0016 o' Please stand with me and we'll do the pledge of allegiance. >> I pledge aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right. Good evening everyone. Like to call the regular board meeting for Wednesday, February 11th, 2026 to order. I do have one item to add to the agenda. Um for under new business, we're going to add a donation and that's the only thing we're changing or adding to the agenda. >> Um is there any delegation? No. Okay. >> I'd like to make a motion to adopt the agenda uh with the addition of a Hobie donation under new business. >> Second. >> Ty. >> Hi. >> Ler. >> Hi. >> Parsons. >>
002Hi. >> Linton. >> Hi. >> Captain. Hi. >> Parson. Hi. >> Feel. Hi. >> All right. Any questions on the agenda from last month? Everyone have a chance to review it and everything look good? There's no correspondence. Correct. >> Correct. >> Um, if you notice there, there is three donations. Each of them, the the three at the top are all under $500. So, we don't need to approve those as a board. These are just for your situational awareness. Um, Ray Aches donated $500 to the A program. Uh, the Steve Muan family donate $250 to the A program. and the RB Hungry Incorporated donated $500 to the high school choir. Uh, any questions on the treasures report? >> Um, I saw we have Disney Plus. What do we use that for? >> Uh, Miss False building
003uses it for a variety of things for access to movies and different things. So, >> okay. >> We've had that every year. She gets that. >> And then, um, a standup desk. What was that for? The Vivo standup desk. Mrs. Chisum got it for her desk. >> Okay. Do we offer that to all the teachers? Is that like a standard? >> I think it has been offered in the past. Kind of busted. >> Okay. >> I had a question on all the food and milk. No matter what, when we get a delivery, we get the service charge note automatically. Yeah. Did we factor that in when we were looking at it? >> Yeah. >> Did we in part of their bid? >> Yeah. >> It's been like that for many years. >> Has it? >>
004Just seems like when it's one right after another, it >> Oh, yeah. Yeah. All right. >> Real real quick. The electronics and computers, was that something that we had already we went over on all that that 25,000? >> Yeah, that was 39. We haven't talked about it specifically, but that it was in progress of of replacing the teacher laptop. So, okay. She did get bids and all that, but we just with it being local, we went ahead and just processed it because she's something she's going to do and we'll have another one for the other half next year >> or probably after the summer um looking at that. So, we'll bring that to you. But, um but there was that plan in place to replace those teachers laptop, but um but with it being she
005got some bids and and uh TJ matched it. So, >> okay. >> So, we went with Yeah. No, good question. on there. >> I thought it would come up. So, good. >> What's the life cycle on our laptops? >> Uh, five to six years is what it's been. So, but we've had some last about 3 years. So, >> yeah, three is pretty typical. >> Yeah. So, so we'll replace the other half next year >> is the plan. >> And then will we have another assessment for the three legs? >> Yes, >> we'll have a fifth assessment. >> Oh, I don't know. I haven't been informed about a fifth assessment yet. So, but I think we have one more. Do we have one more? >> The fourth is in there. >> Yeah. >> So, if there's
006not a fifth then >> I think in January was the fourth one. >> Okay. Yeah. Yeah. But we have not been informed about a fifth assessment yet. Okay. >> But that's supposed to be coming or not whether we'll have one or not. Not necessarily have one, but Okay. That conversation's coming. We >> We only had four last year, right? >> Yes. Yeah. That's why question. Any other questions? Payment of the bills, anything like that? No. All right. I'd like to make a motion to adopt the minutes of the regular board meeting of January 14, 2026. approve the treasures report from January 31st, 2026 and approve the payment of the bills and they the bills to be allowed in the amount of 672,000 $71247 for the February 11, 2026. I really messed that up. And the
007January 2026 payroll in the amount of $568,313.75. Second >> Lar. >> Hi, >> L. >> Hi, >> Ty. >> Hi, >> Parsons. >> Hi, >> FeN. >> Hi, >> Captain St. >> Hi, >> Carson. >> Hi. >> All right. Um, we're going to knock out this Hobie donation real quick. So, there was a donation in the amount of $600. Um, >> 630 >> $630 from the Chamber of Commerce uh for the Hobie Leadership Program. You want to talk a little bit about Scott? >> Yeah, Hobie stands for the Hilo Bryant Leadership Conference. U they host it at Manhattan on KState campus. It's a two-day uh conference in this in the summer. I think it's usually late May, early June depending on when they schedule it. Um it's for sophomores, going to be juniors. It's a
008great opportunity for kids to go and there's I don't know two to three thousand sophomores from around the state that go and it's all about leadership. if it's all about how they can come back and invest in our communities. Um it's something I've done everywhere. Um when I talked to Shannon and Darcy here, the kid the reason they've never seen anybody, the kids always paid for it. So I spoke with the chamber about if they'd be willing to sponsor two of our kids to attend it in order to obtain that leadership. We have an application that they fill out, but due to the timeliness, there'll probably be the three of us and one teacher that'll probably select two sophomores this year um just to speed up that process. but then next year they can come
009back and be advocate um for the hu for for the Hobie conference and what it's about and speak to the sophomore classes next year. It's a great opportunity. I mean I'll be honest personally my daughter went to when she was a sophomore and it probably changed her life and what she's doing now. Um so it's a great experience, a great opportunity to the chamber. I thank them for stepping up and filling not just one but both of them. You know, we always want to send a male and a female. Sometimes, you know, when we do the application, there's two females or two males that that stand out above the rest of them, but when I talk to them, you know, we'd like to send a male and a female, but sometimes that's just due to
010the application process. That's the home base. So, we will send those names out to We hope to have it done by this week and registered by, you know, part of next week. And it's a little cheaper if we do in December. by 275 in December. So, >> all right. Any questions on that? >> Like to make a motion to accept the donation in the amount of $630 from the Osage Chamber of Commerce to go towards the Hobie Leadership Program. >> Second, >> I Linton. >> Hi, >> Ty. >> Hi, >> Parsons. Hi, >> Fen. Hi, >> Kevin Stone. Hi, >> Carson. Hi, >> a high school guiding coalition on PLC. >> So, last Wednesday, um, Mr. Kimell, uh, formed this high school guiding coalition, um, took a group to a small group to Ken City
011for the PLC summit in December, and they came back and shared with the group, uh, the 6 through 12 group, um, what they've learned and kind of what they've done. So, um, they're here to give you a short re uh, synopsis of that presentation, and, um, two of the four are here tonight. Um, one's sick and one had other commitment tonight. Could not be here. And so I'll turn over Mr. Kimell, I guess. Would I turn it over? >> Yeah, I'll just introduce them. Uh, really, they're going to be the ones that speak to you tonight, but um, you know, so four of them. So, Miss Keith and Miss Harmon are here tonight. Miss Harman's sick and Miss Keith had other obligations, but the four of them attended in December in Kansas City, the PLC
012conference. Uh so one we really appreciate you guys supporting that and allowing them and myself to attend that. Um and so they're going to talk a little bit about the conference itself and then as well as kind of the importance of PLC um kind of what they presented to the staff the other day and then u some of the data from what the teachers um when they presented and talk to them some of the activities that they did on that day. So I will let Mr. blue and miss repro speak because ultimately they're they're the ones kind of help leading this. You know, one thing about PLC, it's built from the bottom up. Um it's really involvement in the teachers leading and being part of that process and then we more or less just facilitate
013that and then support wherever we need to go based on what you know the board's direction and vision is for the district and that just helps empower them to be part of that process. I'll let him tickle. >> Uh first of all, I want to introduce myself. I know many of you know me. I'm Travis Beloo. I teach at the high school. I teach a little bit of middle school, but uh and coach here, but I'm a high school social studies. And I'm going to lead it over to Tabitha. >> Tabitha Red. I'm the district literacy specialist. And I'm going to start us off here. Okay. So, first of all, I want to thank you again. I know Scott already did, but um thank you for allowing us the opportunity to attend that conference. I
014know all four of us that went um plus Scott were really inspired by what we experienced there. So, thank you for allowing us to do that. Um to give you a little bit of a road map, we're just going to talk about the PLC at work conference, the what and why of the PLC framework, the data that we gathered from our professional development day, and then we'll leave some time at the end for any questions that you might have. Okay. So, um the guiding coalition, which is, uh the four of us, um we went to the PLC at work conference in Kansas City. It was 3 days, two and a half days. Um so, we attended this conference with schools from all over the nation of various sizes and demographics. Um, regardless of that, what
015we realized is that we shared a lot of the same concerns and worries and goals and barriers that these schools also, um, were experiencing. And so, um, we learned that having more time to collaborate in a lot of different ways is going to be essential to driving this PLC process. So, um, not just like within our content areas, but in all the ways. So, across um content areas, across buildings, across the district, vertically, um maybe even forming some collaboration groups that we didn't think about before, maybe to think outside the box. Um I know I've had some conversations myself with the librarians about what are some things that we can do um to spark reading in the district. And so, allowing us to have those time to have those conversations that we might not otherwise
016be able to have. Um so the speakers were um really good. They together had decades of experience as classroom teachers and as administrators. Um and it wasn't like a sales pitch like buy this program and this will fix your school. It was very much um data driven. They gave us a lot of data, a lot of evidence, a lot of testimonies as to how they implemented these frameworks in their school and how it um drove them to success. And when I say success, meaning that they were able to reach all of their students. Okay, so I think I speak for all of us. We left very inspired, very refreshed, ready to hit the ground running. We were really excited. Um so I'm going to hand it over to Travis and he's going to talk about
017the what and the why. All right. So, um, as educators a lot of times, uh, I like this from John Dwey. He was a early progressive in the education process. He says, you know, if we teach today as we taught yesterday, well, we're going to rob our students of tomorrow. And he talks about we've got to constantly change in this process. And and uh, it's all in type of process. And I look at it as if we used to have a mission statement all can achieve. But is that really the true statement when those really good students do well and then we have really low students that just do enough to get through and graduate high school. And this is really set up to um accomplish that. If we look at teaching as a profession
018and that's what it is in any profession uh you have specialized training you have proven effective practices that you try to u uh not reinvent the wheel but try to start new innovations that are going to help students achieve and then continuous improvements. Uh I like the statement where it says PLC is professional work. It's it's getting together in teams and talking about individual students. It's for the staff, but ideally, uh, the students will reap the benefits. Um, as we look at it, we look at the community. It's a never- ending process. There's nothing that we have to buy to to implement this process. It's where educators work together to achieve these highlevel learning for every student, not um, not just Johnny who does really well. And then I forget about little Susie. Sorry if
019that offends anybody. a little but that's not doing well. It gives us a time to collaborate and come together and focus on those specific students together. um is say as keep in mind it's not a program it's not a meeting it's just a way of working a way of doing these things which I kind of like that process and and sometimes when we look at it by way of doing things I've got the little emblem over there that says team we get together as teams and we talk about specific students we rarely have that opportunity I've been here eight years and and that's hardly what happens there's a lot of singletons here and we're trying understand the process. And it's not like the high school is the PLC or just those meetings are the PLC.
