001There you go. >> Um like to make a motion to adopt the agenda as presented. >> Second Meer. >> Yep. >> Linton. >> Hi. >> Ty. >> Hi. >> Parsons. >> Hi. Epento. >> Hi >> Carson. >> Hi. [Music] >> Jared just walked in. >> Jared, do you want to vote? Yay. >> What's that? >> We're on the adopt the agenda. >> Yes. Hi. >> Sure. Sorry. Delegation? >> No. Perfect. Um, any correspondence? >> Nope. Any questions on treasures report? >> Nobody. And any questions on the payment of the bills? >> We have two big items in there. Our bond payments in there, so that's why it's higher than what it is. And also our three legs assessments in there um to do that. So that's why it's pretty high for right now. So, um,
002that's all really to make you aware of that I'm aware of. >> Perfect. All right. Like to make a motion to adopt the minutes of the regular board meeting of July 9th, 2025. Um, approve the treasures report from July 30th, 2025. approved petty cash payment uh reimbursement for the district office of $290.54 and approved payment of the bills uh to be allowed in the amount of 1,217,176.19 for August 13th, 2025 and July 2025 payroll in the amount of,900 $100,920.39. Second >> Pepinto. >> Hi >> Van. >> Hi >> Linton. >> Hi >> Carson. >> Hi >> Blommy. >> Hi >> Ty. >> Hi >> Carson. >> Hi. >> All right. No business. So we'll just move into the budget update. >> All right. Hopefully you have the right one shared with you. Working between two
003computers sometimes can be a little hectic. So I don't know. I'm not sure if I got the right presentation going there. Um, so this month is just really an awareness of kind of where we're at with the budget. There's no action tonight. Um, we will take action next month. We'll have a hearing on RNR and then a budget hearing, but this is just forformational information. So you have this so um you can ask questions questions when we move into next month, but we'll actually approve the budget, the RNR and the budget next month, the monthly meeting. So, just want to review some things as we go into um big throw on there um the budget and just reminder some things and then kind of give an overall uh review of what we have right now
004for the budget as we go into that. So, we have our strategic plan in place with our mission and our vision and we've updated the board goals and we'll hit on those here in a little bit and also we have our higher accountability with the Kansas outcomes through the state board a bit as we as we go through that. So, this is kind of what drives the bus um for us as a district and we we make things work around that. Um just looking at enrollment, we don't have you'll have a link in there with enrollment. It's not up to date as of we'll know Friday better who shows up and who doesn't. We can get that cleaned up. We still have some things at the high school to clean up with the new secretary
005and things. So, um I'll be updating that as we go, but you can kind of get an idea of what our trend has been with enrollment over the last few years. Um with an average of 688. Um we last two years is 692. We budgeted a few higher on that. You'll see on the open page um not just just a pad budget, but once our audit happens, it'll be what it is, but you still you want to pad it just a little bit just in case you don't want to have to republish the budget if we get a bunch of kids in or something to that effect. So, so we've padded that a little bit um based on history and just knowing what that is. But um but we should have those probably next week
006when we get those finalized to find out for sure who's who's you know who's left and who's showing up. So um but you have some kind of where it's at right now on that spreadsheet that I provided for you. Um but it will be updated as we go through and finalize enrollment starting on Friday. Um just our FTE is based on last year's FTE and FTE means full-time equivalency. This is really what our budgets generated upon depending on how a kid is counted. You know, K through 12 are counted as 1A FTE. Preschool is 0.5 FTE. So based on that, that's how we build the budget based on uh full-time equivalency as we go through that. And then we have students that are identified at risk free lunch um is part of that formula. And
007then transportation, we get waiting for that. And virtual, we get waiting for that. So, um, these are factors that build into the budget. This is what it was for last year. We basically budgeted the same for this year. We're anticipating flat. We're down to a couple virtual. I think we're going to go one less on that, but really we base it on, you know, what we've done in the prior year from this upcoming budget. Um, academic overview, state assessments. We don't have that information from last year. state board ed this week is is approving cut scores for the for this previous assessment they did. Once they've established the cut scores, then they'll start distributing scores. So, they say September. I don't know if it'll get them in September or not, but that's what they're saying
008is when we'll get them. So, um but we won't be able to have that information until they get that done. So, um I think I don't I didn't see if they got approved today. I mean, we're busy, but >> in the paper said that the test scores were approved. >> Were they? >> Yeah. Okay, it was okay. So once they then they can start processing that based where those are and we'll get that information to use as that as we go through. So we don't have that for you tonight, but we will be reviewing that. Just some at ACT score is still a factor for some students. Um it's not as important as it used to be, but still plays a factor and we still use it as a data point. Um last year we
009were at 19.5, the state average was 19.2. See some fluctuation. Just depends on how that works as it goes through. It's not a real focus of the district, but it is a a measure that we have that we utilize and kind of keep an eye on as we go through that. But more and more kids don't necessarily need the ACT. Um, it's kind of going away, but it's still a factor that that the state board of ed uses as a data point. And then our postsecary success, if we remember what this is, this is a measurement where students are 2 years after they graduate from our district. And so you can see over the last two years, this is based on a 5-year average where this information comes from. Um the main one that I
010really look at is this effectiveness rate where it falls. Um and effectiveness basically based on your risk factors. How how successful are those kids being based on our local risk factors percentage wise of the percent of graduates that that graduate. And so we're seeing this increase as time goes on. We're at 23, we're 48%. This is again based on a 5-year average. And then we were above the our interval, which this is this is where our predicted range should be. And we're falling outside of that, above that, which is good. And as you can see, it's gone up 1% and we anticipate it to continue can continue to grow with our uh individual plans of study as we go through that. Really look at kids and um providing them opportunities to be successful for life
011after high school. And you can see the state average as we go in this. So this will come up here in a second. Again, we'll revisit this in um another slide. But this is where we are currently or this is where we we look at is for postsecary success is a measure that state board of ed has as well. Questions about this one? Again, these are kids that have either earned a a technical certificate or associates degree are still in college or the ones or four-year university or something or they're still in community college might be whatever. If they're still enrolled, they're counted as a successful student. So, >> and are those reported back to the state by the colleges and >> yeah through the national data clearing house and not not everybody like military
