve the use agreement with AIM Cyclone Aquatics Club as presented. >> Second. >> Any discussion? Right. Moved by Shields Cook, seconded by D Ward. All in favor say I. >> I. >> Oppose. Nay. Passes. 6. Next is our new course proposals. >> I move the board to approve the new courses as presented. Second. Any discussion? I motion. >> Okay. >> Moved by Ward, seconded by Rodriguez. All in
056favor say I. >> I. I. >> I. >> Oppose. Nay. Passes 6. Approval of bid from Styver Ford. I move the board approve the bid of $14,696 from Styver Ford for the purchase of two new Ford F350s as presented. >> Second. >> Any discussion? >> All right. Moved by Shields Cook, seconded by Deward. All in favor say I. >> I. >> Oppose. Nay. Passes 60. And property disposal through public auction. I move the board to approve the disposal of property through public auction. Second. Any discussion? All right. Moved by Smith, seconded by Shields Cook. All in favor say I. >> I. >> Oppose. Nay. >> Passes 6. Under request for superintendent. I have uh trumpet playing at welcome or next board meeting. your choice. >> And a followup uh on online learning for the criteria
057for the limited numbers of spots. >> I just wanted that for the record. The record reflects. Uh board planning calendar. Our next meeting is September 8th at 5:30. So we will be in the swing of the new school year. Best of luck and thank you to all of the folks who are working to take our kids back. >> Give them routines. >> Yes, >> they're very Mine's very excited about finding out teacher on Wednesday. >> Oh yes, that's >> there'll be lots of texts going around as your kid guy. >> All right, we don't have director beer bomb here. >> I move we adjourn. >> Second. >> Moved by Shields Cook. Seconded by Ward. All in favor say I. >> I oppose. Nay, we are adjourned.