020It's every member across the school district. It comes from teachers, counselors, specialists, support staff, administrators, school board. We're all part of the process. Um, every everyone contributes to the learning. Um, so I just put that on there. It's on your notes if you guys want to follow along. Um, some key things. It's not just teachers. It's helping us establish some uh curriculum or hard high quality uh instructional materials that are going to improve student success. Now, in the PLC process, there's really just three big ideas. Focus on learning, a collaborative culture, and results orientation. Um, and that's really like what are we doing in the classroom? Then when we get together, how are we assessing what we're doing in the classroom to see if students are learning? And then what are we doing with that
021data? Are we just like, hey, all right, they have they got a C or whatever, they can they can move on. Or are we actually like changing how we're approaching the students learning in the classroom? Um and and like I said, a focus on learning is about the shift from teaching to are our students learning and what are they learning? Because it's really about the skills. If we want all all to achieve, we need to make sure that we're doing what's necessary for that. And so we go in with the key question, our students learning what we intend for them to learn. And I'll kind of go through how we set that up here in a second. Now, keep in mind this is a threeday conference that I'm trying to squeeze in 10 minutes. So,
022we we're not going to get all the details here. Um, big idea too is collaborative culture. Um, collaboration, meeting with teachers, and I I like it from a vertical level and a horizontal level. There are students and and I'm a singleton. I teach different subjects. I have ninth grade, I have 8th grade, I have 12th grade. I want to know what skills they need to have by the time they get to my ninth grade. But if I don't have that time to communicate with those teachers at the junior high level, then we can't see where are they supposed to be by the time they enter my class and then where do they need to go by the time they exit as a senior out of my US government class. And those are some things that
023in that collaborative culture that we build together as a team and we it's not just like oh they failed math. It's what can we do to help that student. So we talk about teams share that responsibility. Um I'll talk about oh it's on it's on that one. My students is kind of the mentality. I think we do good as a school and we've got the data to kind of prove that that we kind of treat these students as our students. I think it's a small enough culture and a small enough community where it is our students uh and we have that relationship with these students that uh I think are it's important for me. I have all three of my kids going through this district. That's something that I enjoy about being a teacher here
024as well as a parent here. So I think we have that. We just need to have time to meet and and really enforce that there are students. The last one is results orientation. Um this is uh it says decision is based on evidence meaning we're we're designing instruction. Then we're going to uh give formative assessment. We're going to assess what we've instructed. Then we're going to collect what the data has told us based on that assessment. Sit down and see is it working? Did it work? Look at the evidence. Um, and then how do we know it worked? Are there students succeeding? I've only been teaching for 13 years. I know there's people here that's new out of college. There's people that's been working 30 years. Okay? they have some shared ideas that if I
025don't have that collaborative time, I'm not going to know I'm not going to know if there's strategies that I can use that's going to impact student learning. That's that's the idea. And by the time I do, man, I'm coaching. I got my own kids. It's all crazy at that time. And then I'm back at work again at 8:00 in the morning. So, um, it that time is important. Looking at the data is important. And then we can always figure out at that moment what can we do next to improve uh little Johnny or get enrich little Johnny because he's got it. Um little Suzy, she needs some remediation to gain those skills. So what can we do to kind of uh help out those specific students? I'm sorry to throw little Johnny and little Susie
026under the class. They're great kids. All right. So there's really in the PLC process there's really four critical questions that we look at when we sit down as our teams. What do we want students to learn? Um we identify that and what we call essential standards. That's one of the first things that we tried to tackle and it's kind of like it was chaos there first because there needs to be some direction and some planning and and really some teaching with the teachers to say what are essential standards? These are the critical what they need to know by the time they get through this class. And and it's hard because you can't teach all the campus standards. It's just impossible. Okay. But there are like this is where we've got to be. These are the
027benchmarks and everybody has to agree on it. That's that collaborative. That's that collective commitment. We all agree on it. Um and as a team you can kind of build that. Once you have those essential standards, then you go on to how will we know they learned it. Then we go into um uh common formative assessments, what it's called, where we start design assessing tools. So when we assess students, we're assessing for these specific standards or these specific uh essential standards and if they meet proficiency, we can move them on and start enrichment ideas or build those enrichment ideas. If they're not, that leads to question three and four. How do we respond when they do do not get it? Okay, we have to remediate and then maybe there's some tools that we can use to
028help that student uh gain those skills without getting too far behind. If they have it to kind of save students from constant boredom, I think that's a problem here. I think we got a lot of high level students and and teachers kind of uh teach in the middle a little bit. And so some of those low students, yeah, we're kind of we're helping them out, but the high students, they're just getting bored or that there's nothing for them to really enrich their skills. And so question four looks at that. And when we take that data and we come together as a team, that's when we can start to see those students and make it less about my students and more about our students. >> I have a closing the folder here. Um, and I kind
029of I kind of reached this out to you as board members. Um, I'm kind of judging the room here. uh we've all been in school. We've all been in that process. But the the question that we ask is how has learning changed within education? I know in the 13 years it's changed a lot and there's been impact to that learning and we've got to like uh come together as a group and and assess that. What are some things that maybe newer teachers coming out of college might have an idea about that I can use in my classroom as a strategy that's going to help these critical things that I I put up there? And this is what the staff responded when we asked that question. Our question was in the last 5 10 15 20
030years. Um it's been 30 years but um impact of media. Wouldn't you agree that's a big impact on our students today? Um, most of you I know you got kids in going through school right now. Um, media is an impact. Uh, the use of technology, that's crazy. I never envision that in the future to be a problem in the classroom. And then, uh, always needing instant gratification. And I think with the assessments and and the data, I I think if we can provide feedback to students because we've gathered as a group, we can kind of give a little bit of instant gratification or at least some incentives or build some sort of program that's going to give incentive for those students to reach profic uh proficients. Now that's my last thought I believe. Okay. Yes.
031>> So, my closing thoughts, our goal as educators um is is working together or collaboratively to achieve better results for students. Um the PLC is not an initiative. It's just how we ensure that all students succeed. And like any company um if you have a product or you have a a service that you provide in order to better that product or better that service you come together as teams and you communicate and talk about those things as a group so that you can you can set up the uh the pathway to lead to success for your company and a school for your students. You want success for all those students. So, I'm going to turn it back over to Tava. She's going to talk about a little bit of the culture audit that we did
032because it kind of starts with us and our willingness as a faculty or as staff to be willing to teach these things or gather together and communicate these things. And these are some questions that we had for the staff. >> Okay. So, Travis did a really good job of explaining the what how the PLC is structured. Um, but I'm going to talk about the why. Um, so as he said, we did kind of start out um trying to identify those essential standards. And I think some of it was um one of the barriers to that was that the staff didn't really understand like why are we doing this and how is this going to impact like us as a whole? And so we thought, okay, maybe we need to back up a little bit and
033address that. Um and so we decided we were just going to focus on school culture um with the staff and see where that led us. Um so the culture is how we behave like we as a staff and we're just talking about the staff not necessarily the kids. And then the climate is how we feel. Um, and so one of the things that we address with the staff is that we all know, especially if we've been in education for a really long time, sometimes we just do things because we've always done them that way. Um, I've done that, you know, I've taught it that way for 30, 20, 10 years, whatever. Um, but do we ever stop to think, is that the most effective way that we could be um, teaching kids that particular skill
034or that content? Um, and sometimes I do hear teachers who are working very hard say, "I've taught that. I've taught it like 10 different ways and they're still not getting it." And so this process would honestly help those teachers be able to collaborate together and decide, okay, this is a common problem that maybe we're seeing across content areas. What can we do together to make sure that these kids learn what it is we're trying to teach them? Gotcha. Okay. All right. And like uh Travis had mentioned before, a lot of things have changed in education. A lot of things impact. Um I know like this is my 14th year in education. I didn't get my first cell phone till I went off to college. It was like one of those Nokios you could drive over
035with like a Mac truck and it wasn't going to like hurt it. So now I like I would have never thought like you can video and tape and you know take pictures and stuff like that. So it has changed drastically just with the technology. Um we are educating students right now for jobs that don't even exist yet. And so when we kind of keep that in mind and and compare that to if we are teaching them the same way we taught kids 30 years ago, is that really the best thing for them? Um so we decided we were going to um do a culture audit. Um and so it was meant to be a part of these conversations like kind of identifying our barriers, our goals, how we do things. Um knowing that this isn't
036going to be a oneanddone thing. This is going to be something that we do um periodically kind of like as a temperature check um or progress monitoring for ourselves as teachers to see if we're on the same page um with let's see I think next slide is the one in one. Yeah. Okay. So, one of those things that we talked about with the culture audit was collective responsibility. Travis has already touched on this about how these are all of our students. I would have to agree with him that um with as close-knit as this community is and a lot of us have kids in the school and we see them at various activities that we do have a good standing of like our students. What um we want this focus to be is that if
037even if you don't have a kid in your class, maybe you have a way to help that kid in whatever area that they need. Okay. So that is like that it's not my kids in my class, your kids in your class. They really are all of our kids. and what can we do in order to make sure that all of our students are succeeding. Okay, so the culture audit um was on February 5th. We conducted it here with middle school and high school staff. Um we gave them four questions. Yep. We gave them four questions. Um we broke them up into random teams. They were out here in the comments area um with big pieces of paper and they got to talk discuss um about these four different questions and write down what their thoughts
038and their feelings were. So um professional norms or habits in the building and what do they accomplish? What do you feel like your building values most? Um kind of like that. What does your faculty talk about most often? What do you celebrate most in your building? and what stories did the symbols or the artifacts in your building tell? So, um we took this and we just kind of summarized it. Um most of the norms or habits were strong individualism um but limited unity and positive teacher student teacher relationships um with the building. So, so it wasn't high school and middle school mix. was all the groups were either all high school or all middle school so that we could get a good gauge on the different buildings. Um but not like we tried to mix
039them up so like all the content areas weren't together if that makes sense. Um what do your what does your building value most? Um emphasis on student behavior, effort and expectations and a strong value placed on relationships and student well-being. So already there we're kind of seeing that trend of student relationships and wellbeing. That that's good. Um, what do you celebrate most of your building? Celebration of student success, strong emphasis on extracurricular activity based recognition, and what stories did the symbols or the artifacts in your building tell? It's a strong sense of history and legacy within the school and the community and visible symbols of pride and achievement. Okay. So then they were given a self assessment that um hopefully they didn't collaborate on um just to kind of see where their personal alignment was
040with the PLC process. We had different things um it was kind of into different categories and different things that they could rate themselves on. Obviously there was no right or wrong answers. We just wanted to kind of get a feel for each individual and then take that into like a collective snapshot of where we are as a staff. >> Back to you. Yes. >> Yeah. You're going to >> If you look at you should have a data packet here. Um this has really all the questions and all the results. What I'm going to touch on is about uh six of them. Um if you look at the very back actually those are all the responses on those four questions that we summarized that Tabitha just talked about. Um, as we did the paper exercise out
041in the comments area and I think uh it should be uh divided between the middle school responses and the high school responses. Yes. Uh middle school is in that middle. Um but one thing that we noticed from the data is the the first few data points that I'm going to show you is more of the individual feeling as a staff member. Um so this is kind of a trend that we noticed. Um uh out of 28 responses uh one ind indicated that you feel more isolated and and alone and then the five you tend to work collaboratively. So you work with others and if you look at the data based on those 28 I mean there's like one person uh apparently meeting with a a team of people there but uh the the group indicates
042that we are more like isolated. We're singletons. We're isolated from the rest of the group. And so when we make these decisions and these uh decisions in our classroom we're doing it solo rather than uh collectively. And then this one was talking about I tend to work alone when clarifying what students must learn. Um I tend to work in collaborative teams that that build shared knowledge and understand about essential learning. So the left side if you notice closer to the one is more like the process that we do. Um the the more PLC process and meeting with teams and collaborating is near the fivestar. Um that and as mentioned before there was no right or wrong answer just how do you feel? What's the culture? What's the temperature in this building? Um and so you
043can see a majority over at that that twostar rating. Um meaning that they make the decisions and and what goes on in their classroom instead of being collaborative about it. Um working alone. Uh same scenario. Um same trend there. it's over to the two star and then we start to get into you can go ahead and go to the next one because now we're leaving the individual teacher aspect and getting into the student uh student aspect. Okay. So that mentality of my student versus the mentality of our students. Like I said, when we collected this data, we see that collectively we agree that these are our students. And I think that's the community that we built here, the culture that we built here, which is great. Um, and so we collect that on that data.