012doesn't provide that but as far it's just something we we just know that going in but but based on whoever signed up for the clearing house we get that data to do that. So, >> so just some highlights from last year. Um, this past year we did receive the commissioners award from the state board of ed. And basically that's a a measurement that is based on our postsecondary effectiveness that I just talked about in that increase that we've had. we've had higher than a point4 to.99 increase. So our district was recognized as for receiving the commissioner's award for um falling outside of you know better than our post postsecondary effectiveness in our predicted area. So we're seeing that increase in there and we're recognized for that as a district. So um which was good. Again,
013a lot of focus is being put on the IPS, really listening to kids and seeing what they want, trying to put things in place for them depending on the pathway that they're choosing. So, we're getting better at that. Um, district also received the bronze medal again for recognition for graduation rate, the copper medal for postsecary success, and the copper medal, which is six year six year in a row for being academically prepared. We're consistently seeing that as we go through this. So, um, and then some other things that we have on there that you see from the highlights from last year. Okay. Again, the mission and vision. We've had these established. Very strong mission statement. Really drives the bus for us. We have the four goals in place that the board has. Um, and I'm
014just going to kind of highlight some of the factors that have gone in this past year looking specifically at curriculum and instruction and assessment. Um, I adopted some ELA reading materials um, last year to to look at that for resource adoption and then we're going into 2025. We'll be looking at math this year and and see what resources are needed there to get those updated. Um, KA is really driving the bus on curriculum instruction and assessment. That's our accreditation model that through KSD. Last year we identified two areas of focus which was structured literacy mainly through letters. several staff are getting trained have training today um for letters. So we just chose that as one of the areas of focus because of what what all we're doing right now with that and the majority of
015staff being involved with that. The other one was through a process we we narrowed it down to quality instruction and there's four areas that you would choose from the accreditation model. Um so through this in evaluating quality instruction we we were going through this process that we started yesterday well we started it in May really with the district leadership team of professional learning communities and what that model and process looks like and we did a lot yesterday with that to to bring it to the staff and to go through that and um I thought it was pretty good but a lot of questions in there because it's just hard to see conceptually because it's not a concrete sequential process. It's really based on what the conversations that have come out of these meetings that we
016have to see what we need to do and address. And so I know that as we go through these conversations, the I believe the the focus will come back on instruction to really evaluate the academic progress of our students and evaluating instruction as we go through this. So to help accommodate that, we add more collaboration days with the early releases once a month um that we'll be providing. So we're working on we have a collaboration timeline that we have started based on yesterday and we got to meet as an admin team to really kind of start defining what happens each month. So we have a guide for that to go and and that's what the staff is is asking for. So we'll be putting that together and and and have focus of general ed and
017special ed and then who's responsible for what and what the main topics were. It could look different. It'll look different in every building. you know, Dena's going to have her plan. Her conversation is way different than what's going on high school and middle school yesterday. And but she'll be, you know, setting up that time to make it benefit her building. As we go each month, we'll look at different varieties of of meeting, whether it's grade level buildings. Um, it could be 612 content areas. We will take one month and it'll be K12 talking about content. There'll be a ELA rep from each grade level in a meeting and a math person rep for each grade. you know, we have three sections. So, there'll be a math and then it's maybe science or social studies. So,
018that's just something we'll have to figure out. But they want that. They want that opportunity to get together to K12 to kind of see who's doing what with what as relates to content. So, through this process, really what it boils down to is a focus on learning in a collaborative environment with a focus on results. Looking at our data, not what we feel, what we know. What does that say? What does our state assessment say? What does ACT say? What does all the assessments you do as all those things? What is that saying? And how is that driving instruction? How are kids learning? Are they learning or are not? You know what? Those are the kind of conversations that we'll be building through this collaborative environment to really focus on results. Our presenter today talked
019about his building or yesterday um where he, you know, they were above state average just like us above state average. didn't look good, but he knew he could be better. And within 10 years, they went from 54% of proficiency to 95%. Through this process, not a CAN program, through a process of collaboration, focusing on learning, and focusing on results. So, I don't see any reason why we can't do that here to be honest with you. But we just got to give them time to do that because I know they'll make it happen. So, that's what the main focus is as it relates to curriculum instruction is our accreditation model. Um, driving that bus through our action plan. questions about this. Next is recruit, retain, hire quality staff. Um, we did some production uh recruitment videos
020that we we put together some marketing materials. Uh, we continue with ongoing professional development, continue to focus on that certified and classified salaries, employee benefits, and the calendar committee continues to be a part of that conversation to see what's best for that. So we know we want to hire hire well and keep those people that we have. So doing those things to try to draw in good candidates. Parent and community engagement. Um we have the facilities project that we've been working on going to be working through with this next year um to really identify programming needs throughout the district and having those conversations. So we'll talk more about that later. Dina continues her watch out group bringing in parents um dads to to do their thing which is great to see them in the building
021and the recognition that they receive and goes on that. So but we continue just to provide as many opportunities for parents to be involved as much as they want or engaged as much as they want and we hope to grow it through the professional learning communities that they become more engaged in their academic part of this. Um and I think that will happen naturally as we go through that. And then just lastly, the alignment of services kind of in a recap of things that we've accomplished here the last few years as a district and updates that we've done. Um I'm not going to go through all those. You can see those on there. But we did get the intercom system done. So um so we have that done. Uh but you can see we have
022several projects that we've accomplished that we go through that. So and that leads to other items of consideration that we've been talking about with this facilities. um looking at the blueprint and and the the the footprint of the district um and things that we you know need to address at some point in the near future. These are the ones that stuck out through conversations. We have the three focus areas mainly for the possible bomb project which is early childhood uh the middle school um renovations and updates and then uh looking at the ACT program in that area over there. what could that look like in and modeling that. But there's other things we need to address. The auditorium, lighting, sound, drainage issues, HVAC, end of life things that we need to start planning and preparing
