001Good. >> Mark, can you hear us? >> Yes. Can you hear me? >> Mark, can you hear us? >> Yes. >> Okay, we're ready. You are. Yep. ready whenever you are, Mark. Okay, I'm going to um call the meeting to order. Um Randy is not there and I'm not there. I'm in Topeka. So my understanding is we need to elect a president proempor for this evening. >> Yes, sir. >> Okay. So I am open to a motion >> motion that we elect president I would elect Robin to serve this evening as second. >> Is there a second? >> Yep. We got a second. >> Okay. All in favor and I can't see you right now. All in favor raise your hand. And I'm raising my hand. I'll say yay. >> Okay. Motion pass. Mark. >>
002Okay. Robin, you have it. >> Okay. Thanks, Mark. A lot. >> Thank you. You're welcome. >> Okay, we will move into the pledge if you youngster would like to come up and lead us. >> Georgia Matthews is >> Georgia Matthews tonight. >> Ready whenever you are. Okay, >> start us off. I 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. >> Good job. Okay, we will move to um 60 seconds of silent reflection. Okay. Um, we'll move on to item C, approval of the agenda with the following amendments. C1, additional certified and classified personnel actions for consideration. Item E3. C2 add item G10 to new business. The board of education is asked to consider and
003approve the 2627 open seat capacities for non-resident enrollment. >> Mrs. President prom I move to approve the meeting agenda as amended. >> I have a second. >> Second. >> We have a motion and a second for the approval of the agenda with the amendments. All in favor raise your hand. Mark I. >> Okay. Those opposed, same sign. Motion carried. >> All right. Delegations, question and answer, public comments, recognitions, committee reports. We do not have public comment. Do we have any public comment? >> Yes. Okay. Then item D1, recognition of Garden City High School state wrestling champions Paul Lapen, head coach. Good evening everybody. And uh we're missing a few tonight. Some of our girls had practices and other things going on like work. Um but this is your twotime defending state championship girls wrestling team.
004Uh Nicole was state champion for us. Uh Olivia Dunlap was a twotime state qualifier for us. Arya Cortis the one giggling over there is a freshman that took third. Crystal Loetta is a state runner up this year. Jerez a two-time state runner up. Reena Loetta a now a state champion. And Aaliyah Garza finished third in state. >> Coach Calderon, uh my head assistant on the girls side. Big part of the reason why we're up here today is from our coaching staff who put so much time and effort into our kids. Uh this group had a lot work against them this season, but were able to kind of defy the odds and win a tournament pretty handily that we weren't supposed to. So I was extremely proud of this group and all the work they put
005in and we were able to accomplish our goals. That's about all I got. Wait, just go shake. >> You don't have to give me one that way. Sorry. >> Right here in front of the side. >> Turn around this way. I'm gonna fix this. >> Thanks. >> There we go. Okay. >> Ready? One, two, three. One more. One, two, three. All right. Here we go. Thank you. >> Congratulations. Great job. >> Good job, guys. >> Good to see you. >> Thanks. Appreciate it. Yep. See you guys. Congrats. >> Okay, moving on to item Z2, recognition of the Garden City High School Green Club, Whitney Linenburgger. >> We're gonna make a line right here. I'm Whitney Lindenburgger. I'm an associate principal at the high school. Um, Michelle Perez has been our green club sponsor for four
006years. Um, and Rachel Wall-E here, I was telling her back once upon a time when I was a science teacher, I remember going to so many great trainings. Um, so she works for Kansas green schools and I'm going to read the next one because it's a lot. The Kansas Association for Conservation and Environment or Casey and she's here to present them with something and then if Mrs. Perez wants to say some words. >> Years. Okay. Well, this is a big darn deal. Um, my name is Rachel Wallally, like she said, and uh, I work for a nonprofit, Casey, and my job is the Kansas Green Schools director. So, I actually live in Manhattan. So, I got to drive four and a half hours today for this big moment. And it is a big moment. Um,
007so we have what are called Kansas Green Schools investigations. And these students are super cool. They're like the superstars of superstars. And you have the teacher of superstars. And many of these guys actually came to our conference this last year, which was super cool, having kids attend a conference. But they've accomplished three green school investigations, which are um gathering evidence and data. They're putting together action plans in their community to make this area better. And they are one of 20 schools, there's over 600 green schools in Kansas, and they're one of the first 20 to actually earn um what's called the silver globe of excellence. So, this is a flag. Um, there's actually three different levels. This is the first level. Um, and they have achieved the first level of recognition. So, I'm here to
008honor them tonight with the awesome award. >> Um, my name is Mitchell Perez and this is my fourth year as a green club advisor. It is an honor to present this as a recognitions to my students work that they become an environmental stewardship and uh we we look for more something like greening program in the future. So thank you very much for with us. So like what give us an example of like what one of the investigations would be because I've never even heard of the green club. Um we did the pollinator gardening last summer and it was a very wonderful um investigation because we actually seen some pollinators that are visiting during the summer days and some of my green club are actually committing themselves during the summer to do the watering and let
009the uh flowers grow till the summer and then we actually stop during the winter days because it cannot survive because it was in the outdoor and then during in the uh school days we also grow the vertical gardening that was also being grant from the other um the Kansas Foundation of agriculture in the classroom. So that my three wonderful students they actually grow some of the lettuce and some uh some other vegetables that are grown vertically like a hydroponics thing and it was very successful. So they come up with investigation study and presented during the conference and we also do right now with the recycling program is ongoing. Uh they did the student led paper waste management and they come up with a um investigation by doing some interviews with the other staff members like
010what will be the uh solution like there might be some room for improvement of improving our recycling programs and it's still ongoing and the the green club has really grown. I can remember when it was like two kids a couple times a week and just today I think I ran across like six or eight after school and they've got this cool little cart that they collected in now. Um so they've really done a good job of kind of spreading the word um throughout the building for recycling. So >> fantastic. >> Anyone else have any questions? >> How many schools did you say were in Kansas? >> Over 600 that are part of the green schools network. And then um any school can be a part of the network. Um but then to achieve this um
011you have to complete at least two of the five investigations. Um and so that's kind of this is the first level that they've got that completed and then you can do more investigations and eventually so there's a silver globe, the gold globe is the next level and then a green globe is like the ultimate one. >> Y thank you. You guys take a picture. >> Scooch forward so they can get in front of you. >> I'm definitely the tallest, so I should be in the back. >> Absolutely. >> I can be okay. She does not. >> I really don't need to be >> doing this. >> I know about >> one, two, three. One more. One, two, three. >> All right. Thank you, guys. >> Thank you guys. Good job. Grab one. >> Okay. Item
012D3, recognition of the KNA student expression campaign winners. Lev by Bernin. >> Hi y'all. >> Um I'm Lever Bernin, advocate at Garny High School. Um teach freshman through seniors. I'm also the GCA president here. Um and this past weekend, um I had the pleasure of sponsoring three scholarship winners um in my AVID classes. They won a K&A um student expression campaign. And basically what that campaign is is a statewide campaign and any um K&A member can sponsor students um high school students to show us what racial and social justice looks like to them. Um and that can be through physical art, digital art, um it could be through spoken word, um a video, photography, anything they they choose. And so these three were selected out of thousands of entries. Um and the incolar scholarship were
013able to go this weekend to Witchah for the K&A representative assembly. Um and we're honored there for a dinner and then honored in front of a group of 500 teachers on Saturday. Um but I think they might be more nervous here actually. Um so um I wanted to introduce them. This is Sabrina Muny. She's a senior um AVID. I'm gonna have her talk talk to you a little bit about her R in just a second. Um, and then we have Joseph Perez, a sophomore in Avid, and Ruth Rojos, a freshman. So, I'm gonna take it off to them. >> Um, for my art, it's called Many Voices, one strain. This artwork of mine shows justice as something shared across the world, and yet it's not given to many. At the center, a calm figure holds
014a rope steadily as many hands pull from different directions. Each of them from different places reaching for the same thing. justice. This rope, which can be also seen, represents justice under repetitive strain stretched by inequality, power, poverty, and even conflict. The word justice can be seen all around in many different languages to show that it's many is also universal, even if it's not practiced universally. Even though the words are the same, the weight it carries within each word does not. It is it is well known that justice is spoken about everywhere behind cameras, but it's not held the same for everybody. >> My work was a spoken word speech and it was called why do we cry? Don't we all bleed the same blood? And in the speech, I talked about how racist we became
015in this world and that we have taken a dream that Martin Luther King gave us and tore it away. And it shows us that even if you are black, Hispanic or woman or any type of race, any type of religion, that you matter in this world, and that you deserve a chance to be happy. You don't deserve any racial thinkies or anything. You just deserve to be happy in this world. And it hurts me to see that many people say the N word or anything racist to anyone, be sexist or anything to anyone is wrong. And that this speech shows you that it's morally wrong and that everyone is a human. We all bleed the same blood, but we cry. >> Thank you, Joseph. and Ruth. >> Um, my art was spoken word and basically
016my quote is they judge our people yet they go to our countries as vacation. My spoken word was supposed to be showing people how right now especially in this generation it's a lot of chaos around like everywhere you see political views and even just in complete general especially in the US. um it's just showing a lot of racial towards um cultures, no matter if you're black, white, Hispanic, Asian, or any of those different kind of cultures. Again, that you matter and you shouldn't be able to let anybody tell you um like you're less than anybody else. Just because you're not um Hispanic or just because you're not white, you shouldn't be doing this or that. And just showing that everybody should have equality. So, those the all three were honored during the dinner. Like I
017said, um Sabrina was a first place winner and got a $1,000 scholarship >> $500 scholarship and then each two were our runners up and they got $250 scholarships um that they can they can use. So, I was really proud of them and thank you guys very much for uh allowing us to to present them here. two. Thank you. >> Good job, guys. >> Thank you. Great job, guys. I do want to mention one thing real quick. Sorry, Drew. Um, there was a miscommunication. We had a fourth winner at Garny High School, but I did not tell the the sponsor, Mr. Annayia, to be here tonight. Um, so I'm going to put that winner, um, Alem, on the agenda for me. Hopefully, if Drew will let me. Um, so I apologize for that, but thank you
018guys again for letting us be here. >> Thank you. Okay. Item D4, building report, Georgia Matthews Elementary School, Brian Cot. feel good. >> Thank you guys for inviting us to come talk about Georgia Matthews. Uh with us we have our student lighthouse team and I'll let them introduce themselves and what grade they're in. My name is Perkins and I'm a fourth grader. >> My name is and I'm a fourth grader. My name is and I'm a fourth grader. >> My name is My name is Austin and I'm a fourth grader. My name is My name is Abiger. in third grade. >> This is kind of our lighthouse is like a student council. They had to fill out an application um which some of our teachers went and reviewed that application in Paris and they picked
019kind of the top candidates to join it. So they've kind of been the leaders in our building. Um they've worked with fundraising. They they've done a few other activities uh like some of the fun days and things like that they've been in charge of. and I'll let them go ahead and start. Eric, George M. George Matthews strives to make a positive difference in students futures uh by building a meaningful community through effective communicate or building a meaningful meaningful relationships and fostering acceptance in our community through effective through effective communication understanding and parental involvement. We provide an equal education that fosters independence and a lifelong love of learning. By the end of the school year, 80% of K through fourth students will demonstrate typical to aggressive growth in both math and reading as measured by the
020fast assessment. In 2025 through the 20th, the number of students in 20 in third through fourth grade achieving levels three, three and four in math and science will increase by 10% with assessment. Our staff and students are working hard to meet our academic goals and are excited to see our progress at the end of the school year. We also have started our state testing in second through fourth grade and should be finished in the next couple of weeks. Family involvement is a top priority at Georgia. We love partnering with our families to support students learning through exciting events year round. From moves on the lawn to our communitywide trumpeter tree, there is always a way to get involved. Some of the highlights from this past year include summer music and family engagement nights focus on
021math, English, and education. Throughout the year, we strive to celebrate opportunities that bring our students and staff together excitement of our work on the back to schools to astronality and inspiring author visits. There's there is always something to look forward to. >> We cap off our semester with high energy events like the end of first semester carnival and take great pride in our partnership with Golden Plan Youth Credit Union. This collaboration offers unique experiences for our students, including cookies with Santa, Easter egg hunts, and a raffle draw and raffle drawings at the end of each semester to reward those who participate in our student saving program. There are many different things that student learns about number of girls are written by the members of the lighthouse team. As you can see, there's a lot of
022problems when activities in the morning robotics after school member is here to help. Personally, I love Georgia because we do a lot of family stuff. The color On this April 1st 26, Dr. Matthew served a diverse population of 144 states. Our sins speak different works to the needs of our learn 45% of our students are English language learn 23 receive and 23% receives education support our students and community have maintained a remarkable attendance rate 96%. >> You are invited to come celebrate the school year with staff and students at the at Georgia Mes on the last day of school May 21st. Activities include learning success and civil unbe. And then also before we're done, I I do want to invite our staff up because on March 15 um our staff had worked um with Apple,
023they have a distinguished school program um where most of our staff had to go through and learn all the tools that the iPad and Apple computers have and utilize. Um so they've got a bigger understanding of what how to use the iPad in the classroom. Uh with that we had to u complete a video which I'll show that quick video while the staff is coming up. Um >> don't be shy guys. >> Don't be shy. Stay behind. >> Wow, everybody should keep. Okay, thanks. So part of that application was that we had to complete those learnings um fill out an application uh that basically met the Apple criteria for designated schools. So, how we use the iPad, um, how our building's focus aligns with kind of their morals or their guidelines for the program. And
024then we had to create a video that kind of highlights who we are and what we do. And here's that quick video. Oh, hello. Welcome to Georgia Matthews Elementary. We are an elementary building that houses K through 4 and 146 students with 10 different home languages spoken. Let's come check out what we have to provide for you. Come on. and math because we have speed in the iPad and and we if we get 15 more than 15 we get to do the other one. Hey um it's me Ronald and technology plays a very important role in my teaching because it enhances my teaching and makes my teaching more efficient and as to the students it plays also a very important role by getting them motivated and more engagement and they are really into technology nowadays.