044And then as as we move on, we're kind of in that PLC process when we look at uh the curriculum uh the documents such as state standards, curriculum guides, um versus engaging in collaborative teams and building shared knowledge regarding essential curriculum. Now, this is fresh off of when we just had a meeting where we did essential standards, but uh and maybe that's what they're leaning towards on this side. So when we look at the beginning and as you progress through we look at more the the individual and then more the the building and the school collectively towards the end. Uh I might have one more on here. I didn't think so. Okay. So um we talked about what's next. I got it highlighted there on the back. We have our next uh collaborative half day
045on March 4th um on that Wednesday. um where we intend on introducing explaining PLC process. I think our our goal is modeling >> the the PLC process for the teachers uh just model what it's supposed to look like. Um as I said uh earlier I talked about vertical and horizontal. I teach 9th grade and 12th grade. I would love to meet with the other 9th grade teachers, you know, just have a conversation about those students. We see them all day, but I never because we don't teach the same subject. We don't ever really meet. Um I would love to meet with elementary and middle school teachers that teach social studies. That's that vertical look. Okay. But we we never meet. Um and so uh that's kind of we're just going to demonstrate a little bit
046of that kind of like what we shared with this data. um and model that process. >> And then the teachers, the assignment that we're going to kind of give them is we're going to let them have the discussion about what kind of barriers they are seeing with their student body on barriers to learning. And then each um team is going to get one of those barriers to take back and they're going to come up with a possible solution. What can we do to combat that and make it better? and then um kind of run their own little experiment and then when we come back together as a big group we get to share those results with each other. So it should be good conversations. Um this is really quickly this is kind of one of
047the timelines or the graphics that one of the speakers that I attended a breakout session um at the conference gave us. And it each year kind of has like a culture focus and a learning focus. Not to say that it can't kind of get mixed up or we can take a step back or branch off because um as Scott said, the PLC process is really from the ground up. We want the teachers to have a voice and to drive this. And so um but culture will be every single year. Like we can focus on continual growth and assessment next year, but if we need to back up and go backwards, if that's what's good for us, like for the greater good, that's what we'll do. Um learning that first big year is that essential standards.
048Like I said, we started that this year, but um we kind of felt like we needed to back up and maybe address that why before we really got into it. And then after that, um the focus will be those common assessments that Travis talked about and then high quality instruction um high quality instructional materials. So, we're trying to get away from saying like this is the curriculum teachers follow because we're going to be identifying those essential standards. really it's the teachers that can be diagnostic and decide like this is what these kids need and these are the resources that we can use to meet that. And then um I'm a little biased because I'm the reading specialist, but I'm really excited about the RTI process. Um so eventually hopefully by year three or so um
049there were some really cool RTI frameworks put in place by some of these speakers at this conference. >> That's MTSS. >> Oh, MTSS, excuse me. Yeah, Kansas calls it MTSS, but solution tree calls it RTI. >> Yes. So, um that's kind of down the line and that's what Travis was talking about earlier about making sure that every kid um you know whether it's an enrichment or a kid who needs extra help gets that attention that they deserve. >> Did you have anything else to add? I think that was it. Um, as you can see, year three, it's a slow process, >> but it's really just getting used to that um uh that way of doing things, that collaborative way. Um, in order to achieve what we ultimately want to achieve as as academic professionals. Um,
050you know, I I came into teaching to see students grow and students succeed. And what better way to do it than to have 100% students succeed instead of the the 96% or whatever uh the percent of graduation rate. I don't necessarily mark graduation rate as succeed or success. I want them to know the skills and be able to use those skills uh in life. So um it's a process and and I think our last slide is questions. I I know we kind of like I said 3-day program I tried to squeeze in as fast as I could. Um but if you have any questions uh >> I may be able to answer it but I may not. >> What are Mr. Kimell's intros to meetings? Is that like the like you're the hype man or
051what is that? >> I think I don't know about hype. I think they get tired of listening to me after a while. Um, basically, you know, it's kind of we go through celebrations first, things going on in the building, things in classrooms that teachers are doing well, things that students are doing, just recognizing that cuz sometimes things are going on and kids are like, you know, yesterday or whatever forensic team took first in their um their forensics tournament and stuff. And it's just going through and celebrating all the things that are going on throughout the building, whether it's teachers or students and stuff. And then we kind of go from there to kind of on the same page things that we all need to make sure you know the things that are going on the
052building you know like enrollment coming up or whatever those things that may need to be and then at the end we do new learning which is whatever the focus is for the rest of the time. >> Okay. And they just noted that as one of their their celebrate things. So I didn't know >> if you look under your chair >> they all they all get 20 bucks. $20. >> If you got a red sticker, that would be fine. >> Not giving any ideas. >> At the March 4th uh PLC collaboration day, is it you four that attended this conference that's going to be working through that model or all four of you? >> Yeah, the four of us will be doing our best. Those four kind of be driving where we're going next and you
053know based on where we're at uh the other day and our early release day taking that information and where we kind of need to go next. Um they they give up their Wednesday we meet Wednesday um around 11:00 11:13 I think um their first half of their planning period the four of them come in I join them and they go through and so they've been meeting since but Jay since we got back from the PLC >> like every day >> so they get a lot of meetings it sounds like a really good program one question I've got is March 1st to April 1st or March 4th to April 1st is that enough time with spring break in there to implement and gather data. >> I think what we're modeling Yes. Um because I think ideally
054we're trying to get the teachers to see like uh the benefit of it and I it it's often hard because the benefit ends up being for our peers, not necessarily students and our content. Um, and so it just kind of creates a baseline like this is what we're looking for in the process of collaborative meetings or team meetings. >> Gotcha. So >> because hopefully that process will be something they continue to repeat whether it's for barriers or if they notice like their kids in their content area don't get a specific skill then they know like this is what we can do. you can try this intervention or technique and then we'll come back together and discuss the results. So, it's kind of that wash, rinse, repeat cycle. >> Yeah. Because really that time is for
055us to um decipher the data um between March 4th and April 1st and have something to present that shows growth or things that we need to work on or things that we can present to that team. So, I think the four of us can do it >> in a week. >> I don't know who came up with the name, but we're the Fab Four plus Scott. >> Plus the Hy. >> So, >> I I love that the high school's doing it. Is the middle school and elementary going to jump on this and have a coalition as well? >> It's and that's part of been part of the issue with this year with the with our collaboration time that we've had. We've had, you know, the the letters training takes up some of that time uh
056for that collaboration time. You know, they did focus on essential standards and and you know, those teachers know that, but also the feasibility study has taken up time that we need, you know, for those focus areas. So, the six the middle school has been part of this conversation with the with this coalition to go through that and Tim's going to work with his BLT to really to hone in on what that is for his building. Um, so but it's the way we're configured 612 would work. But with all that the elementary has with that letters training once we have that out of the way that's going to be dedicated time that that next year we plan to have that as sacred time. The collaboration time is PLC time or whatever we call collaboration. >> Are
057we going to have are we going to highlight four in or for teachers to go to this course? >> Well, they have their BLT. >> I would I'd recommend that. I would say that if it comes back to other teachers >> if it comes back to Kansas City or De Mo Iowa or Tulsa, Oklahoma, that's usually where they have them in the area. I would I mean I think it's an investment that you're making in your teachers and your administration that is well worth >> if that opportunity comes up. I I would highly recommend >> that's definitely an eye school. >> Yeah. Will we extend it to middle school and elementary school? >> Oh, sure. Oh, yeah. >> Yeah, I would >> I would like to see that. Yeah, >> once uh once that happens
058being K through 12 in the same building, I mean that's uh your your team collaboration is just going to be awesome. I mean, you're going to know those students from even elementary all the way through high school instead of just high school and and just see them gain those skills. It's not really the quantity when we meet, it's always the quality. what are we doing with that time that we do meet and I think this kind of sets up a a platform that gives us an idea of what we need to be doing while we're meeting together >> besides talking about the sports game last night >> and I think with Miss Paul leaving that I ready you know they're looking at that here coming up on the 16th you know that's a that's a
059diagnostic that collects that information from the time first grade first grade kindergarten whatever all the way up to their last test as a sophomore or junior or whatever. So that one kid, Scott Kimmel, we can we know where he's at every year in one place and it's not a different diagnostic every year. Um, which allows us to better see those skills or whatever it is that they need to improve on >> for a long period of time. >> Is there a network of PLC schools in the state of Kansas? You talk about, >> you know, the vertical that would help >> the hor horizontal where, you know, you would have potentially a network of other >> freshman teachers that also do. >> There's small schools, there's big schools, and that's one thing they do talk
060about. Did you want to talk? >> Oh, no. I was going to say Elder was one. Um, and I know that there's others that title themselves PLC's, but uh, they kind of get together as teams, but they might not necessarily be PLC >> PLC light. >> Did it say I can't I know they told us how many are across the nation, like how many PL actual PLC schools do you remember? But yeah, there are three schools that we could reach out to so that our signal could collaborate with >> our three PE teachers could have >> done it for several years and ones like ours that are fairly new at it. >> And I do I do think definitely other Kansas schools, but I think that there I mean I would feel comfortable reaching out