023on as we go through that. So, those are the board goals that we've addressed. You know, just kind of highlight real quick. Um, as we go through that, is there any you see any need to really really re-evaluate our board goals to look at something else that we're missing or the four that we have seem to be driving the bus pretty well? I think everything's looking good >> because we can go through it again if we like. I mean, at some time this year if we if we feel that need to look at a different goal, but I think these have been consistent. Really helps focus and do that. So, I think they've been working well for us. Okay. So, getting to the budget, um I should say 256, sorry. Um based on our assessed
024valuation from last year, we were at 29 million for our district uh for general fund and now we're at 31. So it went up 2 million basically. Um so with that increase um comes the increase if possible based on your me how that's set up. The base state aid um for this new year is $5,615. Last year was $5,378. So when they talk about new money, that's kind of what that means is new money because the base went up based on the number of students and all the waiting factors that I kind of mentioned earlier that go into building that budget. So with that um in the general fund, you look at about like 274,000 in new money based on depending on how enrollment lines out and things of that factor. It's not like written
025stone, but it's an estimate of what that is. So when you put all the factors in to build that budget um in the open page and the numbers and everything, we're looking at an estimate of just 7.5 million for the general fund budget um for our authority to spend. Not mean that we're going to spend all that, but could be that authority depending on the audit as we start and go from there. So um that's what we're looking at for the general fund moving into next year. Supplemental fund, which is another big fund. Um it takes in more factors on the assessed evaluation. Whereas at 40 million last year, we're at 42. Um as we factor in that, the base did go up as well on for supplemental general. Again, the the the waitings and
026things are factor into that that helps build this budget. And so we're looking at a 2.6 2.4, excuse me, estimate for the general fund to provide support for the district. As we look at that, we do a lot of things locally within the LOB. um to provide you know that's what that money is generated as we go through that. So um that's how based on assess valuation going up and the numbers that we put in the base this is where we're estimating what our our budget would be for LO. So when you break it down into that code 999 I've shared all these forms with you to see um as you look at it. So um this is standard 20 ms is the standard for general fund for the assessed evaluation based on that. So
027basically it's our our assessed evaluation times 0.2 two and we can figure out what how much taxes are going to be raised based on the middle levy that's set at 20 and what our assessed valuation you're looking around 620,000 and local taxes that would be generated from that mill levy at point at at 20 mills and our assessed evaluation um looking at the lob what we're what we're sitting at right now is 19.346 this is a little less than what we turned in um to the to the county attorney and our our reertification form. So, we can go we can be less than that what we turned in. We just can't be more than that as it relates to that. So, we made an adjustment with bond and interest when we met with Fred and
028that kind of allowed us to move a little things to drop the mill levy a little bit um compared to what it was turned in. So, with that would generate about 827,000 um through the lob based on to do that. But to be revenue neutral, if we were to be revenue neutral, this is where the district would need to be at the 7.237. And so that would generate this much, the 737,000. So based on, you know, assessed valuation going up, your mill levies are going up. That's why the big 2 mil difference in that. Um, it's not based on where we ended up last year. You'll see we have a new in the middle form. You'll see on that certification form, there's a middle that says where you should be to be revenue neutral, not
029where we were previous year. Um that was kind of a misconception like well you need to be what you were you know but no you need based on your assessed evaluation this is what mill you should be and it's going to be less than what that was last year even but when evaluations go up it's hard to try to stay with that when we have things to deal with. So so it is a little less than what we turned in right now is is what's on that budget. So keeping a high capital outlay at 5.5 mills will generate just 235 around 235,000 to be revenue neutral. We need to be at least at 5.288. Um again that's based on assessed evaluation. That's where those numbers come from. Bond and interest. Um we try to keep
030it fairly the same. I think I might have dropped it just a hair. Um, but we're that bond, you know, Dustin talked about that it's a healthy fund, so we don't need to increase that. But as we have these conversations in the future, what are we really looking at to try to do a no mill levy increase if we were to do a potential bond project down the road? So, those are the kind of conversations would bring people in to help us guide us through that and looking at, you know, how we take advantage of capital outlay because we get about 60% state aid right now with capital outlay. With our current bond, we get about 60% too for state aid. But if we were to initiate a new bond, it'd be about 20% if
031not less when that happens. So we'll have to figure that out as a board of what the best option is for that as we move forward. So but to be revenue neutral on that bond and interest is that 7.847. Let's do that. Questions about where we're at with mills. Those are the three basic ones we have. Okay, you can see some increases that we have that are factored into the budget. Um, with the major increase to the local assessment, you're looking at 308,000 plus. Um, that's not written in stone anywhere. That's still being evaluated, but this is whatever it's at right now. So, it'll be evaluated throughout the year as we go through that. Um, we budgeted 10% on utilities. That's typical. Salaries around four. Um, insurance is at 1.6. 6 property insurance and and
032food service we budgeted at 3% 5% increases respectively. So that's all built into the to do that. So um so here's a list of of documents that are provided for you to go through and review for yourself. We're not going to go into them individually, but the form 150 is just all that factors and all the calculations that go into building the budget as it relates to each fund that we have general and and lob for that. Um so all those factors are taking into into effect on that. You see the cash balances trends. It's going down a little bit for us. We've been about 18% on cash balance just over 14. And that's really because of three legs is where because that big chunk is coming out of that. So um so we're going
033to monitor that keep an eye on as we go through that and evaluate spending and things of that nature. Try it. 14% is average is where you want to be. We've been a little bit higher than that. It's because the district's been pretty healthy. Um but around 14 15% is where you want to be with cash balances. So the open page is what drives the budget and so you have that for your information and what those numbers look like and what have been put in there. The statement of indebtedness talks about what the bond interest is and that's what that payment was made today. We got it done. We're done for the year we made our payment and our principal payment. Um but it shows you what that is for moving forward. How much is