025that makes why technology is very important. The technology access in my classroom allows me to plan engaging lessons that I can differentiate to my students learning levels. Students experiences with their iPads in our classroom um inspire them to be creative and it gives them a lot of opportunities to practice perseverance and problem solving. The iPad has been helping me by using things that help me learn. So technology has helped me in my kids in my classroom. I am not a techsavvy person. So learning all these new tools and apps um has inspired me to push myself to learn them to be able to teach my kids. And now that I have come a long ways, I have been able to teach my kids these new technologies. And then kind of through this process, um, when
026we started with Becky, Tyler, and Casey, the staff really kind of took it headon and with the trainings, then we also started our discussions in PLC about how we're using it um to be more intentional with using technology. So instead of just using it in the free time and some of those time filler pieces of actually making it educational when we're using technology. So there's collaboration going on like in the video where you saw the one kid with two iPads. They were working together on the same thing. So it was going back and forth. Um Mr. Dakapill is right there does a great job. Clary, Miss Katherine does the same thing. Um, and all the way down to the elementary or the lower levels where it's a lot easier to put those time fillers, they've
027been more strategic with it, like using it for ELA curriculum boards. Um, really focusing on the education piece and reducing um, a lot of those time fillers like I know there's like class dojo games which as a school we've decided to take that away. We're not using that. Um, we're going to do more intentional um, academic things with the iPad. Uh, just like Manolo here said that using like speed drill or those games to help them learn. So, it ties in with what we're actually doing with the curriculum. So, that that I want to congratulate my staff on using that and kind of taking it head on. >> Yeah. Uh, well said. Uh, I'm Tyler Gates and Becky Alexander. So, um, I'll make this brief. We just wanted to make sure that Brian wasn't underelling
028how awesome of an achievement this is. And he is. He's being humble. Uh, there are eight Apple distinguished schools in the entire state. Uh, two west of the Kansas City metro area. So, that's awesome. Uh, it's you have to get on Apple's radar. So, essentially what happens is the people from Apple start saying, you know, you should really apply. We see some really great things going on here. So, it's a whole application process and and you have to be vetted. And I think what stands out to us is that this isn't just an acknowledgement for having iPads in the classroom. It's a mark of excellence. Um Apple says, "Yep, we see that you have a clear vision for how technology can improve learning in your building. And if you spend any amount of time in
029classrooms at Georgia Matthews, it's obvious that these teachers are moving from screen time to meaningful technology engagement. So, they're doing a great job. We hope that this will springboard other schools. We can, you know, um get other schools on board here and scale this to get some really great things going on across the entire district. Um so, you guys are awesome. While we may end up with other schools as Apple distinguished schools in the future, you'll always be the first. So, congratulations. It's been a lot of work and we're really proud of you guys. So, good to go. >> You guys have any questions? >> Um, first of all, congratulations on your Apple um achievement award there. That's not achievement word, but anyway, uh I really like that you are making it more intentional um
030instead of just like games to fill the time. I know like so my son is in elementary school and he has come home and like on his school iPad he's like look at these games on class dojo. I'm like so thank you for taking care of that. Um >> it's my very coming around >> very educational. Sorry. Um I just had a really quick question. Um on your second slide here it says by the end of the school year 80% of K through four students will demonstrate typical to aggressive growth. What's the definition for aggressive? Right. Aggressive is looking at um so typical is like a year's worth of growth. The aggressive is looking at more than a year. So kind of focusing on those students that may be behind trying to catch them up
031by the time they leave our building so that gap doesn't widen that we're narrowing it down. So kind of with everything we do um if you don't know about our building we also have a program a special education program called the behavior room. Um so we do get kids that um we really focus on acceptance uh which our whole population is kind of engulfed at. Um so we really focus on growth whether it's behavior or academic or anything we do is the biggest part is focusing on growth. So that that's where it kind of starts. But um initially we've started with any growth. Now we're working to more and more um trying to close that gap. Awesome. Thank you. Do >> you have I mean do you have any reports on how you're doing on
032those waves? >> Um we're I don't have it completely done yet because the last Bass Bridge test um we're not doing until here in the next month or so. Um in the winter we were probably about 60% growth. So we we were getting there. Not quite where we want to be. Um but we were showing a lot of positive things. um like with the state testing uh with our we did a lot of kite mini tests in third and fourth grade and we were super excited to see the outcome of those tests and then our inter room tests um came back really well. So, we're we're pretty excited to see what happens with our state testing and even this uh spring uh fastbridge test just with all the growth that our students have done >>
033with there being 10 different languages with 144 kids. That's, you know, a mass not that great, but you know, 14%. Um do you think that which is very um indicative of the population of Garden City in general, does that impact like your your teaching styles or does it make it more difficult or do you find that kids just come together and it works? >> I think a lot of it they come together and it works. I know in the lower levels um with the loss of the ESL program because just not enough students. Our staff has done an amazing job working with each other. Uh we do have a couple bilingual teachers um on our staff that have done an amazing job working with some of those students. So, we kind of partner up um
034some of the students, like we've had a complete Spanish- speakaking student in our fourth grade, work with our our lower kids to get the letter sounds and our teachers, which happen to be where our our bilingual teachers are in the lower levels um to help improve. Um, so it's just basically kind of the atmosphere that we have of acceptance and patience, which I think all of our students do an amazing job. I think as of right now, I have zero referrals from um our our general population outside of our behavior room. So, we have zero suspensions, expulsions throughout the year. Um, and I think that says a lot of what our kids do and how they treat each other. that behavior room. How many kids do you typically have in there? How long are they
035in that setting? >> Right now we have about 10 kids in that room. Um we could go up to 16. Um it's about two each grade um give or take. Uh right now we're working on building a transition plan to getting kids out. So right now they pretty much stayed with us um when they come in. Um, and they come in usually kindergarten to second grade and then by the time we're done, like we've tried to transition kids out, but we haven't had a lot of success. Uh, so we're really working on how we transition, how we reduce services. So that the goal is hopefully getting them to back to their home building before they end up leaving here with the reconfiguration if that goes through um through fifth grade. So currently they stay with
036us the whole time. >> Guys want to get a picture. Guys, you might want to go. >> Yeah. >> Two. Three. One. Oh, you're going to have to move the pull the sign out just a little bit more. There you go. One, two, three. One more. One, two, three. All right. >> Make sure that he knows. >> Very sure I was standing. I'm not sure. I wish they were building >> um item E, the consent agenda. I have a motion to approve the consent agenda as >> Mrs. President Pro Tim. I move to approve all consent agenda items as amended. >> Second. >> Do we have a Okay. >> Second. >> Right. >> We have a motion and a second to approve the consent agenda. All those in favor raise your hand. Mark I. >>
037Are you and I? >> Yes. Yes. I >> thank you. Motion carries. Um item F, board reports F1, the AVID program, Dr. Virginia. Do we have >> Excellent. Okay. >> All right. So, um, this we're gonna I'm going to give you kind of an overview, a little bit of background on what AVID is, but also have some students and teachers speak to like how AVID has impacted them. So, um, where do I just on the laptop? >> Yeah, there's a Okay. Here we go. Okay. I think that's that happened when we like downloaded it instead of like a PDF. So, um just real quick, the AVID mission is to close the opportunity gap by preparing all students for college and career readiness and success in a global society. So, um, one of my fun educational
038research facts is that there's a 90% skill overlap with students who are preparing for a college versus a career pathway. And so that 90% of skills is all of the things that students need to be able to do with writing, communication, and interpersonal skills. And then the only other 10% is very job specific skills. So, a specific trade or a specific path that they're going down. Um, so AVID supports all of those things. And then um I just kind of wanted to put this up there as our Garden City Public Schools mission and vision. I know you're all aware of it, but AVID supports the implementation of our mission and vision. And um it we there's we call it a system driver because it has a like a rubric that helps us identify areas that
039we have some gaps in that we want to work on and all of the things that are in that rubric are things that we have in our mission and vision statement. Um so it's really kind of neat to see how that overlaps. Um, I think something that's really important about USD457 is that we're always looking for ways for um to improve what we are offering to students and how we prepare students for what they're going to be doing in the future. Um, and AVID is a way that um helps us do that to make sure that they are successful later on down the road. Um, AVID is part of our current strategic plan. Um, underneath the student success and student centered programming is that we will expand the AVID program and the opportunities. But beyond
040that, um, AVID really supports, um, the, uh, rigorous instruction literacy skills that we really want all students to be prepared with. So, what is AVID? So, a little bit of overview. Um, I mentioned before that AVID is a system driver. Um it is something that supports all students at all levels. Uh however, we currently have AVID in grades 7 through 12. Um there's two parts to the AVID system and one is a schoolwide approach and it and it's all about instruction and what teachers are doing in the classroom. Um and then the second part of that is the AVID elective class. And the elective class really supports students who are in the academic middle and the students that have potential. They're um they're not our low students, they're not our high students, but they do
041have that potential to be really high students with support. So, there's some sort of support system missing for them. And we work really hard to make sure that they have that extra support they need to do whatever they would like to do in the future. There we go. Okay. Um, so no matter what students plan to do in the future, uh, we want to make sure that they have the resources along the way to help them achieve their goals. And AVID is one of the ways that helps us do that. Um, it supports rigorous instruction. It focuses on organization of time, thought, and materials. Uh, it supports college and career pathways, and it really supports our goals with CTE. It has students exploring all the career pathways. Um, anything that it has to do with
042college and technical pathways that they would like to do, it supports that. Um, I'm not going to through read through everything on this slide, but this does have a little bit of background about how Abbott started, where it started, and where it's come. Um, I do want to point out that Abbott is consistently on the cutting edge of educational research. So, it's like rooted in sound and rigorous instructional strategies. So, while it may have started a long time ago and it's still around, they're constantly evolving and changing to meet the needs of our students today. Um, so that gives you a little historical background. So, this one I wanted to spend a little time on because it gives you a little bit of information about what um AVID uh what the foundation is of it.