061to schools in other states as well that have done this for for years. And I think there's a website we can get on to. I think there's like an online community on those on that website as well. So there's lots of ways to reach out. >> Even a team could probably observe. I mean, schools are open. That's inexpensive opportunities for those teachers to go and see the process happen in those school districts. the March 4th through April 1st, is that just going to be high school teachers going through that or middle school teachers involved in that process as well? >> I think I don't want to speak for Mr. Rema, but I think our idea is that we go together, we work together. >> So, will the groups be integrated then so that way you
062can get the vertical or are they going to be separated? I I think I think the way just being small district you can correct me if I'm wrong but I think being with ours are that vertical is better >> versus you know doing high school social studies and it's Mr. Blue, Mr. Crawford, you know what I mean? And so now you have four that are collaborating in those groups. So I think anything that we do 612 would always be best. >> Agree. I do want to say the elementary is working on essential standards. I don't want you to feel like what are they doing? They're just doing letters training and what's the PE teacher? No, we are in this PLC process too. Um Lory's in the PLC, Kathy's in the PLC. They may not be
063like in a technology PLC or a title reading PLC, but they are involved in a PLC in the elementary school. Um yes, we do letters training on some of those days, but on the other days we are deep into our PLC meetings. and what we do. We did not feel like culture was a problem in the elementary school because we felt like our culture was a pretty good one. We're not as isolated as the high school and middle school where they just teach by discipline. You know, our teachers teach almost everything. So, they didn't feel as isolated that way. So, we felt overall our culture was pretty good. But what we did lack in is that we do not have like um we don't know what everybody teaches. So, we have our new math series
064and great, there's a lot of information in that new math series, but we also have state standards that we have to teach, too. And like Travis said, we may not be able to get to all those state standards. We know we will not be able to cover everything in that math and you textbook, but what do our kids need to know? And that's what our PLC's are meeting on well, come Monday. That's one of the things that we're meeting on. And that's their their PLC's get together and they have an assignment to do where they have to develop so many essential standards. And when you say essential standards, you'd probably say, "Well, they can go to the textbook and just write this down." That's not what we're talking about. We're talking about specifically what do
065our kids at Oate City need to know to be successful out in the real world. And that's what they write down. And eventually when we have all those essential standards done, what does it become? our scope and sequence and that is something that 08 city school district has in my opinion and I've been there for 36 years have never had. So that's something that we need that way when we have a scope and sequence like Travis and Tavis said we know what everybody's teaching in fourth grade but we also know what everybody's teaching in K through 12th grade and that is a big big difference in what this PLC is bringing to our community. So, I just wanted you to know that elementary is doing something, okay? We're not just sitting back. >> Well, I
066just think about what what opportunity for the quality of instruction cuz once you nail those things down, >> man, you can really have fun with how you teach in your classrooms. And that's what a lot of people don't realize. It's like we're not saying be a robot, be a certain way. We're like, we want to tackle this standard. However you do it in your class is is what you do in your class, but when we come back together, you have success on your test. I'm lacking over here. What are you doing different in your class that that I need to that I need to know. I'll start using that in my classroom. That's that's the point. Um and you can make a really good quality instruction for sure. and and we are so grateful that
067we have these collaboration days. I mean because if we didn't have these, none of this would even be possible. So thank the board for doing that for us at least once a month because they are very valuable. Great. >> And I think like you said working smarter not harder like with that alignment too. If we know like just like I'll use this writing as an example. If we know what writing expectations are from kindergarten all the way up to 12th grade, teachers aren't necessarily having to reinvent the wheel every year and saying, "Okay, I need to teach all these things." Maybe they just need to teach a few things really well so that they're set up for that next year and we can cover everything they need in writing from that time that they're here
068in their student career. >> Well, there's also two other aspects. when we met uh we had a day where we met kind of K through 12 and we had an opportunity to speak. There's also something else like pacing. Pacing is more like your your close-knit teams, but there's language. Um and language is important because how are you teaching these uh these terms in math? And they go the next year and they don't even hear those terms. it's completely different terms and the language isn't matching up. And a lot of times if you start matching those things up, then you close some of those learning gaps in those students and they're not trying to figure out, well, last year it was this and this year is this. I'm confused when the teachers are on the same
069board and they're using the same terms all the way up through senior year of high school. So language and pacing and alignment is another deal. But um to me that's the most important as far as vertical integration. >> When will you guys be reassessing the scores? I guess the answers that were provided on this assessment >> as far as a temperature check. >> Yeah. So that way we can see through PLC are we moving more away from these ones and twos and towards that group. we discussed it. Um, however, it might not necessarily if I were to say any input on it, I would want it towards the end of the year, but we haven't even really gotten into the process. >> Yeah, I don't know if it was like a year from now or
070>> it would probably be early on. I would say earlier than >> but maybe like we are definitely for sure wanting to do it periodically but I'd say probably once we get into the process and they >> they can see what we're doing. >> And one of the good questions is when you walk into the school what does the school celebrate? One of my biggest impact from that was uh they showed two pictures and the pictures were the hallways and it was just simple as what they have displayed in the hallways and we mentioned that as one of the questions as being a symbol of your school and when you walk in here what is our symbol? What are we really putting at the high tier of our of our school? And a lot of
071times, uh, we did kind of summarize that, but you can read some of the other responses on there. I I think that's important. If we celebrate those academic achievements, we are a extremely successful district. Um, when we look at it, it's like we have a lot of things to be proud of. What are we displaying that pride? Um, and and that's what I want to see more as far as high school building. Now, elementary does a great job. I think they displayed uh really really well, but um I I don't want it to be too institutional. And I think the inclusion of this wall when you guys walked in and you saw the wall, does that get you each time? Does that instill some pride in the school? I think it does with me. Um
072and that's just a small that's some paint slapped on a wall. U but ideally what are people outside of our district? What do they think when they come in here? What's our emphasis? Um, and to me that's that's part of that culture. Sorry, I'll get off my soap box. So, excuse me. So, as a board like Miss Ball with the math curriculum that you guys went, does that throw a wrench in this when you when we bring in a new math curriculum and it's something new say for elementary, but we don't change it for the junior high and high school. Does that throw a wrench? Does that throw a wrench into this going forward? Is it something that we need to look if we're going to do this? It needs to be K through 12
073to keep everybody in line. So, we're doing the same thing. >> That is exactly what it's doing because >> that's what we're doing. >> And that's what we're doing. >> The high school will be implementing the same curriculum that the middle school. >> We'll bring that to you next month. >> Right. >> We've been going through that process. I just sent the I finally got the bid and sent it or the quote or whatever and sent it to Mr. Hessel. But it's the same big ideas that elementary school. >> We have math and you they have big ideas and there's big ideas but it's all through the same company. So yes and and it all pretty much started with common vocabulary. So we found out kids were learning different things that and it it was
074the same word. It was the same definition but different words that we were using. And so, yeah, it was confusing. I mean, so we realized these guys had adopted, you know, big ideas and we looked at it and it was something that our staff really wanted to utilize. And then the high school looked at ours and the middle schools and so now we're >> something that we need to look at that we need to do it >> say one a year, but we need to do it all the way through. >> Yeah, we have Yeah, the plan is to have that. It's a resource adoption, not curriculum. And we want to call it resources because it's not about the curriculum, it's about the resources, what they've identified as what the kids need to know by
075the time they get done with third grade. So, do we have the resources to to help support that? And so, we got resource adoption, but we'll do that yearly. And so, math is a focus right now of that. So, to line that up K12, that's the goal. And so, we can have the when we do meet, we're having very similar conversations because we have the same pretty similar resources. Well, here uh to add on to that, when you get a new staff member coming in, >> you meet with those teams, you've had those discussions, you've selected that curriculum, you know that curriculum. >> So, or sorry, resources, instructional materials. >> There you go. That works. >> Okay. But you you've come together as a team. The new person comes in. It's like this is kind
076of our expectations. This is how we do business here. >> Yeah. this is where we're at here and and we need you to check in a month from now and let's check your results and let's see how you're doing in the classroom. So we not only is it students but it's also teachers and it's making those teachers highly effective educators and that's I mean ultimately if if I leave I don't want to destroy the whole social studies department that I've had set up and they have to reinvent everything and start all over again. I want them to be able to pick off where I left off and that's I I'm not trying to sell this. No, but I see what you're cuz like correct me if I'm wrong. So like the resources what we're trying
077to get teachers to move away from is saying this is my curriculum, right? Like I'm going to start at point A, go to point whatever as far as I can get, which usually is not. You can't get through the whole thing in a year anyway. So that's what that process of those essential standards and those common assessments and all that collaboration is is that we decide the curriculum. Um and then those resources help us to teach it so that we're not just saying um like definitely having the same resource is going to be huge because all of that language and all of that the way they teach it that is going to be a a big part of it. But >> it's those essential standards that are going to be driving the >> I mean