034left? We're not able to pay that off, remember, early because of the type of bond it is. So, we'll just kind of manage that. Again, working with some help from bond finance company to really try to take advantage of that as best we can in the future. So, and then the district needs assessments made available to you. We did this at the end of the year sometime. Um, really just showing what the needs are based on feedback from the the admin team. Um, so it just kind of helps drive that bus on the budget as well. So, you should have access to that. uh for your information questions about the budget. You're always free if you want to come oneonone and we can talk through it. I'm happy to sit down with you and go
035through it. Uh we do a lot of processes with working with Fred Meyer from Greenbush. I build the budget. Um then he comes in and helps review that. Then we take it to KSD and they review it as well. Patty and I go up there and they, you know, it's just all these checks are put in place to help districts to make sure we're doing okay and we've consistently district has been strong financially. No major things to identify. I can't think of just this. >> What was the final add on for three legs? What was the money you were just talking about that we're going to have to what was that final amount? >> Um increase >> around 308,000. just depends on just over that increase compared to last year. >> Okay. >> So, um
036but again, that's not like written in stone, but it's an estimate of where that's at, but >> so that's that was a major significant >> and maybe we'll cover this later, but did they figure out what changed? >> Not yet. >> No. So, we'll talk about that in our 3X update. >> Okay. >> So, but we'll be keeping an eye on cash balances, really evaluating spending and things. I we're not hurting or anything. I think it's just that we just need to be cautious of that and and because of that chunk of what's coming from three legs is a significant chunk of our budget. So compared to what it's been in the past. So all right. Um so again just reminder we'll have our revenue neutral hearing rate or revenue revenue neutral hearing at 7.
037We forgot we moved meetings to 7:00 when we submitted the form. So, we're just we'll have our regular meeting at 6:00 and then when 7 gets here, we'll just stop and do the hearing and then for the RNR and then do the budget hearing and then approve the budget at seven. So, we just went off what we had before. We're like, "Oh, we forgot we all right, that's all I have. Any questions about the budget? [Music] Okay. >> Yep. >> Yeah. Thank you. Um if no one has any questions, move on to the architect feasibility studies service proposal. So Bobby Pearson and her partners with multi partnership with multi-studio has provided a feasibility study um proposal for the board to consider for their services and in looking at the future facilities of of the district.
038You can see all the services that are to be included in that um uh with you know looking at drawings that we have. We've kind of started that already. They're doing some digital copies of our our blueprints and drawings. There'll be tours uh that they'll provide for um stakeholders. Um looking at district leadership meetings just like we did for the early childhood, something very similar to make sure voices are being heard, not just coming from the superintendent kind of thing. Um those stakeholder focus groups. Um talk about proposed lands plans and layout based on those conversations. Um any updates to what we currently have for the early childhood working with the city, the civil and um uh coordination with civil and survey, the just the cost development as we go through that of of what
039estimating costs will which will really help make us help make decisions about projects moving forward. Um coming to board meetings, town hall meetings, renderings. Um you can see all that's included in that. Um the schedule is is kind of a rough draft that's in part of that. Um but you can see some of the exclusions that are part of that won't be included in this as we move forward. So estimates or the proposal not estimate is for 161,000 for their services. Um this will be a kind of a pay as you go. It's not going to be one lump sum but as services are rendered they'll be building the district and um to provide those services to help us plan and see what projects could look like as we go from that. So >> is
040that a not to exceed 160? >> I mean that's what the board can say right tonight if that's what part of but this is their proposal that they're that they're providing but it's not just going to be write them a check and it'll be based on services. >> So like for the early childhood development section >> we wouldn't get charged again for that. >> It's just looking at some because there have been some conversations that happen. >> Yeah. Look at possible changes. It's nothing major Tyler really but you know just it'll become part of that overall project. So it's just they just want make sure that that it was included in that but it won't be as much as compared to what this footprint is here to do that is how I see that but
041but we can pay this out of capital outlay funds which is a strong fund for us. Um architectural services can be paid out of that. So um uh so we have that I mean that's the possibility that we could use that for for the their services. So but I thought they you know I really enjoyed working with them. Um, you know, Bobby's local. She knows us. She knows our district. Um, she has the best interest, I believe, in the district and she's partnered with Multistudio who has a lot of resources um that can help us have these conversations and and really look at it overall. So, so I'm recommending the proposal that's been provided by them. these this tour these two buildings that they've mentioned but one they built they >> I think I know
042one of them is maybe both of them that they've been partnered in I can't remember I think it I think they did both I know one of them for sure um but I assume they've had some type of you know hand in at some point so but just kind of see those visuals >> when we did the early childhood it sounded like they may have not toured other buildings but they provided you know images from buildings are they the same buildings or are they going to be One's the same and one's a newer one that they, you know, looking at just kind of a district kind of late, if I remember. One was more of an early childhood type setup, but it's just >> one's a whole district. >> Okay. >> Yeah. So, but they
043but they offered that when we did the early childhood. We just couldn't work it into the schedule to go tour it. >> So, but you can see that rough draft, the last page of what that schedule is kind of what they're thinking. um really just depending on how things go, but they're ready to get going and and really start working through the phases with the board. >> Does that schedule align with having it ready to vote? >> Uh that's I mean that we didn't want to get that far ahead till we like we're moving forward and then we'll start that'll be part of this timeline of where this vote could possibly happen and based on the the three months that we could put it to a vote or whatever. So Bobby and I did talk
044about that, but once we've done that, then we will try to establish when that, you know, to submit for trying to get approval for the bond for the vote. So, but we did discuss that [Music] >> then with our a teacher. >> So that's in the stakeholder focus group obviously. That going to be the one that we have. >> Yeah. So I've already, you know, we asked him to kind of draw up plans of what he had at Meredazine to see if something similar could be that just because, you know, he knows what those things are work good for him. But yeah, he's going to be part of the conversation. Yeah, he was more than happy to do that. [Music] So, we need to make a motion on that. >> Yes. Anyone have any questions?
