001Dr. Shoemaker's fired up. Okay. All right. Call this meeting to order. Special session. Uh roll call. Let every let the minutes reflect that all board members are present. And then the next thing we have is the approval of the agenda. No changes to the agenda. I do well I do I will have one other facility update just it's a general update. No no no board vote or anything like that. Just an update. >> I move we approve the agenda as amended. >> Second. >> All in favor? >> Uh next we'll move on to new business and that is personnel. Do we have any questions or um anything to comment on the personnel list? >> I move to approve the personnel list as presented. >> Second. All in favor? >> I. >> And I should have
002mentioned that the um the kindergarten teacher will start just after fall break at Parker. Um and uh just a an update on the track. Um we did get the bid or the adjustment because we've had two or three variations. Just to resurface the track as it is right now without expansion um is $234,000. So we can talk about that at the October meeting. There's really no rush because the work's not going to be done this fall. It'll be done after the spring sports. So we'll talk about that in October. But that was a really good price and and we'll want to lock that in if if that's what the board wants to do. But it's there's a big difference between the lowest um estimate and the highest um big difference in in project two. The
003other thing is asphalt will cost $31,000 around the uh stadium and that's not bad compared to what we thought about before. >> Uh and we may be advertising Eagle's Nest um too or the Eagleits as as um Sherry calls it and that is K through two. We're going to look at that. Uh we it came up in mutual concerns um with the teachers association. We said that we would take a look at it. We would probably advertise it. Don't know that we're going to fill it. We'll look and see what the cost is because that will come out of the education fund if we do that. And and if you'll recall the Eagle's Nest at at Eastwood is a behavior resource classroom uh for three through five. This would be K through two. So we're
004evaluating it. I didn't want, you know, if you see it listed as as an advertisement didn't what you caught unaware of, but we're we're going to look at it. It's not a done deal because it would come out of the education budget. Um, and that that would factor into what we can get for compensation uh and raises as we go into negotiations. Our first meeting for negotiations um is tomorrow, the teachers association. So, >> and that's what was described to us. Was it the last meeting? When did we hear about that? >> I don't know. >> No, >> I don't think so. >> Okay, never mind. >> We haven't We haven't back. >> It would be good to have her come in and and Chris come in at some point. It's a really nice feature
005that we're offering. >> U but that's taken out of special ed. >> Uh special ed primarily pays for that. But at the kindergarten level, first grade level, a lot of times kids are kids kids aren't identified. it won't come out of the out of the education budget. So, >> we're we're evaluating it >> and right now it's only for Newcastle students and that's kind of what we we prefer it that way. >> How many uh students are of concern of concern? >> Two or three. >> We we met about one earlier today. >> And we actually did take a second grader last year in the Eastwood program. So, we did dip down a little. Mhm. >> This is just a beginning discussion. We'd have to think about space. We'd have to think about, you know,
006it really does take the best, perfect, correct staffing that we're and and we got that for the for the first classroom. So, we would but we just as as he said, we promised that we would definitely look into it and consider it and start the discussion. >> So, we'll start by advertising and see who applies. >> Last time we waited a few months before getting anybody, so we had to go out and find somebody. Anyway, that's quick update. >> So, we're Okay, wait a minute. So, we're already at that stage of looking to hire. >> Just seeing what interest then we can see who would be interested in it because um just having the position available doesn't mean that we're going to have the right person for that job. >> You almost have to find
007the right person before you create the >> We did. Yeah, we almost have to do that to make sure it's done correctly and has everything else been done for those two kids the without hiring another teacher? >> Oh yes, we're doing very creative things. Yes, indeed. >> Working with the parents, a lot of different interventions, um alternative programming within the classroom, things like that. So, we're just seeing that pocket becoming and and I personally believe that we will because of some of the federal cuts we're seeing students that maybe have been going to ABA ABA type classrooms and that funding is not there for parents. So, yeah, it'll be interesting one new program over there where DCS or not DCS uh family. Yeah. Right. Right. Right. Over in the marsh, I call them. Yeah. Not
008marsh anymore, but >> how long that will last. >> Right. >> And those come at a cost to parents. So, >> we're just trying to be proactive to some of the the needs and trends, I think, that we're going to just keep seeing so that all the kids in the classroom can. >> How many are we up to in Eagles >> this year? We have four. >> Yeah. >> Four, I believe. Okay. Thank you. Uh, we have five and we're adding one. >> We have five >> according to Amy yesterday because I asked because they're looking at a fifth grade edition. >> Oh, I knew that, but I thought we had four. So, okay, five and then maybe one. >> And where is that? >> Eastwood. >> And there's a full-time teacher and full-time aid.
009And then they influx an aid also, right? >> And then we also work to get the students out into specials and things like that. >> Right. Good. >> And remind me the criteria for the kids that are there. >> We look at obviously behaviors um and then trends, patterns. It's not a you know one-time event by any means. Um and then um you know what if there is a label what that is. >> Okay. >> Historical trends with behaviors. um things like that. So, I can't say it's a one this this and this, but we definitely want to look for patterns and things to help them that we think this would be a better fit for them to be successful in school. And we did have a you know, we did transition one of our
010first students in that room to middle school this year. So, so gosh, you may have talked about this. I apologize. Is there special funding for this? Well, right now that class is actually mostly funded through special ed because those students in there currently do have an IEP. But if we go down in age, we don't typically have >> label. Exactly. And we don't want to overidentify just for that purpose. >> That's a safeguard we need to keep in place. >> Okay. >> Yeah. So they'd have to have an IEP to qualify for those services. >> Not for the K2 room. They wouldn't, but they t right now they do for the 35. >> So just identified need maybe a 504. >> Yeah. Historical patterns of behaviors, things like that. >> Did it safety? Are there
011safety concerns >> in le of expulsion? You know, you never know. could be a combination >> and parents have to sign off. >> Absolutely. Absolutely. >> Okay. Yeah. >> I encourage to I mean it's it's an amazing room to visit. It really is. She's doing a great job. But she's providing that environment that that those kids need >> to be successful and learn. Actually, the one that transitioned into the middle school has been has sent her school emails saying, "I miss you." And things like that. So they >> Yeah, >> I know. At one point she talked to me and said that she was going to go and like once a month go out and see >> so that the transition would be >> right smooth. >> And and and to be honest, the parent
012actually wanted to retain him just so we could stick like we really need, you know, we've got to keep him going in the right direction, but we have a lot of safeguards in place purposely scheduling, you know, certain co-eing situ, you know, all that good stuff. But that was that was a backhanded compliment for sure. >> He's very well. >> Yes, it did. Like can we just retain him? >> Well, it >> Yeah, I think that's all we have on this part of the day. Anything else we need to add? No. >> All right, this meeting is ajourned.