078that's going to be what drives the bus. hard as possible. >> Yeah. >> Well, I I can see too when you have a new teacher coming in, you know, the habit would be is, oh, I'm isolated. How am I going to figure this out? I might talk to the principal to help mentor to get questions. Well, if they're plugged automatically into a team of multiple teachers that already has this the system, the culture, the, you know, resources established, that's a much easier transition. third grade teacher and and they can here's the seven to 10 essential standards we're we're focusing on. >> Or even if you transition from say like as an elementary teacher to the middle school, >> you know, based on open position, that's a much easier transition than having to learn how how
079to essentially reinvent the wheel or to >> not really know what you're going to do when you show up at that school in that classroom. Yeah. >> And what what I'm really excited about is if we can get to the point where like say like like I can say, "Okay, TR does a really good job of getting his kids up and moving in class. I want to I want to know how to do that in my class. It doesn't matter where I teach in the district. I could be I could be in the elementary. I could be whatever. I could come, you know, someone could cover me or whatever cover my class. I can go watch Travis in his classroom or I can meet with him on one of those collaboration days like, "Hey, how
080did you decide how to do this?" So just kind of seeing where our teacher because our teachers have so much knowledge and so much strengths, so many strengths that it'd be really cool to get to that point where we can start, hey, have you tried this? Um, or can I come watch you do this? And people are comfortable with that. >> Is there anything from a board perspective support-wise that you need to help make this successful? I mean, it sounds like it's going to be really great. Is there anything that we can do to help ensure its success to support the staff? >> I say kind of like what we mentioned before uh have this opportunity open for the uh others to attend the conference. I've been there. I got the materials. You know, I
081I I'm on board. Uh you know, you don't have to send me to a conference to convince me to be on board. Um because it's not a program. that it's really just a way of doing things. And if we can just maintain that and get uh how do I put this traditionalist uh into that mentality of hey, you don't have to change everything you're doing. You just have to meet with us and have conversations and and see how we can better our student success. Um for lack of better words. So, >> and I think I I appreciate Tyler's question about the resources. I think just being like being aware that that is something having similar resources across the board is going to going to impact our students and how we teach them. That's going to
082be a big deal as we continue to adopt those. >> I know a lot of questions at the high school of CTE. Um so uh the career technical education uh instructors and a lot of those if you look at the competencies a lot of those are shared skills of those competencies. So those CTD teachers can meet on the same team and look through their competencies and say these are skills that we got to address and how can you teach it? What's some strategies that we can do in our classrooms to teach those? And I know that's the big question in the high school. That's the big concern. It's like we're we're on an island over here. And it's like, no, really, you're not in on an island. You're still in the education process. It's just
083uh we need to meet together and figure out how to meet those skills and those competencies. And I think one of the one of the reasons we decided to address culture and the why was because like like if this is a normal response, I'm definitely not criticizing anyone, but some people have been a little reluctant and have been like it's just another one more thing. Like it's just the next new thing. It's just the pendulum swing. Um and so just trying to like show them like this is why we want this infrastructure and it really is going to have all these amazing benefits. And so, um, you know, Scott is an amazing hype man for us. But if the board, like if anybody comes to the board members and and talks about the PLC, um,
084maybe just kind of entertain that conversation with them, talk about what possible benefits there are. Um, because I think the more we get into it, the more people will start to shift and kind of see like it's not just the next new thing. Like this is going to be our new normal. Um, like it's not a program. It's not like we're just going to this is forever. we're going to keep doing this process to constantly improve. So, >> um I think the longer we're in it, the more people will >> feel better about it, but I think for right now, some people are still collected. >> And I'll close with really the most important thing out of it that you asked about the board and it's really time. And I know that's not something that
085I can make a decision on. I know we've made some changes as far as in the high school uh some seminar or anything even if we just had 30 minutes of time uh on a regular basis to meet. Um I think there's more an impact in that than having so much space in between times that we do meet. Um that's that's my closing plug. So, uh I know that's not necessarily in in the power, you know, I'm going to let the power of it be do their job, but uh that's one of the things that I would say is important to the process. >> I do think some teachers are kind of trying to find some creative ways like to meet around schedules like in addition to the collaborating collaboration days we already have >>
086like 11:13. >> Yeah. Like us. Yeah. So, I I promising to me. Yeah. >> So, >> thank you. This is helpful. >> Yep. Thank you guys. Appreciate it. >> I told them 15 to 20 minutes. The fact that they went over that >> right on time. That's not minus off the agenda. >> Well, I appreciate you guys' time. Thank you very much for allowing us to share. >> Great job. >> And I think I'm gonna go home and finish a Valentine's box and my 5-year-old. All right. Thank you again. Appreciate it. >> Thank you. >> On the topic of time, >> yeah, uh let's discuss the district academic calendar for 2627 school year. >> So, uh meeting with the initial meeting with the calendar committee, I presented two calendars, calendar A and B, um to
087consider for next school year where calendar A was just a carbon copy of what we are currently in. um 171 student contact days, 178 teacher contract days, collaboration, first Wednesday of the month, um contact hours, you can see those and built in 5.8 snow days. Then calendar B was the other option um with an increase of collaboration days from to increase from to the first and third Wednesdays of the month. Didn't really have time on you just really set it at the same time as what we currently have and it was really just to get the conversation going about collaboration time and and looking at that. So, so when we met, um, we came up with additional calendars as you can see, which calendar C, D, and E. Um, from the conversation, it was very
088good. Um, PJ recommended maybe just adding two two extras uh in each semester of collaboration time. So, that was what calendar C was um instead of just doing it twice every month or kind of how we could build it in there. And so, that was what calendar C was that option. And then calendar D again was a carbon copy of the the current calendar but it uh recommended an 8:00 start time. Um so that would reduce the number of student contact days uh to from 171 to 169 and to reduce the number of teacher contract days to 176. There would be a week off at for Thanksgiving um within that calendar. That's where the two days would go with start 5 minutes earlier than we do currently. Um, and you can see it's it we
089still have the built-in snow days of 5.93 and that's keeping the collaboration days the way they are right now at the first Wednesday of the month. So, and then the last option was calendar E. Um, in to try to avoid reducing student contact days and and teacher contract days, but still have a week off at Thanksgiving. This the the calendar would end on May 21st instead of the 19th. It'd be two days extra. Um, and so where you can see where the student contact hours and 5.84 84 snow days built into that calendar E option. So from the conversation, you know, we really talked about um the use of the collaboration time and how it hasn't really been effective related to what it was built into because of the feasibility study that we've had. You
090know, I felt like that's a priority to get us get to use those focus groups and not necessarily use that collaboration collaboration time for PLC time. So, so the the committee was concerned about that cuz they really haven't got into it. You know, after hearing what they did, you know, they're kind of seeing the light, but they're still not there on the bus of that of more collaboration time because they haven't really got to the nuts and bolts of PLC because of of different distractors and things of that nature. So um so um from the feedback they received the committee received the um calendar D was probably the majority of the of the staff were in favor of the calendar D which is the 8:00 start time um taking two reducing two student contact days
091and two contract days but it would be a week off at Thanksgiving and leaving those collaboration days the first Wednesday of the month. Um, calendar E was a second option. Um, was number two and then I can't remember what the third one was. Was it A? >> A. Yeah, A was just the third one. So, um, any questions about that before I make my recommendation? >> Can we get away from having graduation on Mother's Day? >> Well, that that's something we can work with as we go through that, but I don't know when else you're going to have it, but >> the next week. >> Well, that's just Yeah, another week with kids. So, that's it. You have to, you know, >> well, I mean, if we're in school, >> but seniors, we let them
092out early because of graduation, but if you move it back a week, we kind of want to keep them so they don't screw up or something. >> Sure. >> Those are the things you have to talk about. And, you know, that's not written in stone, anything on graduation, but something we can talk about. >> Well, I just I mean, when do we need to decide that? If we're going to decide the academic calendar, I feel like that's something we probably need to decide. >> Well, we still have negotiations to go through. Sure. >> To do that, so we can really look at that with Mr. Kimble, but just the overall >> high school graduation as far as moving that. I mean, obviously the board needs input, but I also think that's a building thing that
093we can move at any time. I mean, I agree it shouldn't be on Mother's Day Sunday. >> I think that's us, you know, communicating that out that, you know, it's Saturday the 9th or Sunday the 17th, you know, I don't think that's >> okay. >> I know it just has traditionally been that way on the calendar yet. Yeah. But we, you know, again, not written in stone or anything. >> Okay. if we don't use all of our snow days. Yeah. >> You know, I know like several years ago we were off for like, you know, we were actually to the point where we maybe exceeding them, but this year since we've I think we've used one, >> right? >> Cy in April. >> But if we don't use those, do those fall off at the
094end of the year? Do they just That's just part of the win or lose, isn't it? >> Yeah. Well, you can have two types of calendar. You can build in like snow days, and that's the way it used to be before I got here where you had three days, but if you use a snow day, you had to you had to go one of those days. So, like Lyndon does that. So, they used a snow day the other day. So, they were supposed to have one off, but they had to go because they would do that. But, um, so then if you get over that three, if you have more than three days, if you have those built in, then you have some flexibility to not necessarily add time like we had to add time.