045>> You guys want to do a not to exceed 161 or do you want to just do >> I think we should. >> I mean, >> if they if we go to exceed, we just have to come back back and vote on it again. So, I mean, we might as well put it in place and then Okay. I'd like to make a motion to approve the Arctic feasibility study service proposal uh in the amount not to exceed $161,000. >> Second Carson >> I >> Parsons. >> Hi >> Ler. >> Hi >> Kevin. >> Hi >> Ty. >> Hi >> Ban. >> Hi >> Linton. >> Hi. >> All right. So just kind of in September we'll start talking about um looking at bond finance companies and things that you know what that option is and
046then construction management service is more about education in that so we know what those options are. Again this is the first time I've been through this so it will help you know us to learn this together as we go through that what those options are. Um but we will have that in September working with the architects and and kind of you know laying these things pieces as we go. I know some people want to really get it going fast, but we really want to just kind of I don't want to go too fast, but >> I just want to make sure we're going through the right process. Yeah. >> And because at the end of the day, it's it's our facilities that we need to be proud of. >> Um it's going to help with
047the whole recruit, retain portion of it all, too. So, >> and so we'll have we'll do education next month on bond financing and um construction management services. Sounds good. Thank you. >> Yep. >> All right. high school cross country and baseball cooperative at Burley game. >> So just want to they're just requesting again to participate with us um like they have the last last year in those two areas. So they would like to continue that for this upcoming school year. >> Just a question on the baseball side. Are we did we put something in there that they have to provide a coach or is that >> we don't have anything written? It's just don't have anything right now. Yeah, we just that there's that third coach that we have built in there. We just don't
048fill it and they provide it. >> Okay. >> As as they go through that. So, >> I just didn't know I couldn't remember where we >> Yeah, we don't have anything in writing. Just that um they would just provide that. >> Yeah. >> Go ahead. Sorry. It's just still on our supplemental skill, you know, as a as a numbers position that that the third coach or second assistant. >> But we don't have it filled. Sorry. >> No, you're good. I was just going to ask the coaches are okay with that again. >> Yeah. Oh, yeah. Yeah. 80s coaches are all good to go. So, I think we have one cross country kid that participates with us and then I we're not sure how many baseball will be at the time, but but yes, they're on
049board with that. >> All right. Like to make a motion to approve the cooperative for cross country and baseball with burrowing game for the 2526 school year. >> Second. >> Hi, >> Ty. Hi, >> Carson. >> Hi, >> Kevin. Hi >> Linton. >> Hi >> Wilmire. >> Hi >> Parsons. >> Hi. >> All right. High school construction class donation. >> So Josh received a $700 uh donation from the grant uh for American Association of Wood Turners. So he's going to use that some equipment that he has. So but any donation the board needs to approve um for that use of those funds. So um that's what that is. >> Did you say he already had it executed? >> Yeah, he was already processing the order. So he wanted to get it in. So say American
050Association of Woodturners. >> Yes. Like I can make a motion to accept a donation from the American Association of Woodturners in the amount of $700 for the high school construction class. >> I'll second Linton. >> Hi. >> Carson. >> Hi. >> He Parsons. Hi >> Fagan. Hi >> Ty. Hi. Three legs report. >> We had our meeting on Monday um meeting just a week elected new officers kept the same officers Jamie Bowman from Berling game president Jennifer Hamlin from Lynon vice president and then met most of the rest of the meeting was uh discussing a new interim director which we've tenantly got one hired working up a contract right now. uh she's going to work part-time uh three days a week or so and uh she's going to focus mainly on the budget, try to
051get that budget back to where it should be. And uh so I don't know if we can announce her name. >> No, I don't. It just it's just identified somebody. >> Yeah. So we've got somebody on the on the basically on the hook to she's excited. She's ready. She's worked with with the uh three legs before. Knows a lot of the a lot of the supers, a lot of the principles. So, I think it's a good move. She's planning on working. She said she'd work up to a year and uh and soon as we get our feet on the ground here in a few weeks, we'll put out the applications for or the for full-time director. So, anything else, J? >> Yeah. So, no, it's just they'll then they'll post that and hopefully have it
052filled by December, January for the next school year. So, it'll just be an interim position throughout for the remainder of the year. But again, like Jim said, the focus will be budget, but she will provide support for employment, things of that nature. She'll need to do that as well. But really leave it to the assistant director to to help manage that. But um but she will still over that. >> I'm excited. She's going to get know get us back on our feet, hopefully figure out maybe lower this assessment a little bit for us. >> So, how is the investigation in the budget going that we approved? I mean, >> nothing's really happened till we get this taken care of. That's been the main focus and then we can start diving into that as with her
053based on her experience and things of that nature. So, >> um, but we'll meet with her as soon as she gets going and and talk her through that, but they need to get that done first. So, that's been the primary focus. So, >> so obviously with the being part-time, that'll be an impact to the budget salary wise, right? >> It sure will save us a little money on director's pay. So, >> okay, >> they'll help out a lot actually. >> Have they lost a lot of employees in the last >> They've lost a few. >> Yeah, few lot of last minute resignations too. So, it's >> they're kind to get some people hired right now, >> but all position >> Well, that's the all positions will be evaluated to really I mean, we have to
054follow the IEP. So, there's going to be times when you know Tim's case load has jumped with new enrollments. So we have to with one teacher right now and 20ome kids well we're going to have to evaluate that and you know it's just going to have to look at it and but I mean but we have to provide the services legally so there's things that might have to happen not just with us but throughout the district but it it will be it will be scrutinized and really evaluated to see the need there. So but we have to provide the service legally. So, [Music] >> have we lost any that's impacted us? >> I don't think so. >> I mean, we lost pos I mean, just with transfer, we lost, you know, the high school position,
055>> but nothing that's happened not over summer. Yeah, >> we got a scramble to get covered. >> Well, uhoh, >> we lost, you'll see, but we we're losing one that's it's our aid that we're having that's going to go work for three legs. So that affects based on an open position that they have. So it'll be a domino effect. >> Okay. >> Um so but nothing other than that Tyler. >> All right. Thank you. Building reports. >> Are we all excited for first day of school this week? >> Yes. So excited. It's fantastic. >> We'll be more excited after tomorrow night. Let's just say that. >> Yeah. Who's cooking hot dogs? >> Heck yeah. >> All my finger hairs tomorrow, so get scorched. But >> did you need a donation of drinks for tomorrow night?