043So, um I'd mentioned that there's this rubric that has different areas of um instruction and school systems. And so that rubric is separated into four different categories. And that's that like kind of grayed out area in the back. But they do have a rubric that's for instruction, a rubric that's for the culture, a rubric for like the systems, and then the leadership. But on top of that, it is this framework for what students need that rigorous academic preparation, opportunity knowledge, and then student agency. So really teaching students to advocate for themselves and how to navigate some of those things as they prepare for their future. But then it also works on collective educator um agency. So making sure that we insist on rigor, we break down any barriers that might be exist for students, um
044that we align all of our work and that we advocate for students and all of that is built on that relational capacity. Um this is just a quick overview of what um the grade levels that AVID serves. Again, we focus on AVID Secondary U, but it does have a preK through 12 um system and then it also has an area that does help um English language learners specifically targeted for English language learners. We've had AVID Secondary in our in our school system since 2009. So, grades 7 through 12. Um just a point of clarification is that AVID is not a curriculum. It is a system, so it doesn't tell us what to teach. We have our curriculums that tell us how to do that. And then AVID is all about instructional strategies and rigorous instruction
045and what's going on inside the classroom to support that curriculum. And so I did include a slide in there if you're curious about some of the because we get this question all the time. Um, but when it comes to things that have to do with elementary, it's all about preparing them into like how they're going to um be supported as they go into uh secondary schools. This is an example of what it looks like in the AVID elective class. So they um really work on um looking at college and career preparedness and then the working on tutorials and tutorials are a way for them to learn how to work through a problem and actually get past it and build some grit into um not just getting stuck but like how do I move past that
046point of confusion in my academic work and how to how to be able to do do that in the future too. and we um coach them in moving into as seniors learning how to get away from um a very specific structure into collaborative study groups, which is how do I study when I'm in college or I'm in my technical school trying to figure out how to get past this problem? How can I how can I do that? So, it's really it's a neat process and that's the foundation of what is built into the elective class. So, this is kind of some exciting data and I'm going to break down each part of this, but um of our AVID elective students in the high school, 92% of the AVID elective students took at least one rigorous
047course compared to 82% of the student body schoolwide. And then that 100% is the number of current AVID elective high school students grades 9 through 12 who are taking a sequence of courses allowing them to meet a four-year college entrance requirements based on their current transcript and four-year plan compared to only 75% of our student body schoolwide. The other percentages that are on there, so I'm going to figure out how to explain this. So all of this data is based on the previous year's data because that's what we have the reports on. Um the data that for this year is still in process so we have not finished collecting it all. So for last year's data our high school English language arts the cap data the students who were in the AVID elective class on
048average scored in the threes and fours six percentage points higher than the rest of our student body who were not elective. In the middle school they scored 1% higher. So, same thing. All of those middle school students in the AVID elective class in the percentage of students that were in the levels threes and fours are scoring 1% higher than anybody who is not in the AVID elective class. 8th grade English alone was 12 percentage points higher. You already had a question. >> Yeah, because these average students, you're selecting them out of kind of the the mid range like >> Exactly. >> students. So would we expect them maybe to be higher than if you looked at the whole population which includes >> Yes, they would. Because you're looking at the whole the whole student population,
049but when you think about like I mean these kids are in the academic middle. So when you look at the percentage of students who are threes and fours like we we would expect them to not score like these are kids that have barriers and are not necessarily scoring at the highest level because of that. And so knowing that like it's not just our academic middle students who are in the academic middle might have potential but also have a lot of barriers in place and there's a whole bunch of different ones that I could go into. So it might they might be the first to go to college or go on to do do a career after the fact. They might be they might come from single parent families. They might have um just any other
050factor or barrier that that exists. They might come from a really large family. like there's just a number of different factors that go into that. So when you look at um when you when you look at the student, they don't traditionally score in those threes and fours because they have those barriers. Does that make sense? Like when we pull their data before they go into the AVID elective class, they're not necessarily scoring at those threes and fours. There might be the twos and threes. And so the we have a higher percentage of AVID elective students scoring in the three and fours. Now with that support does that make sense? >> So do their scores change before they they're in avid to after they are I mean is it the one person statistically significant that that
051they they have made progress or is this >> Yes. Yes. The point is that they're they are making progress. So that that's that's my point is that we're actually closing that achievement gap and um with math they're scoring like at or within half a percentage point which which they would not do without that support. Yeah. >> Yeah. I mean, ju just like from those two numbers alone, it's it's hard for me to see like is this a a median versus mean type issue? Is this statistically significant compared to the rest of the population? So, and or is it a before and after like snapshot change? You know, I'm just trying to figure out >> it's a it's a straight comparison. And I'm and to be real honest, we had to do this data by hand.
052Michelle and I sat and had to pull out each student because it doesn't just run a report for the AVID students. So, um, you know, we had to pull each student out and that's what and every every elective teacher and actually it was we said did it by hand, but they they sent me their data to show me how they were doing. So, that might be a longer conversation. So this the AVID students are selected or they volunteer or there's requirements >> to meet the >> there are requirements for them to be in the AVID elective class. They have to want to be in it. It's not something that they're placed in. So it's it's students who really have the drive that they want to do more um but they don't necessarily have that support
053in place. So, uh, they go through an interview process, an application process, and, um, there's a set of criteria that they have to meet to be in the elect class. So, that's the elective component. >> How many students do you have? Like, what percent of middle schoolers, what percent of high schoolers are in >> Horse Goods at 17 and a half%. >> You guys have numbers off the top of your head? >> Students and I I would elect those. >> So, that's So 24 out of 400 >> we're hoping to see more on that data. It's just a it we're always a year behind too and so that comparison is like we're digging deeper as we go. But all right. So um this is the this is the core component of our schoolwide um approach
054with Abbott. So it's all about instructional strategies and rigorous instruction. Um so it works with because of that it works with any curriculum. It doesn't matter what content area it is, what curriculum we're using because it's not based on the curriculum. It's based on the instructional strategies that are used in class. Um, and we call it Wicker because it just stands for the writing, inquiry, collaboration, organization, and reading strategies that we use in classes. Um, through AVID, they offer quite a bit of support. Um the summer institute is something that we send usually our avid elective teachers to each summer because they need they go on to like a learning path that is like the next step for them. Um we also are sending this year we're going to send our instructional coaches because we've
055we've had several new instructional coaches. Um and then the AVID professional learning modules are something that that AVID provides to us that we're able to offer to our teachers in house. Um the regional AVID path training is something that we have brought in. We were bringing it in every three years, but now we're going to be bringing it just for our new staff so that we can make sure that they're trained. Um the implementation specialist, uh we have somebody who comes and coaches us and that's all built into everything that AVID does with us and he's been out here twice so far this year and we're going to talk a little bit more about that in a second with our with our high school. Um and then we embed components of any of the professional
056learning we do in PLC's building and district professional learning days. So talking a little bit about the impact. Um this is a very short list. We actually have a few more than that who are going to come speak. So our students who would like to kind of share their stories and then we have some of our AVID elected teachers here who are going to share a little bit about the impact that AVID has had on them. Hey, I'm back. Um, you guys know me, Levi Bin. Um, I brought um Sabrina and Ruth since they were here already for the student expression campaign. So, they are going to talk a little bit about um AVID here. Um, this is my first year teaching AVID 9 through 12 and I'm really really excited about it and I'm
057glad to um have all the AVID classes before I just taught the AVID freshman and I've been it's been great to watch their growth um from the first time I had them as freshman all the way now to have them as as seniors. I had Sabrina when she was a freshman. So, it's been great to see her growth in particular and now Ruth is a freshman and I'll have her hopefully for four more years. So, I'll turn over to them. >> Um, yeah, like Mr. Bford said, I've been in AVID for like I'd say since 8th grade. Yeah. So, this is my second year and so far it's been I say I would say it's been pretty well. Um maybe sometimes whenever they see TRFs I just get flashbacks and I get like it's just
058nerve-wracking. So, um, but I would, um, for middle school, I went to Horus Good and AVID, and I'd say the experience there was really amazing. I I personally loved it so much. Um, that's the reason why I wanted to continue to do it in high school. It helped me accomplish a lot of my goals. Um, it brought my grades up comparing to from seventh grade to 8th grade. I could see a big difference, especially my parents. um they felt so happy seeing me like actually do something that helped me, a class that would actually benefit me. And even whenever I mention, oh um I'm going to go help AVID or this and that, they are more than welcome to letting me. They know that my teachers have taught me nothing but like good ways to
059get my grade up or to take notes or just just in general basically that. So I would just say all of my teacher right now, Mr. Bernin and Miss Bates. I'd say they were amazing teachers. Um, I'd say middle school AVID was also a really good experience. Again, I feel like it just also gets you ready for high school, especially. It prepares you for all the note-taking you're going to do. It prepares you for all the hard work that they're going to give you. Even though sometimes they could give you a little extra assignments than your other classes, it still benefits you all. especially in high school, it shows, oh, you're going to do this in college, so get ready for it. Or it helps you see, oh, which college is going to help you
060better. So, that's just all my experience so far. Thank you, Ruth. >> Um, I've been AVID for around four years and I decided to join AVID freshman year just to see how it goes. And from comparing myself from freshman to senior year, I've really changed. I became more organized and became like a better version of myself. And AVID really has helped me figure out what college is for me, especially since we always go to trips like Witchita State University, Warhees, France University, and even our next trip that's coming around around the corner. And that has helped me narrow down like colleges um for me to pick, which I chose to go to for Hasty University. And surprisingly enough, I got accepted to it to go for nursing. >> I'm going to brag for her real
061quick because she's got a ton of scholarships to do and she's gotten a whole bunch of her schooling paid for. She didn't she didn't want to mention all that, but she's she's going to go do really well at Forest. >> Um I'm Elena Bates. I am the AVID teacher at Horus Good. This is my third year teaching seventh and eighth grade AVID. And my first year I had just the seventh graders who are now Mr. Bernin sophomores. Um, for me as a student, I was always interested in all the content areas. So, when I chose to teach, I was in English, but when Mr. Springstston asked me if I would consider taking AVID, I jumped at it because not only do I get to work with students in literacy, I get to work with science
062and math and history, and I get to show them that they're all connected and you can love all of them equally, and they really do talk to each other. um getting to work with kids who are in that academic middle and help push them up. I was thrilled when you said that because I didn't realize how much that middle school data had jumped um just 12% getting to work. And what we're seeing is a lot of our students who are at that two the basic competency are jumping to a three and that's where that really big growth is coming from getting to work and build those relationships and watch them not only as seventh and eighth graders at work good but 9 through 12 working with my good friend Mr. Burn infin has been one
063of the best parts of being an educator. >> Well, she can do it. >> Okay. >> Hi, I am Noelli. Um, how AVID helped me is it helped me make an organization system. It helped me get keep on myself on top of my grades and my schoolwork. It really helped me by learning more about my school work and not just staying behind on it. >> Public speaking in groups, working with people. It helped me work with more people that I didn't know I could work with. Um, it helped me stay out of my comfort zone, and it helped me study more, take more notes. Perfect. You did great. >> All right. Well, I am Dustin and I teach at Kenneth Anderson. I'm the fax teacher there, but also they have a teacher and I brought
064with me Mr. Dinkle and we have Lola and Isaiah with us. So, as you can kind of hear, you've kind of heard about the the impact that it's made at the middle school level where uh it's, you know, the organization. It's helped with their writing craft and just seeing the note takingaking and then uh just the post high school readiness on there, thinking about that. And then even as they get into high school, we're planting those seeds as they're getting in to the high school level. And so, they're very familiar with AVID already. And so that really uh helps them uh with that. And so another component that that we kind of put in there is is the leadership component as well um with with that. And so we can kind of combine that with
065the AVID. And so that really makes it even more powerful uh when when students have that component. And so I'll go and turn it over to our two students to share their experiences. Hello, my name is Lola and something that AVID has helped me a lot with is public speaking. At the beginning of my eighth grade year, I was not very I was not a big public speaker. I did not like going out and speaking in public, but in AVID, every once in a while, we'll do these presentations where we have to present something in front of the class. And I feel like that's just helped bring my confidence up so much more. But I think the thing that it's helped me out the most with is college is still quite a few years ahead,
066but I have been able to look into different colleges and scholarships that I can apply for. And it has just helped me get a much more open eye to more career choices that I might like to decide on in the future and majors in college. And Abid has just helped me in my classes. It means a lot to me that I'm able to do this >> and a really does what it stands for advancement via individual learning or advancement via individual determination and and I've been doing AVID for two years now seventh and eighth grade and I couldn't have been happier that I chose to do so seventh grade I started the year kind of quiet, very shy to talk to people, very scared at public speaking. And this algorithm over here really helped me