095But depending on how how long you're out, this something you have to work through. So there's two types of calendars. There's built-in snow days and they're just student contact hours that we go by and that we just make sure we have those hours to do that. But if we if we're over, we're over. Um I mean the board can look at days off or things of that nature, too, but um as long as we meet the requirement of the 1,116 >> there. Give the seniors all the snow days they didn't. >> Well, they have a different they have a different hour. It's 108 to reward them. >> Yeah. No, I agree. I >> You don't get a snow day this year, you get all the extra snow days at the end of the year. >>
096Yeah. So that and that can happen. Yeah, that's that can happen. So >> So on this I mean if we take action, but it's still got to go through negotiations. I mean if if we go with action and then >> we'll Yeah, we'll approve it and then it's up it's going to be up to the teachers and negotiations team to finalize it. So, we might have to come back and go over it again if that doesn't go through. >> Yeah. If Yeah. Like the changing changing of the contract. Really, that's what it's doing. But this would be recommended. >> You met yesterday. You met once before, >> right? >> And the teachers have already had an opportunity to kind of review all the options to talk to the >> Yeah. actual changing reducing the number
097of days for teachers is a negotiated item that we have to I would I'm just saying that the likelihood of them coming back and saying >> well we want to go with number we want to go with e >> you have some inside information on on >> really depends on >> well >> have you talked to somebody >> I just know that they've met already >> I'm just >> but yeah that was calendar you know I have reservations I'm not you know my stance on I don't want to reduce the number of days But, you know, you look at the number of of contact hours, it's not much different. Uh D is not much different than A, but it's just, you know, I don't want to lose days with kids, but I understand where this
098is coming from. And um some of the consensus coming across for calendar D was, you know, starting at 8 instead of 8:05. That provides just a five extra minutes of admin time for for the staff or for the teachers to meet with the kids. that's knocking out lunch, doing roll call, uh, and doing some of those check-ins with them that would typically take in or work into their actual academic time. So, it gives them a little bit of time to to knock out those little things at the beginning of the day. Uh, maybe knock out the announcements without impacting education time. So, that was some of the that was some of the thoughts on that as well. >> So, it be 8 to 3:17. Is that what it is? >> 320. >> Yeah. >> Do
099we have concerns? And I know it's only two days, but do we have concerns about kids not getting meals? >> I mean, that's I mean, that's you just being around our teachers, two less days. I know it's only two less days, but that's, you know, we got good people and our kids need to be around them. But I understand for and and also negotiations, it might be tight, honestly. Um, because of of our enrollment dropping, the CPI is not going to be as high as we think. I don't know that we'll get as much new money as we've gotten in the past. So this gives us some negotiations room too with you know reduced number of days and we don't have to necessarily put so much on the base compared to that. So, and you
100could use that as as part of the package in there um for negotiations, too, because we're we're going to get some new money, but we're not going to get as much as we've had in the past based on the consensus. >> Contract is is actually two days shorter. Yes. >> With with that with calendar D as >> so that could be part of the negotiation package >> technically paying them as much for >> sure. Like hourly or whatever. My concern was like kids that aren't getting enough to eat at home. Are we cons? I know it's only two days, but if you're somebody that's >> dependent on school lunches and breakfast, >> two days without that is >> absolutely. >> Well, we have a pretty good program set up for lunches to go. >> Well,
101the library does. Yeah. Once it's out. Yeah. To provide that. >> We do have that in our community. I mean, >> I didn't think about that. we don't have enough um to of people that participate if we were to host that, you know, as a district, but it wasn't financially in doing that. So, but the library picks that up to provide sources. So, >> yeah, I forgot about the library, >> but that is Yeah. So, I'm recommending calendar D pending negotiations um with the 8:00 start time and the week off at Thanksgiving and the collaboration days uh remaining the first Wednesday of the month. So you see that calendar D as a benefit to our students? >> Um I mean you're more contact hours than >> just I mean we're not losing that much contact
102time. I understand that. But the days >> I mean it's actually more contact, >> but I see but I but I think um I mean with negotiations that's going to we're just not going to have as much as we've had in the past to negotiate with. And so I think this could be a nice um balance in between that to help with that with the two cont. Again, not a fan of that, but I in the times that we're in and maybe some morale with the week off at Thanksgiving could help with staff as well. And teachers are in a good place, kids are in a good place. So, um, but I that's my recommendation is calendar D. Any other questions? No. All right. Well, we do need to take action. So, I'd like to
103make a recommendation that we approve calendar D pending negotiations uh for the 2026 2027 school year. >> Second Carson. >> Hi, >> Carson's. >> Hi, >> Lyer. >> Hi, >> Kevin. >> Hi, >> Ty. Hi, >> Megan. >> Hi, Clint. >> Hi. All right. Kids going to be mad. Be in school five minutes earlier. >> Uh Green Bush Virtual Academy. >> So, this is our annual umou with Greenbush to provide virtual services. Um we're just looking at up for the high school. Um how this works is we can reserve up to four spots, but we are guaranteed a minimum of two that we have to pay for. Um so um so that's what we've done the last two years and it's worked fine for that. Um you can see the overall minimum is going to
104be $9 $9,000. If we have um more than that, if we have the other two, they have spots for us, but but we have to pay for those spots, but we have to pay for the minimum or the minimum of the two that we utilize. So, um, that they provide we, you know, Scott's not a big proponent of virtual. It's only really in a case by case issue. Um, and he knows it's more important for them to be in the building, but there are some cases to do that and we do use that. But it's a nice u option for us to have if if we choose if the kids need it for virtual schools. So, >> how many is this here? >> For three. >> I think three. We have about um I think
105at Green Bush there's three, but we have a couple kids that are have a hybrid here that come part day here and do part-time online just due to issues they had on >> egeneuity >> we have the flexibility to do that but >> so does that does that does those take up the spots? We run it all we run it all through here. >> That egeneuity is here. We have that here. But green bush would be strictly virtual. Virtual. >> Why don't we do it all on egeneuity then? What's the cost for that? >> It's not cheap. I mean but we pay that yearly. We pay >> we pay for >> but we already pay for it, right? >> Yeah. >> So what of the green? >> But with it being hybrid, we can don't
106have to have a dedicated teacher necessarily to do that where it's, you know, Mr. hallway is just doing like credit recovery mainly. That's what we use egeneuity for, but a few isolated cases, but the virtual is just that they're providing the teaching and everything and it's not us having to build that into the schedule. >> It's all in one package. >> All in one package for them. And like we said, we we just utilize it in as a needed and there's usually a couple kids that that could benefit from being virtual, but not something we propo propose. So, >> continuity cannot be all virtual. >> I mean, it can, but we're not set up for that. We we utilize Greenbush. That's a good point. We utilize Green Bush as our virtual school and because we
107don't offer a virtual school. We offer a hybrid to meet the needs of kids based on situations. So, and they do that on an individual basis. So, but that's but we identify Greenbush as our virtual school >> through this >> of the funding that we get from the state per head per student. >> Mhm. >> Of the So, if we have two students, how much of that is prov like >> that's all goes it goes all whatever we get for the from the state all goes to Greenville. That's basically what we're they're covering. >> Yeah. I guess my question is what how much do we get from the state per student per head? It's I think it's 4,500 per if I have to look that up. But it's per kid basically what we pay >>
108basically a we're just basically giving them what we what the state gives us for >> virtual. But if we put four people in it, it's still $9,000. >> It'd be another Yeah. 9,000. But we'd still get that identifi if they're identified in in um in the audit as a virtual student, then we we'd get that funding for them. But I'll double check on that. >> So that'd be 18,000 for four for four students, >> which is essentially what we get. So it would be a wash. Okay. >> What we paid or are currently paying this year? Is that >> Yes, it's the same. Yes. >> Okay. >> I'll look that up for sure though and get you that information. >> Yeah. I just >> Good question. >> I wouldn't think that they would they meaning
109like Green Bush would be able to upcharge us >> based on what the state provides. >> Yeah. No, that's just >> Well, but it's a service, so they would be able to charge something for the service they're providing, I would think. It's possible, but I >> but they don't they just take what Yeah. >> is given to schools. >> Kind of is Greenbush estate entity. >> It's it's it's a service. It's a it's a service center and they can have they but they've identified themselves. They've gone through all the motions to be have part part of that as a virtual school and so we can use them as our virtual school. Um >> but they're not a government entity. They're a private company. >> Yeah. They're they're like a school district really is what they
110are, but they're more of a service center than a school district. So my recommendation is to continue theou with Greenberg Virtual Academy. >> Yeah, theou goes into some of that funding also funding request. >> I saw it was kind of broken out. I just didn't I guess maybe I didn't see the cost per student that we get from the state. >> Yeah, I don't know if that's in there. I don't remember the scene. Okay. Any other questions on it? No. I'd like to make a motion to continue um the Green Bush Virtual Academyou with a guarantee of two slots up to the maximum of four slots and a minimum of four or $9,000 for the two two slots. >> Captain, >> Hi, >> Clinton. Hi >> Carson. >> Hi >> Wilmire. >> Hi >> T.
111>> Hi >> Parsons. >> Hi. >> All right, van. So um we're getting we're not I'm getting some age on one of our vans. The other two are not too bad, but in the springtime it's just we're just finding some times where we have an overload of activities between golf and track and all the things that go on. Um so u we look for another 10 passenger van. Um, Shauny Mission 4 does provide the state bid, so we didn't really have to get another bid, but um, but I did. I I reached out to Kansas Truck Equipment. They had um, one. I tried another company, but I didn't get a a a response from them. They had a Ford Transit. Ford Transit's the only one um that has a identified 10 passenger van that would
112fit the law. If you can't, you know, some have 12 and you have to retrofit it to make it 10 and that's an extra fee to do that. So Chevy does Chevy's a 12 passenger and then you have to re retrofit that extra cost. >> Was it max 10 that you can haul them? Okay. >> Say what? >> I didn't realize they were doing >> up to 10. Yeah, >> that's the state law. I don't that's just the state law that they have to be, you know, >> schools. >> Yeah, for schools. So, so the Ford Transit is that meets that and so um but Shny Mission Ford is on the state bid. Um but again I reached out just to kind of see what else is out there and I did get one quote
113back uh from the Kansas company. So um so looking at recommending that Ford Transit uh with the additional options of we're going to use this too to like for football games. We could use it to haul the smaller trailer, not the big trailer that we're getting, but uh we could use it to haul the smaller trailer for like football games. So we're going to add the tow package and the trailer baked. >> You won't be able to pull the band trailer. >> No, not the big one. The reason why not big enough motor. >> Yeah. >> Now, what if we looked at upping the motor to a diesel that could pull that since we do have the big van treatment coming in? I mean, >> yeah. I mean, >> to to do I mean, >>
114right now the plan is with the truck to do that to pull that. But we can I think right now this is our best option for what we have as we look to with that trailer as we get to know how much we're going to use that and really identify if we need to go with another option to pull that with a van or something like that. We could look to to a bigger model, but I think this is the best option right now. >> Why do we need to make a decision on it this year? Can we wait a year, see how much we use that trailer, and then decide whether we go with this size or a bigger size? you could wait. Um, we just haven't bought a vehicle. Last year we didn't
115buy one and we're just trying to keep our our fleet, you know, somewhat new and and we just we have a lot of activities now and the needs there for that to do that. So, >> is this readily available? Yes. >> Yeah, it's on Yeah, it's on the lot. So, >> not like buses. >> No, it's not going to be >> 14 like the van trailer. I mean, we haven't heard enough. >> Yeah. Well, we're waiting. It's about done. So, yeah, it's include wrapping. >> No, it's just straight white van. That's what it is. They don't have red anymore. So, >> I'm sure we could make it red if >> Oh, yeah. Yeah, we can do that. Yeah. >> I just can't believe there's that much difference in price. >> Yeah, I was surprised, too.