056>> Um, no. Whites going to provide that for us. Um, so that was nice. But um I do have a requisition in for the watchdog party. So >> okay. >> Uh Mr. Kimmel's getting to know his staff. You know, it's been the time. He's going to have some recommendations for you September. It relates specifically to um cell phone and um eligibility, but he still he met with the staff, so he's not he just kind of got it together today. But we'll we'll share that to you by the end of this week in my update of what he's thinking and then we'll take action on that. It'll be kind of what they It's It's not much of a change that's going to really affect anything, but it'll be in place. But he's still trying to get
057to know staff and get feedback from them and and to do that. So, those things are lining up. I guess I don't need to speak for you, but >> did a good job. >> Yeah. Thanks. >> So, are we going to kind of use August as like feeling our way through any necessary changes that need to be made in regard to the phones? >> Yes. >> Okay. >> Actually, when we start, we'll start that way. the way we're not changing it, you know, in the middle of the game. >> Um, and I'll talk to, in fact, I send out the what we've discussed and stuff, but when kids come Monday, I'll meet with every class like I've always done the first period of each each block and then just talk to them about those those
058changes and stuff. So, just to make sure one, they hear from me and two, to make sure we're all on the same page moving forward. >> Does that need to apply to middle school the same then? Or do we have the same issues with self? >> Tim has his thing and he does it. So, >> okay, >> we don't. They put them in their lockers at the beginning of the day and they get them out at the end. >> That's I mean, and Mrs. Paul doesn't really have that problem. So, >> it's an easier transition for me cuz I they don't have them in the elementary. So, >> we do have them in the elementary, but it's pretty much what he said. When they get lined up, ask for them to put them in the
059book bag. They might get them back out >> until the end of the day. And then I heard about like an issue with buses this week possibly like tech bus. No, there was no issues on Monday. >> Oh, well the new students Yeah. the driver >> forgot that he was get all that squared away. >> Yeah. Yeah. So >> Okay. >> Yeah. I was like what? No. Yeah. But that was just for the orientation, I guess. So we just it was a miscommunication. So >> Okay. But everything's been good. >> Yeah. Yeah. So, he's in place and but that was that was unfortunate. So, >> all right. >> Any other questions regarding the building reports? >> Okay. Superintendent report. >> All right. So, I talked about a little bit in my in my budget just
060that enrollment update. Um hopefully you have access to that. Again, I put a little asterct of what that number is. That's what's coming out of Power School for enrollment on on Friday. Um it's not accurate. Um I know the I think the elementary and middle school are pretty close, but the high school I mean once we get somebody in place, we'll get that. Um but I'll let you know when that gets updated to have a better idea of what enrollment is. So, um gain several kids is what we're hearing and what I'm hearing. I'm losing some kids. So, I'm anticipating pretty flat overall as it looks for as it goes towards enrollment. So, but I'll be updating you as we get those squared away and finalized um with that. So, so we've had a busy
061two days um well really three days with orientation on Monday and having no internet and Corey and PJ Cory and PJ are looking at my phone to go over the agenda cuz I can't print out an agenda for them and and so that's kind of a wild start to a busy week and um but orientation went well. um getting our new staff kind of acclimated to how we do things and introductions to go through that. Tuesday was a full day of professional learning communities or our prof or PLC consultant um met with our groups. We started the day with just some welcome and introductions um and then he kind of did a keynote to kind of talk about you know what the PLC is, I guess you could say that. Um with the whole group
062um Jim was here. What do you have? What's your thoughts on it, Jim? I mean >> sounded pretty interesting. I I was the guy did a great job. I was very excited actually about >> the prospect of what we could be doing. >> Yeah. >> So, this is really the this learning by doing is going to be our guide with our our building leadership teams and and overall the district leadership team. That's all it is. It's a guide. There's it's not a how-to. It's a guide. There's some things that you know that you can look through and see, but it really has to fit us as a district of collaboration, evaluating data, you know, making adjustments, you know, plan, study, act, all those things. Um, so, so he did the keynote and then we broke
063off. He met with the elementary staff and did some kind of a modeling of what, you know, a PLC looks like with them. While that was going on, Tim and Scott met with their building and their in their building level meetings and then came back at lunch and he met with the secondary staff and did something similar but different because it's a different conversation. Elementary is different than secondary. And so we did some modeling with that of of what it is to look like in a PLC just picking general topics. Um um you know it really there's it's a different conversation right now as of day one elementary compared to secondary. you know, elementary is talking about curriculum and standards and you know, they think they're ready for that and that's where that focus will
064need to be. The building leadership at team at the end of the day, they really started identifying maybe some areas of focus or themes. Whereas in the high school and middle school, it's really looking at culture is where that's coming from is is where kind of what that's generated based on what had happened at the end of the day. So, um, but it really kind of showed, you know, how you could go and build consensus, you know, allow voices to be heard and and just be a part of that. So, you can come and start working together through that to do what's best for kids and and really grow achievement as you go through that. So, it it's not cookie cutter. It It's really big. I mean, cuz we, you know, we're not big, we're
065not small, but we have a lot of singletons. You know, Miss Lieieber's like, you know, I'm all by myself over there, and I don't feel like I get to talk to anybody. But if I'm part of a group, I can be connected. I can know what's going on, whether it's science or math, and I can incorporate those things that are going on in my class. But if I don't know about it, I don't I'm not going to do it. But if I'm involved in some type of community, then but we have a lot of singletons. We share staff between the two buildings. What does that look like? And so we have to build that model to really address um you know our needs and it can't come top down. I refuse to make it top
066down. It has to come from bottom up. They're the ones in the trenches. They're the ones in the classroom. We need to figure out what that is. We will support it as an admin team, provide the resources. If that's what's whatever is identified, um but it's just really looking at that, but we don't want to get off in the weeds. I I mean cell phones are important, but that's not that's not who we are. That's not I mean ACT, state assessments, you know, post-secondary success, all those data points are where we're that's what we are. You know, eligibility is important, but that's not what we are. You know, those those academic focused conversations is what we're get to. And it's going to be it's going to take a little bit. It's going to take some