067raise my confidence in myself to talk to more people and do speeches correctly, I guess you could say. And in my eighth grade year, I really learned from Mr. think how to really take note takingaking and understand how to process your current classes and I have a story actually um I have a friend who I convinced to join Avid. He was really, you know, clinging on to Etra credit, that sort of thing. And joining AVID actually really helped him to become a better student, raising his grades, raising his confidence, becoming more thought. >> Dr. Duncan, I didn't know we were going to match tonight. I apologize. Came from a soccer thing. I've switched into my Abbott shirts. Um, I'm Brian Dinkle. I'm the eighth grade elective avid elective teacher at Kenneth Henderson. Um this is
068actually I was just counting it up. I believe this is my sixth year um as the avid elective teacher. First couple years I had seventh and eighth grade mixed and the numbers got so big that they split it into seventh grade and eighth grade. So, um, have impacted me because it's given me the opportunity to work with that middle of the road, those middle kids teach the advanced math class. That's a different group of people. Um, I also work with the lower level kids, kids in the middle, the ones that lot a lot of times get left behind. But like uh both Lola and Isaiah said, we do a lot of public speaking. Um and I got that from a professor down at Oklahoma Panandle State University when we toured there um on one of
069our college visits when he said what most kids are lacking when they get out of high school and get into college is public speaking skills. They've noticed it. And so my philosophy is teach them early, be able to be confident, but speak well to an audience. And we do. We I think we've done four. We've got one more speaking project to do. This is one of the hardest speaking projects. It's to tell a joke >> and get people to respond because that's that's a tough job. That's a tough job, but sometimes it has to happen. So, I enjoy it. I appreciate the board's support over the last several years in it. Um, going through a cabinet last week, a couple weeks ago, found a notebook was a binder that they put together back 2009. You
070said it's been around >> is when we started. >> Yeah. So, that notebook's been in a cabinet somewhere since 2009, 2010. So, now we use more electronic binders. So, but again, thank you for your support of AVID. >> Um, we have Did you have any questions for the students before we talk a little bit about their next step? >> I have questions that I'm sure they can't answer. A semester or a yearong elective? >> Actually, a commitment for longer than that. How many years they stay in the program? What's your >> class that you take semester? >> Say that again. It's a year-long um class for place. >> And how long do they typically stay in it once they start? >> So at the middle school level, they should stay in it for both your
071seventh and eighth grade. At the high school level, they reapply in for nth grade and then they stay in it for their four years ideally because there's different um information that they cover that prepares them each each grade level. I have 50 spots and from my seventh grade to my eighth grade I have 46 returning and 42 applicants to join as eighth graders. So the leadership lab that we talked about at the curriculum council is that going to be related to AVID and yes um and I'll be I'll be bringing that the next board meeting but yes um that is exactly where we're headed with that. >> Awesome. So would that then take instead of doing the elementary kind of um since we're not really doing that here, right? We just have it in. So
072that will be kind of leading into after >> it will be because it'll be a little bit of the elementary and it'll be a little bit of that secondary with their sixth grade classes that they're going to do. >> Yeah. >> Um we have one more. We wanted to talk about the high school and their next steps that they're going to do. Um, I'm Amy Kosper. I'm the associate principal for arts and communications at Garden City High School. I've also been our AVID site coordinator in some capacity for four years now. Um, and so at the high school, we were able to participate in what they call an AVID showcase. um last Wednesday. Sorry, I'm probably not live. Um so that showcase process, the idea behind it is twofold. One, to get feedback um from
073our implementation specialist and two to show off all the good things we're doing. Um, so this year as kind of a practice for what they call a demo school is we had people within USD457 who came in and saw what we do at Garden City High School for AVID both within the elective and schoolwide as well as our implementation specialist. Um, we got a lot of really good feedback from that. um not only what AVID expects that to look like both in and out of the elective, but then just processes, the logistics of how that works. Um so, moving forward, what that could look like is a we could become a demo school when it comes to what AVID um expects. There's a few things we need to grow in our program, particularly in our
074elective. Some of those numbers we were talking about at the high school, we're at about 5% of our student population. We'd like to see that number double to really hit that true demo site um status. And then we would eventually be looking at other schools who want to come see what AVID implementation looks like um and kind of showcase Garden City High School in that regard. Um so we have a lot of really good schoolwide systems in place. You got to hear a lot about the elective, but we are AVID schoolwide in the sense of it's how we do school, right? As Dr. Duncan explained, AVID is the how. Our um district curriculum is the what. And so a lot of people would say AVID instructional strategies are just good teaching, and they're right, but
075it creates common vocabulary and common um goals and drivers. We are guided by what's called the secondary implementation tool, which looks at those four domains of leadership systems, culture, and instruction. And we've been able this year um to merge what has been our AVID site team and our building leadership team into one. So that way all those arrows are going the right way. So we can ali align our AVID site plan with our KISSA goals with instruction dayto-day in the classroom. Um and so that's all supported by our PLC's. Um they're not quite weekly, but when we do meet with our PLC's that's driving that. Um especially since our PLC's are cross content. So they're not as curriculum f focused, they're very much instruction focused and that shared vocabulary and that shared expectation of rigor
076and supporting students and collaboration and all those things um really emphasize that. Um our teachers are pretty good at what we call wickerizing a lesson. Um so are you incorporating writing, inquiry, organization, collab collaboration, and reading? Now, not every lesson has all five depending on where you're at in your sequence of your curriculum, but are we incorporating all of those things. So, we do insist on that rigor and our students can be successful for the next steps. Um, so yeah, that's kind of how we support it across the building. And people get tired of hearing it sometimes, but that's okay. Any questions for what schoolwide looks like or how we support that? >> Do you give them whenever they're learning to take notes? Do you give them ideas or do you show them or how's
077that work like they're at college? >> Uh so within the AVID elective, they learn um different ways to take notes. Uh, one of the things we work with on teachers at the high school is that sometimes our teachers assume that all kids know how to take notes. And I think as adults, we even know that sometimes we don't know how to take notes. So, we try to provide a lot of different structures. Um, and that's where that really organization comes in in all of our um, classrooms across the building. I would say Cornell notes is probably the most quote known um, and used consistently. Uh, but we really just try and say how are you supporting their thinking? >> Makes sense. >> Any questions for our students before we dismiss them or >> I appreciate
078all the information. Um, when Levi was doing the presentation earlier and he was saying AVID, I was kind of in the back of my head knowing not exactly sure I know what that is completely. So, I appreciate I appreciate the the information. >> Thank you. >> Okay. Um item F2A plan Steve >> Norvy >> for Robin's been through KISSA goals of the last over the last couple years but for our three newer board members this will be your first kind of a real introduction through our selection and things and and focus of our big district goals from one year to another. Okay. Um all schools in Kansas are accredited through a system called KISSA, the Kansas Education Systems Accreditation. And the KISSA process has a whole bunch of different pieces to it. Some of those
079are Oh, I'm hoping that stays on the >> last five minutes, but it's something. >> It's something. >> But there are some like accountability pieces. Are we reporting the correct data? Are we doing filling out the correct forms and all those? That's part of the accreditation process. But a big part of the accreditation process is really led by what you see in front of you. and I put at each of your each of your uh tables and that's the Kansas school improvement model. It's all based on activities actions that are known to promote student success and improvement in learning. And so through this set of fundamentals and structures and indicators, that's really what guides our selection of a district goal and how we monitor our progress. Okay. So the first part are fundamentals on the
080far left of that sheet. Those are four overarching foundational pieces that if you improve one or more of those, you're going to have a much better chance of improving student outcomes. Things like structured literacy as a focus, standards alignment, balanced assessments, just quality good instructional methods. Inside of those fundamentals are six what the state is calling structures which are little more focused activities that can fit underneath all four of those areas. Concentrating on those areas also leads to student uh improvement in their outcomes. And each of those structures has a set of indicators that the state can look at and judge a school and a district's performance by. So within each of those structures, as I said, there's a set of lead indicators that if you select one of those to focus on, kind of
081give you a lead into how the state is going to judge your effectiveness. Did you do those things? Each one of those has measures of progress to achieve throughout the year. You have to select along with your goal something that you can be measured by a goal to be reached. Did you do it? Yes or no. And within the measure of progress, there is a six-month target and a one-year target. We receive a six-month visit from the state department to check on our progress. And then at the end of a year, we report out did we do what did we do throughout the year? Did we accomplish what we said we were going to with our goal? So for our district, this in front of you is our KISSA team. This group of professionals leads
082our district efforts towards setting goals, monitoring progress, making sure we do what we say we're going to do and and uh kind of taking that goals and all of those activities and getting them across the finish line during this past year. slide. Well, during this past year, we selected the sp the fundamental of quality instruction and the structure of resource allocation. We felt that an overarching need for us was improvement in our English language arts curriculum. We needed better curricular resources with more rigor, more teacher support. And that was where we focused our efforts towards the selection and the adoption of those curricular resources. And that goal was set in April last year. Our district leadership team, our KISSA team met in Subl in a cohort with representatives from Dodge City, Gary County schools in
083Liberal and we uh were trained on this whole KISSA goal selection process and school improvement process and then we started the selection of a district goal and putting together a timeline. line. So then Mr. Gman came before the goal before the board and presented this goal in May of last year. The goal and the action plan of what we were going to do throughout the year was uh submitted then to KSDE for approval. Over the summer, we received notice that our accreditation was approved and the goal was uh good to go. In September, we started with our six-month visit, our six-month check-in with Jay Scott, who is in charge of KISSA accreditation at the state level. And uh he came visited with us, talked through our process, talked through our steps in our action of
084selecting the new curriculum. uh in October. Then uh Heather Stegman, who will come up and talk in just a second, presented to the board on the progress that we had made thus far in our curriculum adoption and through our our goal process, our TISA process. Uh in January, this board approved the adoption of the HMH curriculum which kind of was the finish line for the selection of those highquality instructional materials in February. Then we went, this time it was Hutch and met with the same the leadership team met with the same cohort of schools, Dodge, uh, Giri County, Junction City, and and and Liberal, presented on our progress, got feedback from the state, and we started work on our next goal. We put one goal to bed. It's time for another one in the accreditation
085prog process. But when Mr. Gimman came up last year and presented, he said, "This really wasn't a one-year goal because when you get the new curriculum adopted, you've now got to implement it. It really turns into a two-year goal or more." So, that leads us into what Heather is going to talk about here for our new goal. >> So, I made just a quick one pager for each of you if you want to take one of those. always the same schools. Not for you >> in our Yeah, they do it by kind of by size. A lot of the smaller schools in the area will go and meet together. They keep the urban districts, they call us one of the urban districts, western part of the state. So, we all meet together in the same
086kind of code. >> Liberal Gary, >> Dodge, Liberal Gary County, and Yep. just us four. >> Okay. So, as we started this process, um I'm going to take you back to that rainbow chart that we started with. Um when Mr. Nordby summarized, we had kind of talked about resource allocation being our focus last year. We're just moving down the chart now to look at the next pieces of um our implementation. Okay. Um, so we're going to focus over the next year on educator evaluation and professional learning because professional learning is essential to using those materials that we just purchased and doing them effectively. Um, but we feel like teachers need feedback from leaders about their implementation to improve their practices. So both of those will be focused on over the coming year to ensure that
087we get a good implementation. So we're sticking with the same structure of qual our fundamental of quality instruction. We're just adding some different adding some different. >> So our why is um we are continually trying to seek improvement in both our CAP scores which are our state assessments as well as our fast bridge scores. So along that, you know, always keeping that goal in mind, um we've had over 200 of our teachers um become letters trained and knowledgeable of the science of reading. And the feedback they have given us is that um the materials that we were previously using, benchmarks specifically, were not effective in teaching kids to read. Um we spent the last year adopting more effective materials. We now have better materials in hands, but we've got to train people in how to
088use them with fidelity and um effectively. So, um our upcoming goal is going to be how do we make that happen? Um and then the two parts of it are teachers as well as leaders. Um and when then we also took feedback from previous implementations um that we've had regarding both positive and negative feedback to adjust our plans um to accommodate things that have gone well and not gone well in previous adoptions. So I linked a couple documents in here. Um during the 2425 school year, the Kansas Department of Education um hired a consultant that gave guidance across the state in how to implement materials effectively, especially new materials. Um we subcontracted with that individual to come here on January 16th and work with Dr. Duncan and I in um writing out our plans for
089what the implementation and training was going to be for our staff over the upcoming year. So the documents that we created that day are a scope and sequence of what we are going to do with each of our PD days for our teachers as well as for our leaders over the coming year. So this has kind of driven our planning um for our KISSA plan. Um, we have four important dates this year. One of them is already complete. Our first PD day was April 6th. Um, and that was kind of an overview of the curriculum. And we just took what the curriculum company normally does with staff um, when we purchase new curriculum. Um, >> bless you. an overview of the entire curriculum because we have some people that want to go home over the
090summer and really work with materials and start planning for the upcoming year and we wanted them to have the knowledge and skills to do that. So, this April 6th day, that overview of the curriculum really gives them an idea of where the essential parts of the curriculum are so that they can do that planning. Um, on July 30th, which is about two weeks before kids get to school, we're having another PD day where they will get another day of training in how to use the materials effectively. Um, we've also asked for model lessons to be shown. So, um, the presenter will demonstrate how those components should look and then show the teachers where those materials are to support that lesson. Um and then the afternoon will be spent with supported planning. So the the uh