116So, >> I mean, that's what I was thinking. Are they same motors? I mean, is the other one a diesel versus a gas? I mean, you wouldn't >> Well, I think the one was a diamond coach the from and that's what they had on the lot. So again, it was, you know, so we didn't have to wait and so that's what I requested for that. And so I think I made it a little more pricier compared to what it was. But from what I can tell and the quotes that I had there, um that you know that's the main difference, but but it's what they had on the lot there. >> Diamond coach. >> So we are planning to pull that trailer with the truck. Is that >> the small trailer? Yeah, the one the
117current one we have right now for like football games to pull equipment and things. >> The band trailer with the current truck we have. >> Yeah, >> the truck. Okay. >> Yeah. >> So, somebody will have to drive separately. >> Yeah. >> But typically when we go to ban things, we have more than 10 kids anyway. So, they would have to drive separately even if we got something that could typically done in the past. >> Okay. Do we have the capability to pull the trailer pulling the buses with the red bus? >> I don't know that. I don't know. >> That would >> I never thought about that. >> With having the new larger van trailer, are we going to need the smaller one still to go to events? >> Yeah. So, yeah, the football
118teams would like to use it for, you know, holding their their equipment and things. It just makes it easier to do that. So, and there's other things we could use it to haul if we need to transport something, you know, that's smaller compared to the big band trailer, but we plan to utilize it. >> Any other questions? No. So, this bid that you have for 60,000. >> Mhm. >> What are we adding? We're adding >> We're adding the 3.3 limited slip, the trailer toe package, and the trailer broke brake controller. So, that makes it 60,223 total. >> We have to pay federal excise tax on that. >> I don't know that it's off the state bid, so I don't know. I assume everything's on the up and up, but >> I can check, but I
119don't >> I don't I don't think so. I don't think it'll >> Okay. >> It'll be heavy enough. I don't believe I just looked it up real quick. >> Okay. >> All right. I'd like to make a motion to accept the bid from Shiny Mission Ford um for the recommendation of $60,233 for a new 10 passenger van that would include the limited slip trailer tow package and trailer brick drawer. Carson. >> Hi >> Parsons. >> Hi >> Ler. >> Hi >> Einste. >> Hi >> Kis. >> Hi >> Fagen. >> Hi >> Ed Linton. >> Hi. >> That's right there. >> Oh just overlooked. >> Blind blind in the blind. >> Um okay. So Quesa State basketball tournament. >> So uh they've changed the format for state basketball and I don't really understand it to
120be honest with you. So I provided a link to to the information there. Um so I think it's more just a conversation. I don't know. I mean you can kind of give me guidance as we go through this conversation but um but what I don't know Tim probably I don't I don't you a master at this yet Tim? >> No. >> Yeah. >> I don't think anyone is. >> Yeah. So for if it qualify for state of course we have a whole different regional thing. There will be two people two teams from a regional will qualify for state. And so like I think our regionals Gerard I don't know but but if you qualify for state the quarterfinals which would be the top eight team the teams that qualify for state they are going to
121um seed those based on the higher seeds to the closest proximity to the state quarterfinal sites that you see on that list there is how I understand it. So, but the lower four seeds will not travel more than 250 mi. Uh, so if you look um if their boys qualify, they'll play on that Tuesday, March 10th, um, quarterfinals, and the girls would play the Wednesday, March 11th quarterfinals, but I'm not sure where they would play. So the boys could play in Topeka and the girls could play Well, they have to be one of those sites that are listed like it could be at Emporia or they could be sent to Hutch maybe. I don't know. Okay. >> For the higher seat. >> Yeah, >> they have completely messed us all up. >> Yeah, it's crazy.
122>> The only place we wouldn't play is Dodge City. Yeah, >> we we could still play in Witchah, Salena, >> KCK, which is probably unlikely since there's >> not going to be much, >> you know, east of us. >> Yeah. >> Um or obviously Emporia, >> right? >> And I doubt we play in Emporia. That would just be too convenient. That makes sense. >> I mean, we just toss the lineup likely. But then if you make it to the semifinals, then um 3A is going to be at Hutch like it always is. And the finals will be at Hutch for 4A and 3A. So they'll have two classifications there. And then you can see what days they would play. Um the boys would be on the the Thursday for the semifinals and the girls would
123play on Friday for the semi-finals. What it looks like is is they took >> state locations >> and they condensed the state locations to from eight or to four. But then they appeased the ones that had had state like Salina for example has been 4A's location for forever and said well hey we'll give you you know quarterfinal games instead. Yeah. So it we're just trying to make it simpler if our kids do make it stay just be easier to get. >> So those days they've gone away from the 12 2 and 4 and 6 times to 1:30 3:30. So I just would I just backed it off 30 minutes like if the kids play at at at 3:30 I can't remember how I put it in there but you know like if they play at
1241:30 they'd get dismissed at 10:30. If they played um if they played at 3:30 they'd get dismissed at 12. just I've just shifted at 30 minutes compared to what we've done in the past. So, we would dismiss schools so kids could go watch if that's what we want to continue to do. But again, it's pretty murky. I don't know that you have to. I mean, because we might have to move the state our board meeting next week or next month, too. If we have kids playing that night, we qualify and they're playing that Wednesday night. I don't think we want to have a board meeting on. >> Do we need to do we need to take action tonight to move the board meeting? >> Um, I I don't I don't think we move it. Don't
125do it until we get an idea when we >> Okay, >> cuz we can just move it if we need to, >> but as we get that idea if we need to move it. So, >> yeah, >> sounds like a mess. >> It It is a me. I'm not quite sure understanding it. So, u but um it's just that's how I adjusted it because the game times have changed up 30 minutes. So, I just adjusted it 30 minutes compared to what we did last time. But that was based on going to Hutch. So, is that going to be good enough or not? I don't know. We go to Empory. Do we need to be out earlier? You know, >> I I'm of the opinion that really depending on where we're going, I I think we
126should just support your decision on what time to release and kind of go from there. >> Yeah. >> I don't think we need to take any action on it. Why don't we just say we approve to early release and then he can take action on >> discretion right by your >> Yeah. It's it sounds like it's a mess. So, >> yeah. But as we get through the regionals, we'll have a better idea and just kind of we can make that plan. We can get it communicated out. >> Yeah. If we if you guys are okay with that. So, >> yeah. Um, like to make a motion to allow Mr. Hassang to flex the schedule for students based on the state basketball tournament results. >> Something like that. >> Second. >> Thank you. >> Oh, I
127>> Carson. >> Hi, >> Captain Stall. >> Hi, >> Loger. Hi >> Parsons. >> Hi >> Ty. >> Hi. >> All right. Good luck. >> Yeah. >> Um, Three Lakes. >> Honestly, don't have much. I went to ball games last night. Um, I did zoom in. Uh, they had an executive session. Uh, to discuss the possible candidates for the new director. Didn't come to any conclusion. It was still going on when my battery went dead. almost all the way through the girls game, halfway through the boys game. >> Oh man. >> My battery went dead. They were still in executive session. So, I didn't get to attend any of the meetings. So, >> okay. >> So, I really don't have a whole lot. Maybe Ted's got something. >> Yeah. I And I didn't get an
128update of where they're at with the candidates. So, um >> when are they doing interviews? >> Next Tuesday. I'll be part of the interview coming. >> I did not go last night. Um there was two other soups there, so I let them be on for going through the the selection process with Dr. Hart. said they had seven candidates with three three possibles that they're looking at. >> So, they were going to contact them to set up the interviews. I know that was the goal. So, but the plan is to do those interviews next Tuesday and I'll be part of that interview committee. As far as the overall agenda, there wasn't a lot. There was some employment. I don't think any of that affected our building. It didn't. >> Um, yeah. Um, so, uh, but cash
129balances are are not necessarily going up, but they're are not dropping either. And so, um, so that's we haven't they're going to be coming to talk to us about case loads and staffing for next school year in the near future here. Um, but as far as the fifth assessment, they will be going through that after this payroll and really making decisions on where we need to be as it relates to fifth assessment because they don't want to give any surprises. So, they're going to let us know pretty quick. Um, but um, I don't think there's much else on that agenda that was >> pertain to us. Yeah, that was just overall um it's pretty g general stuff. So, but we'll do interviews for the director next Tuesday is what I'm is what I'm aware of.
130So, good deal. All right. Any other questions? Building reports. Questions, concerns with the building reports? It's going to start getting really busy here real quick. >> Yeah. Uh the high school absentee rate is that up that's got their rate at 12.6, but is that >> that's kind of where we were when we ended the semester. We're down from 57 point something% last year. So >> 50 or 15 >> 50 >> 57.6 down or up? >> Yeah. Last year was like 57.6. The chronic caps rate. >> Well, good job. Well, I think we we corrected Power School. It was how we were working. Oh, >> it wasn't I mean take it as a win. >> All done a lot of great great things. RCI Shannon talking with the state trying to figure it out because where
131it was we were on par with like Kansas City Turner schools, you know, I mean those city schools >> that would be empty hallways. >> Yeah. So, I mean it it had gone up the last couple years. >> The main thing they were counting activities is So >> what was an issue at the beginning really was how we were calculating that in power school behind the scene. So >> okay >> I think we have some 12.6 you know >> the state averages I don't know 15 19 stuff. So if we're around 10 10 to 15% we're doing pretty good. a lot better, but that's good. I heard Tim's getting his DJ on for the the middle school dance. >> No, I hire former students for that. >> Cutting a rug out there. >> Yeah. Any
132other questions about the building reports? Nope. Look good. >> All right. Superintendent report. Uh, so we've got our audit completed from KSTD. Um, audit just mainly focuses on enrollment and um, waitings and things as it relates to that just to verify that. I think we're off one kid maybe if that as it related to the enrollment, what was submitted. Um so we won't have a lot of adjustments to the budget if any at all. Um our at risk number was fine. Our CTE hours are up a little bit and working through that with them to do that. Um but um we did have one corrective action that we have to address and that's just uh the time how the schedule at the elementary. So we'll be working to get that corrected mainly with recess right
133after lunch. they don't you're not supposed to have that and count it as instructional time and we've been counting it as instructional time but it's something that they've been told to focus on. There's he's like it's like you're like the sixth district we've had to do a corrective action on to do that. So we'll make those adjustments. Um so it's not going to cost us anything. It's just a corrective action we need to do. >> Is that an immediate action that we have to take or yeah moving into next school year as we go through that? Um so um that we're addressing it. So, but overall the auto went well. Um, so we won't have to make any um republishing uh for anything. So, um and then we'll start working the plan after this uh
134this payroll. We'll start doing some projections for the end of the budget um and start seeing where we're at with that and really compare that to what what we think the audits or our enrollment is going to be for next year to start building the planning for negotiations and things of that nature. So, um, those number these numbers will help us do that as we get ready for next year's negotiations and budgets. So, so overall went well. Um, I appreciate everybody's hard work from the offices getting all that done and providing what was needed and and he was here a day and a half and he was gone and got her done. So, uh, feasibility study, uh, met with, uh, Bobby, um, and another architect and then a couple engineers talking doing some initial cost
135estimates, really preliminary cost estimates. They're just kind of putting together based on what they have right now. Um, um, so they'll be back, the architects will be back the February Monday, right? Is that Monday? Yeah, Monday. um to meet with our focus groups for the A uh wait room and the middle school renovations. They've uh got two different kind of options to go through with the team and then they'll really after this meeting consolidated down to one option and they can really start looking at you know fine-tuning the cost proposal um estimates on that uh to give us some idea of what they think it's going to cost to to do that. So, um, and so once we kind of after this meeting, I'll be start sharing that information with you because it'll be more
136specific to getting down to one concept or one drawing based on all the things that are going on there. And so, there are several add-ons as it relates to that feasibility feasibility study that the board will need to decide if we're going to include those into the bond package or do we take care of those separately. Um, you know, like auditorium upgrades. Um um I drawn a blank on but just some like cafeteria floor just some of those things that we can work through if we want to include them in the bond or do them separately or things of that nature that put some flexibility in what that number is uh for you know the final cost estimates as we go through that. So so we'll be doing that. Um, I talked to after that
137meeting or during that meeting, I emailed PJ about an oversight, you know, kind of finance and oversight committee that I would like to create. And really there's two components there where the oversight committee would be kind of looking at these cost feasibility studies. Instead of me just doing that and trying to decide if it's all there or we're missing some or we got too much or whatever, we have a small group of of community members and staff looking at that and giving feedback on because I don't think it should be all my responsibility to do that. And then there's the finance side of that of looking at, you know, where could we get some funds, grants, and different things. I know people at this pace have skills to do that. We have people in our
138community that can help us do that as we start looking at these numbers as we go through that. Um and instead of just kind of putting that all on me, we have this committee to really it's kind of a task force to do that. So, um I'd like you to be thinking about that where you could help in that or or people that you know of that would be good at that. I don't want it to be too big of a group, but as we grow that and look at these numbers and go in that, um, I think it would be beneficial to help the process go through that. >> Yeah, I I did kick back a couple names, but I'd like each one of you to kind of think of it, think on it.