067time. There was a lot of worry about clarity of what what's our role because it's you know you go do this you know that's the way it used to be you know but now it's no you tell us what you need through conversations with your group and so it's it's you know that's what they're expecting is top down management and that's not not how it's going to work. I mean, I have ideas and thoughts, you know, where focuses should be, but we'll work as an admin team to help maybe drive that a little bit and put it on the table, but it really has to come from the buildings to do that. Um, so, and the board's going to play an important role in that. You know, we are that, you know, we build this
068professional learning community to get where we're at with our board goals. That's really where that, you know, comes from. And that, you know, you're a part of this just as well of that focus on learning is really what it stems to. Um, so it's still I think there's still some clarity of what we're supposed to do, but it's not it's not a canned program. It's really going to have to be built as we take time to do that. And we're going to we're going to provide a guy that collaboration timeline of you know you know Tim and I talked today like we're going to ask for products at the end of the day. You know, whatever that whatever meeting you had or something, you're going to have to submit something to show whatever you were
069doing to do that. And you know eventually we might have to do that but this first year that's what's going to have to happen just so we can really help be aware of what's going on but to make sure the focus is on what the focus needs to be and I see those conversations changing as we provide this more opportunity to go through that. So, are you guys have anything to add about? >> I was just going to say I think so many times when we do professional development, there's always something that we take back and immediately we start utilizing. And this is just it's a process and I think that that's what's really hard for like my staff anyhow is because they wanted something right now. Let's get, you know, that kind of thing.
070And and it's a process. It's not going to be done right away. Um, this just kind of gives you an idea. When we started to discuss things yesterday, it was just we had preschool and then kindergarten was sitting right next to them and they were like uh kindergarten was like using uppercase or capital letters and lowercase that they were starting to talk about that as one of our examples. And I was like, well, do you guys use uppercase as your definition of uppercase letters or do you use capital letters? And they were like, we use capital letters. And I said, "Well, you probably better ask preschool what what?" And then the conversation was like, "Oh my gosh, preschool uses big letters, capital letters, little uppercase letters." And so then we start thinking how confusing that
071is for three and four year olds. So that's kind of where we're going with this. Uh because we don't have the time for those kind of conversations. So those monthly meetings are going to be very very critical, I think, in what we do in our buildings. So, so thank you for that extra time. I mean, I really do feel we're going to utilize that to our ability >> as long as it's intentional and it's impactful. Yeah, absolutely. >> That's what, you know, some of the thing, you know, like they're like want to see result. I was like, it's going to be 3 years before we really see >> our data start to change based on this. I mean, that's just typical. But if those kind of conversations are going on, we're going to see change
072because the right hand knows what the left hand's doing and we're working on this, you know, vertically, you know, at the grade levels, they know what they want to teach, you know, that's what we got to start and then they can go tell the other groups this is what we're teaching and so how that work. I mean, but it's just that time to do that. So, sorry jump. >> No, I mean, I think our big conversation was we're already good at what we do, but how do we take that next step and be great? That's the big thing. We can we can always do we can always do better and there's always something to work on. So that was our big big conversation I think just finding ways to work together. >> Yeah. >> A
073lot of positive feedback from our consult you know about our consultant just I had one teacher said I've been here 20 years and we've never had this type of conversation. And I remember when I first t Amy and I were kind when I start start talking about PLC and she goes well Mr. stoppple tried to do that back in the day, but it was just like here's PLC, go do it, you know, it wasn't they weren't given the tools and and so so we're kind of hopefully give them the tools to really do this and and really have a different type of conversation. But we're going to continue to partner with our consultant just, you know, here and there check-ins and things to help provide us as admin team guidance and if we need to
074bring him back, then we'll do that, you know, down the road. But, um, but he'll be available to us. We have a lot of resources from solution tree which provides provides the professional learning community content. Um a lot of resources for not just the admin team but our building leadership teams that we can provide. Um so again but it's not just like here go do this. It's figure it out together. >> But speaker will we be able to have him back to >> Oh yeah. Yeah. We're going to he kind of builds that partnership with districts as we go through. But um but we'll use him as needed kind of thing. So but but he was dynamic and and you know he's like when he talked about preschool their theme was conflict resolution. That was
075their theme and he's like wasn't even academic you know and then kindergarteners doing that you know but that's just it's just you know that's preschool is social. That's what that is. And and so you know so if you knew that going up then high schoolers like well in preschool you had conflict resolution you know just things like I mean just as you you know learning those things. So, um, but it's it's really about providing the time to get to the table to have focused conversation, not just complain about kids or, you know, do a field trip schedule or, you know, all those things. You still got, I mean, building management, you still have to do this, but this is about instruction. That's where the focus is. And you still have to have those things to
076make your, you know, safe and orderly environment, those building management things. But it's transitioning that conversation to be more about learning as opposed to doing. And so that's and that's what this is. You know, you know, to me, if you if it's important enough to put in front of a kid an assignment, a project or something, it's important that they learn it and not just do it, that they learn it. And so, let's find out what they need to learn and focus on that. And we'll we'll see achievement, I believe, with the group we have to start going up because we have more time to do that. So, thanks for sharing, Mr. Kimell. Good job. >> Say something. >> Yeah. Um, well, I think you know, kind of like them, our conversations uh were similar.