091HMH staff will stay and work with our teachers in developing their first couple weeks of lesson plans. Um then our next PD day is September 28th and we will be working on additional components of the lesson. Um I believe the writing and grammar are our focus for that for that September 28th day as well as air. We are we didn't want to do any training on the online components during the first quarter because we really want teachers focusing on how to use the actual classroom instruction materials. Um but September 28th we'll introduce then the technology pieces of the curriculum. Um and then January 5th, we have not got a set plan for January 5th. We want to get teacher feedback after September 28th and then plan September 5th based on that teacher feedback question. So
092they're not going to start it right away at the beginning of next fall semester. when you'll do the PD in September, when will they start using air? And do you guys have expectations for how often or how much time they'll spend? >> Um, yeah, we will put a handbook together for the curriculum in general. Um, that'll have a lot of guidance for stuff like that. Um, we usually do that right after school is out. Our ELA teams um come together and put together those guidance documents and that'll be part of that. >> Yeah. I'm sorry. In September, you're going to hand those out. >> No, because those handbooks will cover the entire curriculum, grade card handbooks, all of that. So, they'll get those handbooks in July, but we're not giving any training in how to
093use those technology pieces until September because we want them focusing on that actual curriculum, not the supplement. And H.M.H. kind of recommended that as well. You know, we asked questions about that because we were um concerned that teachers might rely too heavily on the technology pieces when curriculum is new. You know, when it's new and it's uncomfortable, technology is sometimes easier than the actual curriculum materials and we didn't want people to rely too heavily on those technology pieces. >> They start using it in October then or was it? >> Yes. >> Yeah. After training. So, anytime after September 28th. Um, looking forward to the following year. Do you want to maybe go back to the rainbow chart? Sorry. So, looking forward to a year from today when we're standing up here having this conversation. Our
094plan for the following year is then to move down to tiered system of supports. So, we'll be continuing to work on quality instruction, but looking at like um what we call tier 2 and tier three kids that need interventions and additional supports. How can we perfect what we're doing in that in with those tools? >> That can include enrichment too. >> Yes. Yeah. Enrichment and advancement. >> Enrichment and advancement for more um higher performing kids. Do you guys have any questions? >> I don't really have a question, just a comment. And you know, Steve indicated that like I've been here for a while. We've seen this, but this is the most thorough explanation of what you guys are doing. And I appreciate that. Like it helps us do our job better. And I I I
095do gotta make sure we recognize uh we picked up the work that Josh led and started last year with the presentation, but the one p person that's been real consistent through this process and the change is Heather. She has really led this accreditation process through this year. Um, and so she's been she's been great with this and oh it's >> and she's not only not only done it for our district, but she also serves as a facilitator for for some of the smaller local districts. So >> we talked last year and I had her go go through that training so that we knew what we were getting ourselves into so we would be better prepared. And so Heather's done a really good job of kind of being our our go-to person for KISA. April 21st,
096she's going to lead a group of where we go in a group of four down to sublet. She's going down to sublett to lead a group of four. >> You get in Hulcom. >> She's going to lead them through the process as their facilitator. And we did receive though some uh really nice feedback from the state in that there weren't a ton of districts that did resource allocation as their for as their fundamental and they'd asked uh us to present at the state conference at the end of July for other districts who are interested in pursuing that structure. Most districts chose uh things like the the quality instruction in there. So, but they they chose teacher training because they were doing letters anyway for all of their teachers and it was something they were already
097doing. Well, we'd already finished with letters for our teachers. And so, we chose something that was a little different. We chose something outside of the beaten path with resource allocation. And so, we got great feedback. Um, and that goes to a lot of the leadership that Heather provided over the last year that she kind of Josh started the process. She helped us get it across the finish line and then we'll get a little bit of kudos and presenting at the state conference at the end of July with it. So after this presentation um if there's feedback from you, we'll take that and put it into our uh our plan and then we have to submit next year's plan by the end of the month to KSDE and then they will let us know early summer
098whether it's approved and we get our accreditation and things for next year. Y >> and I think the format that you presented it is a really good reminder that you know when people complain about there's problems or they're unhappy with this goal or whatever that there has to be a process and you can't set 20 goals and accomplish them at one time. You really do have to start here and then move up the runs as you go. So, it's a great visual example to us that we're working on it and we're better than we were yesterday and tomorrow we're going to be better than we are today. >> And we really felt that just that laser focus on getting the right curriculum adopted and a more rigorous one in the hands of our teachers. That
099was so important. Now, the next big step is making sure that we're doing it right because we don't want to take all the money that we spent in January towards adoption of this curriculum and throw it down the drain. We want to make sure that it gets done right and that our kids see gains as a as a result of it. So, it's got to be our big thing, our big focus. I think an additional piece is we documented a lot of what we did over the past year in our ELA adoption um and now have a process that we'll use um we we will be going through science textbook adoption over the next year we're basically following that same roadmap so that process has been laid out it's been documented we're just updating you
100know instead of ELA curriculum it's science curriculum but we're going to go through that same process with our science teachers um in selecting high quality instructional materials for those classes as well. >> Other questions, comments? >> So, I was looking through the scope and sequence. I love this. I love that you provided this. Uh I just want to make sure that I'm clear on the because I'm still trying to wrap my head around this. The measures of progress. So like our six months target and our one-year target, like what specifically are those targets? How are we going to be evaluated on that? >> Well, we set out like for this next year, we're setting out our map for how we're training teachers. Did we do what we said we were going to do? Did we
101have those PD sessions? Did we get all of that done? Um, we also are going to set out some action steps for the training of administration and the changing of our walkthrough tool to show whether or not teachers are using these materials. We're basically going to be evaluated by 6 months in, are we doing what we said we were going to do? Did we did we just blow smoke in April and not do it or this is basically holding us accountable to what we said we were going to do when when we got our goal approved. >> Just didn't know if it needed to be like a like a smart goal or anything. >> No, they don't make you do that. But they make you set your action plans out and your steps and then
102someone from KSD comes out in September and says, "Okay, show me what you've done. Did you get it done? You said you were going to do this. You said you were going to do this. Did Did you get it done? >> And then what's your plan? >> Yeah, >> it's like it's a timeline that you got to check all these things off by these dates. So, >> yeah. I'm like all elementary teachers will follow the district pacing timeline and completed complete designated units by X date or we just we have not set like that specific date is >> not yet. That's >> that's part of the work that we're going to do before April. >> So, this is this is still a working still working how it works out. Cool. Okay. So, I have to
103try to get something >> where and really kind of explaining what our big focus areas for next year are going to be that it's going to be the the quality instruction still, but it's going to be training the teachers and uh training the administrators too, making sure they know when they walk into a classroom what they should be seeing. >> I appreciate that. That was like one of my big concerns with getting a new curriculum and I'm >> Yep. Okay. Our six month chart would really just be summarizing for KST when they're here what we did on those training days and what we accomplished. So I mean it it's it's not like smart goals that they request data. >> Okay. >> That comes later in another year. We'll be expected to have data in student
104test results that support that. The first one will be after the 2728 school year when the a five-year measure of your graduation rate gets added to all of the accountability pieces. Is your five-year average equal up to two or showing progress to gain where the state is. And so every year we'll have to report a five-year graduation rate average. And then the next one will be student performance on state assessments. Are we showing progress there? So eventually they're going to add in the the smart goals, the numbers, and they're starting with graduation rate and then they'll work towards state assessments. >> Question. If there's ever anything else that you need to know about that or just curious about as you look through, uh, reach out to Mr. Diamond. He'll get it to me and we'll
105get you your get you your information. Thank you. >> On to item G1, the meal change policy. Uh, director of nutrition, Tracy Johnson. >> Tracy, Jessica meeting, she wasn't going to be here, >> so >> I do not need that. >> Thanks. Okay, this is just a first read. Um, in your board packets, she kind of if you sent the board policy updates, so for USDA and KSD, they just recommend that we do a weighted average calculation for pricing. Um, comparatively to other districts, our meal prices are lower than most. So, Tracy and her crew are recommending a 25% per meal across all grade level increase. Um the policy that she attached lays out the communications that we have at certain balances when notes are sent home, when calls are made. Um it also just
106updates the the amounts to the current amounts um based on per meals. And then it also defines our refund procedures um for those that leave the district or um become reduced or free after they have a balance in their accounts. Um, also want to note that that being said, we do um provide alternate meals when they uh drop below a certain balance um and get in the negative. But she also works with principles and counselors um for those students that are negative but maybe don't qualify for free or reduced. Um we do have an account that we help those students out as well. Um main reason for this is just to keep our cash flow in our uh nutrition account. I think I told you before that we normally don't have to provide any general
107fund money into our nutrition fund. Um that being said, I think this will be the first year since I've been here that we're going to have to do that. Uh we started this year with just a little over a million dollars in that. We're down to 150,000 as of March 1st. I haven't uh done March's cash summary yet. Um, and our student sales for last year were at 500,000. So, and we already have, I think, 365,000 of that put into the nutrition account. So, not a whole lot more coming in. Um, we do see a a really high number of unpaid lunch fees across the district. Um, but again, we never cut off meals, so I think that's important to note. Um, again, first read and if you have any questions, I will attempt to
108answer them for you. Do >> you have a dollar amount of how many outstanding? I mean, I know that fluctuates and changes. >> So, we we the district um was it 2022 they wiped all fees and started fresh when Colleen was here and we're already over half a million in the hole on unpaid lunch fees. So we really we don't send people to collections. >> That's not just lunch fees though, right Jess? That's >> Yeah, that Thank you. That's tech, lunch, and textbook fees. So yeah, um we do not take people to collections currently because it costs just as cost us more to to pay those fees than it is that we're going to get them. So, what we've done is we've encouraged um I just talked to secretaries. Uh we had an enrollment meeting
109and just encouraged them to um send statements home with with students when they come to enroll for next year to remind them of past due fees. Really trying to target the elementarymentaries because it just rolls and by by the time they get to the high school where there are some repercussions, the balances are so high that it is a burden. Whereas if they could pay 20 and we stay on top of it, 20 $30 at the elementary level, it doesn't become $400 at the high school level. Um the only thing we can really do is um we can prevent students from doing things that aren't curriculum based, prom dances of that nature, field trips that aren't curriculum based. We don't currently do that. Um we don't do anything at the elementary level. We don't want
110to harm the students. So >> do we call the parents? >> Yes. So after um after notes don't work um then it becomes phone calls. Um this is that our district is um low low spectrum compared to other districts if we increases by 25 cents per meal. Now how do we compare? >> We're still going to probably be on the low end even after this price increase because like my speculation would be that they also increase at this time of year. So, I think we'll probably stay like comparatively low. >> How often do we change prices? >> Annually. >> Every year. Okay. >> We increase it last year. I don't think it was quite a quarter though. I don't think we did it that much. >> We usually raise it a little bit every year.
111Goes up. >> Yep. And I would just imagine that fuel prices, food prices are going to hammer us as well next year. Things don't get better soon. >> I'd like to see some kind of initiative to try to recoup some of the debt. I mean, I know we're never going to get it all, but >> Yep. >> Yeah. And like we're very open to board direction on how how to handle those past due balances. So we we we've encouraged secretaries to put our families on payment plans. So yeah, you can't pay the whole thing right now, but $5 a month kind of thing. We we we do a lot of different things with families trying to get them. So yeah, we're definitely open to other ideas if if you guys as board members have because
112it's struggle is real. >> Like I said, the only things that we can do have to they can't be tied to curriculum. So you you could prevent a kid from going to the pumpkin patch. I mean, I don't know that that's what we want to do. Um, >> yeah, you're right. Peter, pay Paul. Yeah, it's >> Yes, it is. Um, something that we're kind of It's like a lose-lose situation. We're not sure. >> So, what happens if they don't pay all the way through elementary to high school? What happens? they still graduate go on the way or >> so I mean we could prevent them from walking at graduation but we can't hold their diploma. Um I think did we not let them go to prom this year? >> It was those fees or if
113it was other things like parking fees and things like that. >> Yeah, we can so we can stop. We haven't ever been real aggressive with it. we can't stop all those secondary um participating in activities um going to prom, going to homecoming dances, those sorts of things, going to the pumpkin patch or nonacademic um related things, we can stop them. That generally at the high school has been our best bet is if you say you can't go to prom or upcoming and all of a sudden fees get paid pretty quick. We could go as far as to say you don't get tickets to graduation. You can go to graduation, but you know there's a a whole we don't let them purchase their we let seniors purchase their iPads at market value when they graduate. We
114don't let them purchase the iPad unless they have paid all their outstanding fees. So sometimes where the iPad may be on $125 at fair market value after four years of use, they may pay a couple times that and there are both outstanding fees before we let them purchase. >> Casey said that normally, like you said, it it becomes more expensive to pay their fees and pay that market price than just to go buy a brand new one. So they opt not to purchase their iPad through the district. How much does like the lunch and breakfast program cost the district? Like >> it hasn't been costing us anything. It's going because it's covered by all of the so federal and state money, state aid plus fees have historically >> like made the the nutrition account flush.