139You know, your community me members, you know who you represent. Um, and then each one of you, I would like to see you on a board of some kind. So whether that's the bond and interest board or the bond board or the feasibility board or uh the say yes board, whatever, whatever we want to do. Um I would like to see a board member on each one. >> I I think I've I think I've been put on one. >> Yeah. >> Um but I'd like for each one of you to try to try to get involved because it's going to take all of us. if we want to get this bond passed, uh if we want to, you know, improve our school and improve our facilities, it's going to take each one of us to
140to get involved and get our hands dirty a little bit on this one. So, think of it and but that makes sense of that task force. I'm thinking it's kind of one group, but it's separate kind of responsibilities as it relates to, you know, looking at the project and and making sure we're hitting those things. And the other is how are we going to come up with this money? Looking at taxes, you know, mill levies and different things and um and other alternative resources for funding um to kind of alleviate some of that on the taxpayer um where that that group could drive that as well. So, >> so can we get a list of the committees that were we think >> I'll share that information this >> I know we've talked about it before
141but >> yeah we have those focus groups you know like you you were part of early childhood you know and that and and you had we have those you guys were did that too and >> but um so >> it's time to put pen to paper >> it's really time to get those groups ready now that they're getting down to kind of a one >> scope so >> once they get to one do we need to look at that and approve it so that when we get the final bids or the more >> they'll come and do that they'll come and do that to you, bring that to you. So, >> and that's next month we expect them to do that or two months. >> That'll be Yeah, I don't I the timeline I'll share
142the timeline with you too, but um it'll be April and May is what they're looking at that. >> I thought it was April. >> So, but this group would just make help we're not missing anything as a you know the project and start thinking about funding resources to to overall with the project. So, >> do we need because isn't March capital outlay planning? So, do we need to understand what we're cutting from that? So, like >> Right. Exactly. That's what that's >> criteria capital outlay. If we have to make that decision in March, >> then >> yeah, >> how if we don't have final plans till like how do we make those decisions if we don't have final plans till April, but we need capital outlay plans by March. >> Well, we don't need that,
143but we just need to start thinking and planning and maybe we could do the cafeteria floor with our capital outlay that we have this year, you know, and then maybe next year we do something else. That's, you know, that some of those projects we, you know, auditorium, do we take that, you know, or do we include it? That's just those conversations we need to think about. >> It's a projection. >> Yeah. And so uh but it's really can can we identify some of those things that are um that we can not have to wait for the bond and >> media address. >> Yeah. And so but um but it's that conversation as we go through and they've been separated out from the kind of overall scope of the project is additional things to consider. Okay.
144>> Um but like the fire alarm panel that's like 100 grand to do that. So but it needs to be updated. Do we do it on our own or do we put it in the ball? You know, just some of those things and and have those conversations and bring that information. The architects will bring that to you guys at the group to take action on at some point. >> Okay. >> So, that's where we're at. They'll be back um Monday to go through that with the groups um and then they'll come back on the 25th, that um collaboration time. We have a parent teacher conference day. We don't have kids um but teachers. And so they'll just do they'll just meet with one group and kind of go through the whole thing as a group
145and get feedback on of their one scope that they have. So so a lot be happening here in the next 6 to 12 months with that. So I'll keep you updated and but I would like to really think about getting those task force groups together and get that going. So are >> we still looking at it this coming November? >> Yeah, that's the plan. And I know there's some people concerned about the speed of that. And I've made Bobby aware of that that as you know, we'll just have to really, you know, we'll have to decide if it's if we're rushing it, feel like we're rushing it or if we put it off or whatever. But, uh, but that's kind of what our target is right now. But it's not if we if we don't
146feel comfortable, we can look at it because I know there's staff and and some board members that are concerned too about, you know, are we pushing this too quick to make sure we get everything right. >> But do we have to notify the state that we want to >> vote? Yeah. Um I want to say it's May or June late and Bobby has that in the timeline but um but we will have to let them know >> if there's an out. >> Yeah. So I don't know but hopefully we get accepted. Yeah. >> And there could be a chance that we can't get in, you know, because of the number of bonds that are going are being requested. So >> but Oh is trying to do like $128 million bond issue. So >> Oh, I
147think it's more than that, isn't it? Yeah. >> Build another school. So, um, but that's where we're at right now with the feasibility study. So, February 16th PD day. Um, uh, we do have that with the focus groups. Dena's got a list of things with her group, uh, to do. Um, and when they're not meeting, when high school and middle school aren't meeting in the focus groups, Tim and Scott have planned for their their staff as well to be doing things um, on that day. So, but most of the time will be the focus groups. So, we we are going to start the day with the emergency update, operations update, talk about our off-site location with that changing to the to where we've moved it. And so, uh, Officer Dena, uh, Dhy is going to
148meet with staff and talk about that. And then we're going to to plan a a drill in the spring to do that for if we have to offsite evacuate, but we're going to share that to start the day off and then get into the focus groups and things of that nature. So, um, and then just negotiations training. A reminder for those of you that are on the the negotiations team, you'll need to have the negotiations training. I'll send that to you in your update of the options you have. Green Bush provides one. KSB provides one. So, you have to do that. Even if you did it last year, you have to do it again every year. So, um but I'll share that information with you in our update this week. Are we going to solicit
149stakeholders to encourage community involvement? >> Yeah, that's some of the people that that PJ has >> us, but like as like from USD420 to be like, hey, if you want to be involved with the committee, >> I don't know. I haven't I I don't know. I thought about that throwing it out there and then but I don't want these people. >> Yeah, I don't want that. And you know, so if we >> on one committee, so >> if we have struggle to get people, we might have to do that, Corey, but right now, and it's not that I'd turn anybody away, but >> yeah, >> I just don't want large these large committees to muddle things up, too. So, but >> well, and the flip side is you don't want to turn people away because
150those are potential votes. >> Yeah. So, we'll we'll have to analyze that as we go on build these committees. But that vote yes could be a very big committee and include a lot of people >> as it whatever branches out of that. >> If it's a couple thousand then we won't have to worry about it now. >> Yeah. There we go. >> All right. Any other any other questions out buy or anything like that? >> Did we get the information on the MRO contract on >> Oh, I did. The difference was uh $638 from last year. And so what we paid last year in the agreement to this year was >> it did go up. >> Yeah, it went up 638. Um we have a Did I share that in with you? The what we
151identified with the oldest units and they got a cost estimate for that. Did I share that with you? >> Thought you did. >> I don't think so. >> You shared the age of stuff, but I >> Okay, we got a quote for all those. So, um, so well, that'll be part of that capital outlay planning process as we go through that. That was one of the things that happened in the conversation today, like the the cuz I put HVAC units, but it's really those two big units that we have still up there, like we replaced the one at the high school with Esser, and to me, those are $250,000 units. So, those would be included in, but not like the little units that we can do and and you know, periodically to do that unless
152the board wants to look at it that way. But I'll share you that quote with you cuz we did get that last week. Um of what the that those older units are as it relates to that >> I was referring to we signed the agreement to do the service contracts or whatever the response they responded. >> Yes. >> How many times did we use them last year to justify us renewing that contract? You >> I have that information but I don't know if I shared that with you. >> Yeah. I haven't seen it yet. >> I didn't see it. >> Okay. I don't Yeah, they showed me what the like what it looks like, but I don't know if they have it for each call, but >> each visit, >> but I did get what
153that what that would look like. So, every time they do that, they would send that to me. So, I have that, you know, from this point forward, but we can see what they did to >> Yeah. What did they last year? >> Yeah. >> To earn that money that we that contract, >> right? and how quickly they >> showed me a sample or what that one of them looked like, but I can get the rest of those and and they're going to provide that every time they do that. So, I'll have that. What do they call those? I'll take Okay. All right. Anything else? All right. I move that we go into executive session to discuss supplemental positions and and certified positions uh pursuant to the nonawick personnel exception under coma. And the open meeting
154will resume here in the boardroom um at we'll say 8:30 uh with the superintendent present. >> Second Parsons. >> Hi. >> Captain Stone. >> Hi. >> Carson. >> Hi. >> Ty. Hi >> Ben. >> Hi >> Clinton. >> Hi >> Wire. Okay, we are back in open session. I would like to approve the resignations of Jeff Savage as middle school boys basketball coach and Lacy Mobs as the assistant high school cheer coach and approve the recommendation of Melinda Patterson as the elementary principal. Second >> Kevin. >> Hi. >> Wire. >> Hi. >> Ty. >> Hi. >> Make the motion to adjourn. Second. >> Hi. Yes. >> Hi. >> Parsons. >> Hi. >> Linton. I