077I think yesterday their goal, they said yesterday was based on building a a uh professional learning community that's built on collaboration, uh, Indian pride and community. They're real big on on building that community. And I think focusing on that first um will allow us to move forward and to have another conversations. I think, you know, yesterday the beginning conversations obviously focused a lot on some policy things. Um, but as they go through and and we work with them and kind of guide them on having how to have those conversations. Um, they'll become more focused on academic and instruction and and really what we need to. It's just um takes a little time. Um, but I think the staff yesterday, Nathan today were excited about starting that process and really figuring out, you know, kind of
078what their roles are and how all this kind of works together and and um, you know, how it's really built. I think, you know, them really understanding that, you know, they're being empowered to to go do what they do to be great and to bring those ideas to the table and be part of that collaborative team and then we support um, whatever it is that they need individually. you know, they're they're professionals and we happily we hire the very best and empower them to go be great. And that's kind of what we talked about yesterday and kind of what they kind of led through when we had our collaboration over there yesterday. It'll be exciting. It's a lot of work, but it's exciting. >> All right. Just lastly, u Mr. Rice just wanted to share
079with the board he'd like to to take the kids to the convention in October. I don't know if we've had to approve those or not. So, I'm just more of an aware. I think if it's okay if I just approve it, but he wants to do that. Um, but it's more just what kind of the plan is. He doesn't have a lot of the details, but just more of an awareness for you guys um that he would like to start doing that for some of our kids for the convention um the national convention um in October. So, it's more of an awareness for you guys. So, >> how many kids is that? >> I don't know. That's why he's not on the details, you know. Is it six day? I was thinking five to six,
080but I can't remember. So, >> he put six to eight. I I think it's a good opportunity. Um, doesn't look like he's planning on being there the whole time. >> Yeah. But it's just more of an awareness that this is coming on. So, if you see that, so, um, >> I think it's great. >> Yeah. Good. So, that's all I have. It's just we're ready for school. Looking forward to a great school year. Um, um, excited for kids to be here Friday and get rolling next week full time. I think it's great. All right. Any other questions? I lost where I was. Okay. All right. If no one has anything else, good luck for the school year. Be awesome. Um, I move that we go into executive session to discuss supplemental positions, certified positions, and
081classified positions pursuant to the non-elected personnel exception under coma. And the open meeting will resume here in the library at we'll say 7:20. I would like to have the superintendent present. >> Second. [Music] >> Hi Linton. >> Hi >> Ty. Hi >> Carson. Hi. Hi Kevin. Hi Carson. Hi [Music] All right, we are back in open session. I'd like to make a motion to approve the resignations of Tiffany Roberts as a high school secretary, Shandra Dumbar as the high school NHS sponsor, Madison Kur as the preschool teacher aid. like to also make a recommendation or approve the recommendations of Jeff Savage as a middle school head basketball boys basketball coach. Lint Ty as the high school assistant girls basketball coach. Bana Lind as the preschool teacher aid. Katani Clark as the high school secretary. Um
082approve the uh recommendation for the compensation package for the IT coordinator. Um approve raises recommendations for the classified uh and the administrator uh positions and approve the classified agreement handbook as recommended. Second >> Kevin Stall. >> Hi >> Fen. >> Hi >> Linton. >> Hi >> Carson. >> Hi. >> Lommire. >> Hi. >> Ty. >> Hi. >> Parsons. >> I. >> All right. like to make a re or like to make a motion uh to go into executive session to discuss negotiation topics pursuant to the uh exemption for employer employee negotiations under coma and the open meeting will resume here in the library at we'll say 8:00 uh with the superintendent present please second >> Carson >> I meer Hi >> Epto. >> Hi >> Ty. >> Hi Linton. All right. All right, we are
083back in open sessions. I'd like to make a motion that we approve the negotiations proposal as recommended. >> Second, >> I >> Ty. >> Hi, >> Carson. >> Hi, >> Keto. >> Hi, >> Glinton. I >> Carson. >> Hi. >> Make a motion to adjourn. >> Second. >> Linton. >> Hi. >> Carson. >> Hi. >> Epento. >> Hi.