115So, but it's just not going to be the case anymore. >> Okay. partially to the unpaid fees, increasing costs. >> The last couple years they had pretty big equipment purchases that we've had. >> Yeah, I think like 140,000 we just um to update some equipment um this year. I I do know that uh probably in May I'm going to bring you uh kind of a restructure of the nutrition and we're going to close a couple positions. So that'll help. Um >> want to talk about the reduced >> Oh yes. Um so after co where at at CO everybody ate free and then we left it free for if you qualified for reduced we still gave it to you for free so we were only getting the 40 cent reimbursement for that meal um for reduced
116we weren't making them pay anything and then we also gave all breakfast for free and we continued that so next year we are going back to fully paid breakfast and reduced breakfast depending on your your qualifications and then reduced lunch will pay for for their lunches. >> How much is that expected to bring in then? Do we have like an estimate of that? >> Sorry, I probably could have Yeah. asked you this before. >> Yeah, I really Yeah, I'd have to listen to it. >> And our reduced numbers districtwide are not huge. They're >> they're really not >> 12%. >> Most of ours are either free. >> They're either full pay or they're they're free. Most of them >> we contract our meals out. No, we I I don't know if they've looked into that
117before. I was in this position. There is a like OPA is a a company that does that. I don't know that we've ever looked into that. I think probably because it's always been like we were actually three years ago on a spin down plan because the state said we had too much money in there and so it just turned that quickly. So, it may be something that we want to look into to see if it's more feasible for us. So, um, if you have other questions, uh, shoot me a an email. Shoot Josh an email and I'll get you an answer on that. If you have some great ideas on how to collect these fees, that's much appreciated, too. >> Thank you. Item G2, the board of education has asked to consider and approve the
118addition of the following new for an additional credit to extend existing courses. Dr. Duncan on behalf of curriculum council and um bringing you some of the new things that went through um through that last month. So um a couple of different things. Um, a lot of this has to do with the restructuring of some of the CTE pathways at the state level. So, I know I've been talking about that like every time I come see you, but um, this first one is not. They're requesting to add some additional requ um, credit to the oral comm adding oral communications credit to the agricultural leadership and communications class. Um, so that's one thing that they're requesting. Um the rest of these have to do um with some CTE changes and college changes. So the fashion and interior
119design CTE pathway has changed and they no longer have um that pathway and so we'd like to make sure that we still have a clothing and sewing uh class where students are able to learn how to sew and makes make clothing. Um the other one is the teaching observation uh was embedded in a pathway that had to do with the teaching classes and now that pathway has changed and so we'd like to pull that out so that it's its own class where um students who are interested in the teaching and career pathway are able to go do observations that that is what that class is about. Um and then a couple of the other ones that they're requesting are college classes. So, the criminal procedures elective and then um the robotics class. Uh there are
120four classes that are in this block at the college level and we already have three approved. So, we just wanted to get that last one approved that was missing to complete that block. Um, also at curriculum council, we were discussing that it might be helpful with all the different changes that were going on that we have some visuals about what those pathways look like. And so we're going to pass that down. This is just a reference for you. It's not um related to the new course request, but just as a reference that you can kind of see visually what those look like. Oh, I have Did you have any questions for me? Thank >> you. >> Okay. Item G3, Jenny Park Elementary School for it. >> Good evening, board. I think the next five are
121me, so bear with me. Luckily, it cooled down. So, maybe you guys will actually approve something. Um, so first one is and and at the last board meeting, we told you we would put out uh we were putting out for bid uh both carpet and flooring at Jenny Barker and at Plym, which have been a deferred project. Um the first is Jenny Barker. We did put out uh bids, received three uh qualified bids. Um, happy to see uh we had J&M uh include a bid uh here locally. Uh Stewart Associates out of Witchah put in a bid uh and then Star Commercial who already has our Altter Brown and ESC contract uh put in the bid. We bid it two different ways. We bid hallways and corridors as the base bid and then classrooms and
122offices as alternate A uh or alter as alternate bid one. Um we had believe $54,000 budgeted at Jenny Barker. Um the total on the base bid plus alternate a lowest qualified bid is from Star Commercial Flooring for 64,9824. I do need to add a caveat and obviously um this one I'm not asking for action tonight and actually there'll be more information that'll need to follow up between now and when y'all approve it at your meeting later in the month. Uh we did find that there is an asbestous abatement that has to be done at both schools. Uh we anticipated with the information that when we when we hired um the company to come out and do the assessment, we made a rough guess of of what he was kind of telling us before he got
123the assessment back to us. And we were guesstimating that it would be under $20,000 at both campuses to do the abatement. However, after he did the assessment, um he is recommending that we do a full abatement at both campuses. Um, and we did get a quote from him. I didn't bring those quotes forward. Uh, but both of them are above $20,000 for both campuses. That doesn't mean that, and what we're in the process of doing right now, and we'll have for you by your next meeting, is a full set of quotes. And we've got about four other companies we're going to reach out to. We're going to send them that assessment, have them come in and give us a quote. Hopefully, best case scenario, we get some quotes that are under that $20,000 bidding threshold.
124I also though believe that and we might want to talk with uh the admin team and possibly the uh attorney. I do believe if we go out and get quotes off of a common practice, which is asbestous abatement, uh we could count those as technically a bidding process as long as we keep it professional and done right. Um, so I'm hoping that first of all, I hope we get bids back and they're under 20 and we don't actually have to worry about it. We'll keep you updated. All that said too, part of and and all of these biders were aware. They were to give us their dollar figure for demoing that project and there'll be a credit back on on both of these bids when we do the evatement. questions on that >> is the
125asbesus the tile the floor tile >> the tile and glue and we're also still working with I visited with Nick Mimichek we're looking at a couple of different options he even mentioned that at some places they've done some encapsulation of that we're we'll look at that uh I'm a bigger believer that if we've got that we need to probably properly get it all abated and just have But I will feed you more information as I get it in the coming weeks. But right now, I mean, my recommendation would be to accept the lowest qualified bid from start commercial floor at 64,982. Questions on Jenny Burgerer. Next is Ply. >> Same thing or similar thing. We had $50,000 budgeted. Similar bids came in. Um kind of stayed in the same ballpark. Uh lowest qualified bid is
126or responsible bid. Uh we'll recommend star commercial flooring for this one as well at a total of 65,11323. Um and similar situation with the asbestous >> questions there. to make sure I correct. 20,000 for both schools or 20,000 >> the asbestous evatement. >> Yes. >> Uh we had estimated that one was going to be this one would be about 20 and the other would be about 15. Uh but the the quote we have in is substantially higher than that. I don't want to give that quote out because if we have other businesses that might be listening they could hear that quote >> if individually or together >> good question any other questions on plan similar scenario I'll feed that information to Josh and uh we'll get it out to you guys >> how to respond
127that >> so Brandon's got some other things that are coming in under budget So >> Marvin Chman, >> next item is um and and a little shift in our focus. You guys approved us to bid out the roof at Georgia Matthews and approved us to bid out section D at Florence Wilson. Um the roof at Georgia Matthews became problematic because moisture in that roof from when it was put on the last time. Fortunately, we haven't had a lot of leaks in that roof. It is the next roof in the the series to be replaced. However, we have found that the gypsum deck would have to be replaced as well. And not even getting into the weeds of how much more that would add on to the cost, it would simply put it from a two-month
128project to about a six-month project because all the conduit is attached to that deck. We would end up having to probably do a remodel with it as well. So, it's a problematic situation. So, we've shifted gears. Um, and under the threshold of 20,000, I I did an amendment uh with the Florence Wilson bid and went ahead and bid out section A, which is the whole north part of that of that school with the gymnasium included. um between that square footage and the square footage at the band room uh at Horus Good that kind of makes up for the amount about the same amount of roof that we were going to do at Georgia Matthews. So, we're shifting gears a little bit. We haven't moved forward with the bid on the band room yet at Horse
129Good, but what I have for you this evening, we we were able to amend this bid. We extended the bidding process from uh the 2nd of April to the 9th of April, April. Um we got four active bids uh competitive bids. Felt good about that. Um our budget for section D alone was $27,000. Um the budget for Georgia Matthews was $575,000. Uh but as we bid this process out both section D which is the base bid and section A which is alternate um the total responsible bid if you added those two together uh we got a low bid of $211,000 from Diamond Diamond Roofing out of Dodge City. Um and that's the one that staff would recommend moving forward with. And I know on the agenda it says uh this is a first read. Um
130if at all possible, I'd like you to consider possibly approving that tonight. Um as there is roofing supplies that need to be secure to make sure that we can get this put in into get in fit into the summer. But both D and A basically came in right around the budget figure that we had from GMCN just to do section D. I felt really good about the bids that we got. >> And we've used Diamond before and have been happy with them. >> Uh Diamond's done quite a few projects for us. Uh since I've been here, they've only been coming in and doing some repairs. uh their pencil wasn't sharp enough on a few other uh roofing bids that we did, but this one came in as as the lowest. Yes, Diamond and um which
131Meridian we used it sits and Meridian is an active bidder, but Weathercraft, DV Douglas, and Diamond are the three local um roofing companies that when we go out and do roofing assessments and just kind of put our heads together, we invite all three of those and they bring a representation every time. question there. >> You want to take action tonight on that or do you want to wait till Thursday for the end of the month? >> Tell us again what you're wanting action. I would recommend approving um the most responsible bid of $211,000 from Diamond Roofing for sections A and D of Florence. So, I just want to make sure we're not doing anything with the Georgia Matthews roof. Instead, we're putting that aside and we're moving forward and Okay. >> Yes. So, pretty much
132deferring it like we have a few other projects in the past, but this one is because of a timing situation. We couldn't get it done this summer. Um, and we we probably just need to take a harder look at at that whole project, get an assessment of cost. And >> so, instead, we're going to do section D and section A of Florence. >> Yes. >> Wilson. >> Yes. Yep. >> Those came in at the amount we had budgeted for the one section at >> 27,000 uh budgeted from GMCN. And usually they they typically it's it's a worst case scenario total tear off. Uh and in that area, area D that we're talking about is a total tear off. Uh the other one we had a roof scan done on a we won't have to do
133we're going to fix a few areas uh where all of those sister schools when we got the the VRF systems um there's some patching that needs to take place of where old units used to be and so we're doing a lot of that due diligence when we do and that was a lot of what was on here. Other than that though, it's just going to be a recover. >> Yeah, >> that's best to say. >> Well, we don't know for sure what that cost. We're trying to get bids for that more for the abatement, right? Brand is looking for action on item G5. If somebody wishes to make a motion, >> I mean, if we waited until the next Thursday or anything like that, how much does that off timing? So just if if we
134were approved, it would allow this company to start gathering up supplies and materials that take for the job. So down here says if he quoted it wrong not to exceed 15%. What happens if it's worse than what they originally thought? Are you at in the actual bid? >> Yeah. And it's got it's set aside. Um there is some unit prices. Um they were actually low on the unit price too of 5 foot for wood blocking and then 25 foot $25 a square foot for metal deck. And that goes into the wet areas. if they find wet areas, just patching those or repairing those. It's typically on a recover we're going to add that just to to cover us, but I mean we're expecting not to exceed 15% overage. So we were 15% of 211,000. That's
135a worst case scenario. >> Yeah. I just make sure Yes, sir. More money. And we can wait till Thursday or the end of the month. >> Uh, next item on the agenda is um the water heater at the high school. Uh this is an arising need. It hasn't isn't wasn't in the long range plan. Um as we discussed when we put this out for bid, the the hot water heaters at the high school have been a pretty persistent issue. Um since they were put in. Um it's a two it's a has two systems. One's supposed to kick in when the other one is not uh carrying the load. Uh the only problem is there's only been one that's consistently worked and it's carried the load for 13 years and the other one hasn't. And um
136so we had this engineered, had it looked at uh and bid out. We had anticipated kind of ballparking a 60 to $80,000 range uh for this particular project. Uh we got two bids in uh with we tried to get four, but we did not receive bids from two. Um, and the lowest responsible bid was Tetro Plumbing here locally at $118,397. >> Never worked. Second one's never worked. >> It It has been problematic and the company that put it in originally had been out a time or two to work on it, but it's never worked like it was fully intended to be. And this is doing away with that technology and that system that's there. And basically what we're going to do is put a series of on demand heaters in this. Um I believe there's
137eight or nine. Um and they kind of just rotate out throughout the system. It's got a smart read system within its unit that that kind it doesn't overload and work one versus the other. It'll kind of just rotate it around and cycle through where the units will should be balanced out more >> questions. Where where would you get the money for this from? Jennifer. >> So I was just looking like Jennifer walked in. Sorry. Jennifer walked in. I said Jennifer. >> Um so like other planned projects have come in under budget like the Horus good uh bells and intercoms came in under budget. Um the um a pubert flooring came in under budget. So just some various projects um have come in under budget this year that allow for funds to um >> projects under
138$200,000 under budget. >> Yeah. And last year we were um we came in way under budget because we pushed the a pubert HVAC >> with a million dollar budget for Bernardine sits roof is 459,000. I mean I guess we could put those numbers together but over the last >> year. Yeah. Basically I give Brandon like an overall budget and we he kind of itemizes it from the long range facilities plan. Um, but there's always cushion built in for things like the 15% or these um items like the hot water heater that we just weren't expecting. >> The other thing you'll get roofs as a prime example, we we have a plan of multiple roofs every year because we know not all of the roof projects are going to go off as planned. We're under the
139assumption that there's going to be one like Georgia Matthews that doesn't end up happening because some something in the process is messed up. George Matthews is an extreme example. So, we we always try to have backup roofs that we like section B that we move into the move into the queue. So, we have another roof project so we stay on time uh with our our summer rough projects and don't get behind on those. What's the warranty on this? Because I won't be 13 years down the road and the yo-yo still isn't fixing it. >> I'll have to find out for sure on the on the warranty, but I'm going to guess. >> Well, find out for sure. >> I will be shocked if it's 13 years. J, >> I get it. But that that doesn't
140seem right. Seems like we got be shocking to me. So I don't I think the the issue when when we moved in that building the commissioning of the hot water heater was was done internally as opposed to using the and and when we commissioned it ourselves as a district all the way back then we didn't commission it correctly. So there were warranty issues from the beginning because of the way that we commissioned our hot water heater. it. Having been at the high school and and taken a lot of cold showers in my um my time, it it's been since almost day one that because you have one huge hot water heater, well two that are pushing all the way to the freshman academy all the way to the yellow academy. It's it's a lot that's
141380,000 square feet those centralized hot water heaters you're trying to cover. >> I just want to make sure Do you remember who the contractor was that installed that? >> No. >> Sure. We can find out. >> I'm just curious. >> Next. >> Yeah. G7. >> G7 is the Garfield Early Childhood HVAC project. Um this was uh brought to you all to prevent or have GMCN bid out uh and with the help of ICE uh actually early on and prior to this we had put together the budget with the help of ICE and and our estimated budget with the help of ICE and Tetro. Um but the estimated budget was 1.1 million. Um we bid this out two two ways. base bid of the units on the old portion of the school and then the alternate
142A was or alternate one was uh the newer units which are from 2009 uh but AON units that have been problematic since we put them in. Um so got two bids back. You can see the list of who it was sent to but only got two bids back. they were required to come to the uh pre- bid meeting, too. So, we only had two there. We were just I feel fortunate that we actually got two bids uh with all everything that's going on. Um but two, like I said, we have 1.1 million uh budgeted. The lowest uh responsible bid is from Tatro Plumbing. Um total bid of $898,127. And our recommendation would be to just go ahead and do all of those units with that under budget bid. Um, and Sarville will be in pretty
143good shape. They'll have all new HVAC units. They'll have a new roof flooring will will be next there, but questions. >> What do you say we had for that deal? >> The last project 1.1 million >> and I can pull you guys um kind of the last couple of years of projects that we had slated and how they came in. I've got all that information I can get to you. How long is a bed good for? >> Uh, typically 60 days. >> Hey, thank you, sir. >> Thank you. >> Gome study. Deputy Superintendent Drew to Um we're steadily marching down the road to grade reconfiguration. With that being said, prior to um us moving into the new grade reconfiguration in the fall of 2028, we need to have new boundaries drawn. We need to to
144reconfigure the district to match uh going K5 68 in the middle school. In order to do that, uh, we need to send out, uh, RFP for companies to come in and do, uh, demographic study on on the community and figure out what, uh, lines best fit new boundaries for a K5, uh, 68 configuration with 13 elementary schools and two middle schools. Uh, we're not uh, in in our request for tonight. All we're asking is to send out a request for proposal for companies to send us proposals for what they believe best fits Garden City Public Schools and the Garden City community. Um, we're not requesting any dollars at this point. Uh, we're just requesting the ability to send out the RFP uh to a number of companies in in doing our due diligence to figure
145out what's going to work best for our new grid configuration. Um, you guys should have a couple memos. Um, if we can get action tonight, uh, we'll get the RFP sent out tomorrow. We'll get it posted on the website tomorrow. Uh, that'll be open all the way through May 1st. Uh, we'll collect the RFPs at that point. uh we'll review the RFPs and then uh we'll bring them to a recommendation to the board on May 8th uh for you guys to see a first read on um the different companies that are able to do this. I'm sure there's questions. So, I'll take time to answer questions. >> How many bids you got when you put out this boundary study last time? Do you remember how many came back? I I believe we only had one
146that came back. Uh we've found a couple of other companies that also do it. Um there's not a ton of companies in the state of Kansas, one company in the state of Kansas that does this just because there's not very many districts with um multiple schools, multiple boundaries. Um, when you think of us, it's us, Dodge City, Liberal, uh, on the west half of the state and then Witchaw, Kansas City Schools, Dotto Schools. So, there's not a ton of companies that do this. Um, RSP is the company we used last time. Um, they're the only company that we're aware of in the state of Kansas that does it, but we have found companies outside of the state of Kansas that are willing to work inside the state of Kansas. So, I'm sure we'll reach out
147to RSP again, but we'll make sure to reach out to other companies outside of RSP uh to look at this. It will be um will be nice to see um what other what other companies have to offer. Um maybe we go through this whole process and we go back with RSP. I'm not sure where it's going to end up, but it will be nice to see um more than one company. In the past, Josh, and correct me if I'm wrong, the last three boundary studies that we've done have been with RSP. >> I know they did the one in um 2012 when we opened the the new high school. They did they did that >> and I I did the one prior to that as well. They were under a different name at the time,
148but it was it was the same company. should we spend on far study a couple years ago? Did we get everything that that >> 30 I want to say 32,000ish >> two? >> Yeah, we got everything that >> we have all our data if that's what you're asking. Now, this will be a little more straightforward than what that was. Um, we've got a lot more direction for what this is going to be. Last time there wasn't a whole lot of direction. It it turned into what it turned into. Um, this time we know that there's going to be 13 elementary schools. We know there's going to be four on one track schools. There's going to be nine two-track schools. Uh and then the two middle schools are go both going to be about the same
149size. We know that there's going to be uh equal feeders into both schools. So a lot of that backend work that caused a lot of u angst within the community won't be there on this one. This one a lot of it's just going to be figuring out the birth rates, figuring out which parts of Garden City are growing, figuring out where the housing is, uh where the housing's being developed. um figuring out where the babies are being born, you know, what what part of town are they being born into and making those estimates on what kindergarten is going to look like, you know, five years from now for that for that kindergarten class, you know, three years from now for that kindergarten class. So, it's it's not quite going to it's not going to be
150the scope that it was last time. I I will tell you off the bat, it's not going to be near what that was. there's still going to have to be community involvement because we're talking about where we're putting uh kids in elementary school specifically. So, we always want to have community involvement in that discussion, but it's not going to be near the discussion uh as what it was last time. Paid >> them a thousand $100,50 last time and it looks like the time before that we paid them 45,000. So >> 2012 >> yeah it was fiscal year 11 that that came out preparing for the next year was 45,109 and then this last time was 100,50. So yeah, I don't know if the expectations were more >> I just if I wanted reference I mean
151to see where the bid would come back and if we had different expectations where we're asking for different things. Yeah. >> So, where are these other companies out of? >> Josh talked to one. There's one out of Denver. There's one that Josh talked to out of >> California. California. >> They've got they've got I think they've got a couple of but I think their their main base is out of California. >> It's a very niche um thing. >> There's not there's not a ton of demographic companies doing school demographics. Most demographic companies are doing city demographics. They're doing state demographics. School demographics is a is a little unique. Josh and I when we get out of uh when we retire, we know what we're going to retire and start doing. >> Um um yeah, there's
152there's not a lot. There really isn't. Um, >> yeah, >> as we've kind of looked I know, um, kind of talking I reached out to KSP to kind of and USA Kansas both to kind of get names and directions and you know the the company that talked to out of out of California and RSP are the are the two that have done the most business in the state of Kansas. No, Wilson. Um, >> public school. >> Had a guy out of Denver. >> MGT is the company out of California. W public schools use them. Most of the I think most of the districts in the area and the state have have done RSP and RSP did a good job for us when they did our boundary study. >> Well, you know. >> Yeah. >> and
153if they were just drawing lines, I I don't think things would have went off the rails. I think they probably would have been fine. Probably >> I think they kind of took a little heat for stuff that wasn't necessarily >> tonight. We're just approving. >> All we're doing is is just so I can fit the RP. >> There's no there's no commitment. There's no financial commitment. There's no We can we can get them all back and say, "Yeah, we don't like any of these. Um Drew, we're going to pay you $100,000 for you to go do it. is I'm gonna ask this. Just tell me if I'm crazy, but do we have to hire somebody to do this or is this something We have some really smart people here in the district. >> Yeah, we
154do um have some really bright people. Um none of them with that expertise. Um, >> when you start talking about migration patterns inside of cities, it gets now I have talked to Lana Duval uh with the chamber and Shannon Dick and just had those conversations about, hey, we're getting ready to do this. We're probably going to need you guys to be more involved in the process. Um, and at least getting them involved in the more involved in the process. But even even for them, that's that's a big ask. So, we'll see what we get back. We don't have to have any commitment to any of it. Um, we can we can reach out tomorrow, uh, send it out, start start kind of digging through it, and if we get back something we like, we get
155back something we like. If we don't, then >> cost is going to be a big piece of that, too. What's that going to cost? >> Then what we have from RSP from the previous, why won't it work? >> So, the reason the prior RSP won't work is because they did draw lines for us. Um the problem with the lines is the lines weren't the lines were with a reflection of elementary schools, not with keeping all the elementary schools and and the number of tracks in each elementary school. They were really trying to optimize building usage. The way we're going is not going to optimize building usage. It's going to equalize building usage. Um, so we're kind of going a different direction with all schools being two or one track schools. So the the way they
156configured the lines, you would have had uh sits and stones and VO and Florence Wilson all being bigger threetrack schools and those other schools compressing down. This balances everything out more equally across the across the district. So the way they were drawing lines reflected those three track schools, those bigger three track schools. So it would be specific with RSP if that it's just boundary lines whereas last time we weren't. >> Yes. >> So is there a chance the price might be lower because they're students >> we hope and we hope that some of the data is still relevant. Now the one thing I will say is if it's not RSP doing it, they're going to say ah we're not taking I I would almost assume they're going to say ah we don't trust the data
157that they've come up with. which I get they want to come up with if if I >> say their numbers have been pretty spot on with what they projected. Pretty close. >> Yeah. >> And again, maybe it is RSP that comes in and and we're comfortable with that too depending on on where the bids come in. >> Mr. President, I move to approve that boundary study proposals. >> Motion. Is there a second? >> Second. >> Third, fourth. Jacob Jacob he was first I think. >> Thank you. >> Royal between the >> All in favor raise your hand. >> Oh same motion. Oh Mark >> we got Mark on camera now. >> Hanging in there. >> Okay. Okay. Item G9, Board of Education asked to consider and approve a memorandum of understanding between Garden City Public
158Schools and Sparkwell Incorporated for the 2627 and 2728 school year in the amount of $30,000. >> Uh yep. Hey, I'm back. Uh in November, uh a lot of the principles and I talked about the success we had across the district as far as our graduation rate. We also talked about the fact that so many we have so many different programs working in our buildings helping to meet student needs and one of those is Spark Wheel. Um Spark Wheel has operated in a partnership with Garden City High School since the 2010 2011 school year under the original name is Communities and Schools. Now they're spark wheel. uh they provide assistance to students and families encountering obstacles that will impact their success towards graduation um that the school just can't address. We're not equipped to address some
159of those needs. Spark Wheel employs a CA uh has a case load of over a hundred students at Garden City High School with uh what they call a student support coordinator that provides targeted assistance to students and families that have issues with things like academics, clothing uh needs, food insecurity, hygiene needs, and a whole lot more things that necessarily that are going to get in the way potentially of them attending school regularly are being successful when they get there, but that the school isn't equipped necessarily to address. So, it is really just what the original name says. It's it's bringing the community and community resource into schools. Uh students are referred by social workers, counselors, teachers, and administrators. Spark wheel helps funnel community resources to them and their families uh with a lengthy track record
160of success and support. Uh, Spark Wheel also helps coordinate and bring the community into the schools uh with an activity entitled Future Finance Now for all of our ninth graders. It's a career and budgeting exercise during which students are assigned a job and a career and are asked to budget and pay bills within that job and career. Um, the activity actually covers two days and takes a lot of community members into the high school to help with the future finance now. And that's always kind of a neat thing to talk to a a freshman and say, "Well, I wanted to drive a Corvette and live in a big house, but my job I got assigned was a teacher. Do you know how much teachers make?" Yeah, I know. And I've got three kids. Do you
161know how much diapers cost? I was like, "Yeah, kid." you know, and so it's a neat exercise in budgeting and careers, and it takes a lot of community members coming into the freshman academy to do that. They do it about this time every year in in April. All of that's coordinated by Spark Wheel and their community coordinator. Um, as a former principal of Garden City High School, I can speak firsthand to the good work being done by Spark Wheel and communities and schools throughout my time at Garden City High School. The cost associated with Spark Wheel is a flat $15,000 per year for our district. The majority of the costs are paid by the Kansas legislature and also support from business and industries uh throughout Kansas. So, there's a lot of industry and business support
162and our legislature really has supported Sparkheel that that way we can have a full-time employee at Garden City High School helping provide services to these kids for only the cost of $15,000. All we have to pay is $15,000 a year and give them a room and a key to the room and they go. And so it really does help influence things like our graduation rate and some of the student success by as I said bridging the gap between student needs and family needs and and uh you know getting the community as it says communities into the schools. So, uh, we ask tonight for your continued support of that program throughout, uh, through the approval, uh, of theou. Any questions about spark wheel? I try to answer. >> So, they're just in the high school. >>
163They're just in the high school right now. Communities and schools only is only there. Yep. Thank you sir boardification the board of education is asked to consider and approve 2627 open seat capacities for non-resident enrollment route >> so open seat capacities um back in 2022 uh the state uh passed the state legislator legislature uh past open enrollment. Uh with doing that, what it did was it uh made every single school district go and publish the number of seats available uh inside their district, inside specific schools. Um something unique about Garden City, and a lot of people don't realize this, we've always had open enrollment in Garden City between Garden City and Hulkcom. um as long as students have been in good standing in the past. Hulkcom has taken our kids and we've taken Hulkcom's kids.
164Um so the legislature was doing this more for that half of the state because it's something that we'd always done. Um generally this would go on consent agenda, but there's a number of you guys that are new that have never really seen the process or heard about the process. What we have to do is every year publish the number of open seats that we have in schools that we're projecting to have for next year. Um, in your board packet, you should have got a spreadsheet that kind of showed what our projected open enrollment was going to be in different schools. Um, at the high school level, at the middle school level, we have plenty of space in our high school and middle schools. At the elementary level, we have to be a little more conservative
165because uh at the high school level, they have seven or eight periods a day. It's a lot easier to fit more students into that type of format. They also can have more students in a class than at the elementary level. At the elementary level, we try to be very efficient with our staffing and so in doing so, we have become very efficient. Uh but we have to be really cognizant of the number of kids that we let into specific buildings. As an example, Florence Wilson is a bill is a building that because of where it's located, it's always jam-packed full. We're always at near capacity of Florence Wilson. Jenny Barker used to be that school. It's not that school as much anymore, but we we would never allow open capacity transfers uh into Jenny Barker.
166um other schools, Edida Charman as an example, Edida Sherman always has capacity. We know that that area of town that Eda Sherman is in is an older neighborhood with older people living there. There's not a lot of young people with families uh living in that boundary. So, we know we always have capacity in the Ed Sherman uh boundary. So, what we do is we sit down uh we go through our current year's enrollment. We project what we think next year's enrollment in those schools is going to look like. Because of the timing of this, it is merely a projection. We have we haven't done our enrollment yet. We haven't finalized enrollment. No district in the state of Kansas has. So, we had to take our best get best guess of what we're going to have
167seating wise uh in those schools. So, that's what we do. We go in and we create a spreadsheet. We'll pub publish this spreadsheet uh to the district website and that will show out of district people uh how many seats we have and in what schools. So if there's a student from Scott City that wants to come to Garden City and go to Hors Middle School, they can get on there and see, hey, they have room projected to have room at Hors Middle School. Let's go ahead and transfer the kids to Garden City and send them to Hors Middle School. or hey uh they have room over at Charles Stones. Let's go ahead and transfer them over to the over to Charles Stones from Engles or wherever it may be. Um this is kind of the
168guiding document that shows parents where the space is available. Um we have to publish it every year. Uh we like I said before in future and generally unless we make changes this will go on consent agenda because it's pretty much the same every year. I just wanted to get up in front of you guys and kind of explain to you what uh the capacity transfer seating capacity thing is so that you guys could ask questions or or get a little more understanding of of what it really is. So, um questions from you guys on what it is. >> This is like just an estimate. Has it ever happened or is there a process for like the numbers are completely wrong? Has that ever happened where we've had to like change this or? >> No. Um,
169we're pretty good about estimating what specific schools are going to have. Um, like this year we're, you know, we know next year we're going to be down somewhere in between, I told Jessica an exact number the other day that I'm pretty sure it's going to be, but we know we'll be down in between 70 and 85, we're guessing, next year students. So, we'll see a reduction of that. We have a general idea of where that's going to come from. Uh we've mapped out trends over the last decade. Uh knowing from kindergarten to first grade, this is how this is the percentage of students that we retain at Florence Wilson. This is the percentage that we retain at Jenny Wilson, at Charles Stones, at Bernardine Sense, at all these schools. We map that out pretty well.
170We have a pretty good idea of the retention data. Uh we know that going from fourth to fifth grade we see uh we see a decline in in enrollment in those grades because parents don't like intermediate centers. That's why we're going to K5 and 68. So we know we've mapped all that stuff out for years inside our district. So we're pretty good at at guessing how many open seats we're going to have available. It's not going to be perfect. I'm probably going to be off, you know, 10 12 15 seats per grade level, but 10 to 12 14 seats per grade level on 472 kids is we're pretty good. >> The other thing too I would say Katie is we don't we don't know with exactly how many. So Drew always puts a little cushion
171in there for things like that too. So >> Yeah. So, the the timeline for this, just so you guys are aware, all of our all of our people get to put their transfers in right now. So, if you're in district, uh we opened up enrollment when we opened up enrollment. You can put it, you know, you can ask, you can request your child be transferred at that point. The reason we do that is because we hope by the time we open this up on June 1, all of our Garden City people will have that opportunity to transfer if that's what they want to do prior to out of district people transferring in motion. Is there a second? second. >> I will like your glasses. >> Well, I thought I was gonna have to read some
172numbers, so I was like, I'd rather I better bring them just in case. >> Is there any further discussion? All in favor, raise your hand. Raise his hand. Oppose. Same side. Motion carries. Okay. Item H, open board discussions. Nathan, he's not here. Mark, you're up. If you have anything, >> can you hear me? >> Yes, sir. >> Okay. It's always a challenge trying to attend a meeting like this uh over the net, the internet. So, it was good to hear from the kids from Georgia Matthews. Um um looks like a good program, the AVID program there was or that was presented tonight. really interesting as well. Um, hey, I wish I was there in person. It makes it a lot easier to participate in the meeting than it does sitting here looking at a little
173screen. But that's about all I got to say for tonight. >> Okay, Jacob. >> Um, I want to say congrats to the wrestling team. That's pretty big accomplishment. Some of the wrestlers won the stage and it's always neat to see, especially for your school. Uh, the lighthouse leaders I enjoy when kids take the initiative to want to be a leader for their school and their class. I feel like some of the kids that don't want to be leaders will start following the leaders role and start to get uh just want to do better for themsel and uh yeah the avid deal I was really impressed with that like I could have used that and spent so yeah it was Good. Next, I'm gonna kind of I'm about 85% missed the meeting, but uh um I
174again appreciate everybody's hard work and I know we're keep moving forward. So, that's all I got. Rebecca, >> um echo just the congrats to the wrestling team. I mean, girls wrestling's kind of a new sport and in versioning, so it's cool that we are the school to beat now in the state back toback teams. That's pretty cool. um AVID and the and the um other student programs that came in the grade schools. I didn't know what they did. So, it's really neat to have them come in and explain what they do. Same uh those wicker wickerizing the assignments. It's good to teach kids, you know, can't assume that they know how to take notes or organize their thoughts or organize, you know, whether it's digital or handwritten to organize everything that they have and put
175those thoughts into into organization. So, um also thank you to Brandon for all the different bids you're putting together. I know that's a heavy lift to to get all those and organize them and bring them in front of us. So, thank you to you. So, >> Roman, >> um you know, sometimes we get the agenda and it's 14 pages long and you're like, "Oh, really?" But these are the meetings that I enjoy the most because I go home feeling like I learned something that I didn't know. I understand something about a program. Um, I am always amazed at the kiddos that they are developing leadership and I wish they would have had that when I was younger because I was I was surprise surprise. I was a little backwards in the day. And so, um,
176I don't know, maybe I'd be obnoxious if I would have started in one of those back then, but um, I really appreciate the time that the district puts into preparing the meetings for us and the information they provide. It makes our job easier to do. So, thank you guys. >> Katie. >> Yeah. >> Um, I would like to congratulate the KN&A student expression campaign winners. Um, it takes a lot of courage and a lot of guts to stand up and um, speak about things that you're passionate about and injustices that you see in the world. On the same vein, um, thank you to all of the AVID students. We heard from a lot of really wellspoken students tonight. Um, just all of their public speaking skills. was like, "Yes, look at all these young leaders
177that we're raising." So, um it's just great to hear from all of these kids and all the things that they get to do um and the ways that we're fostering their passions and their futures. >> Gotcha. >> Yeah. You know, tonight um tonight was a great example of a lot of really good things that are going on in the district. We had um we got to hear from a lot of great leadership things that are happening uh with with our teachers and with our administrators, but also some really cool things that our kids are doing too. And so uh tonight was just a great night to see a lot of different things that are happening at different levels at different buildings at different places in the district. And I just think it shows that we
178have a a phenomenal staff that are doing a lot of really really good things uh for our kids in Garden City. We're getting to the end of the school year. Uh counting this week we're at six weeks. So, uh, state assessments are are starting to wind down. Um, there's just a lot of things that are going to start happening here in the next few weeks. We were talking about it in leadership today. You know, uh, we'll have graduations and we'll have the end of the year um, staff barbecue. We always have the, you know, senior awards. There's just a lot of things. So, there'll be a lot of things that'll be coming to you all, invite you to a lot of different things. So, be prepared for that. So, >> thank you. Okay. Item J,
179executive sessions. >> The next board meeting. >> Oh, I'm sorry. I skipped a lot. Uh, the next uh regular board meeting will be on Thursday, April 30th at 5:00 PM here in the board meeting room of the educational support center. Now, item J. >> Do we know how long we need for short? >> What do you think? 20 minutes. 15. >> 15. Yeah. I don't think you can do that long. >> 850. >> Mr. President, I move we go into executive session for 15 minutes to discuss possible litigation with an attorney pursuant to the exception for matters which would be deemed privileged in the attorney plant relationship under KOMA beginning at 8:50 and the open meeting will resume in the board meeting room at 9:05. I'd like to invite Josh Gman, Drew Tone, and Jennifer
180Cunningham to join us in executive session. >> Is there a second? move and seconded. All in favor, raise your hand. The same motion carries. >> Mark, I'll call you here just a second. >> Okay. Thank you.