001At this time, call the Jeff West Board of Educators 340 September 8th meeting to order. First order business is comments from guest. >> You said we're ready to >> But there's like you're looking at me, but it's Sorry. You >> say move your head up. It's right up front wherever you want to. Okay. So, good evening. My name is Alex Bartle. Um the FFA advisor here at Jefferson West High School. Uh Jill and I are coming before you to uh to ask some permission and and uh to allow us to go to national FFA convention that's happening at the end of October. Uh we have a trip that's organized through a couple different chapters. So along with Sebetha and Hayawa, we'd be going with them traveling. That would be a Tuesday through Friday uh trip.
002We've missed some school and that and we're just looking for permission is basically what we have. Um Jill's going to fill you in a little bit about her experiences and how FFA has has touched her life and kind of the reason why uh why we should be uh going to this. >> Yeah. So FFA is like great for everybody. Um I'm super involved in it. Um there's a lot of like great opportunities um to go to Indianapolis. Um I went my freshman year and um I had so much fun. Uh there's like so many opportunities to like meet new people. Um go on like these super fun trips and like uh like we went to the Indianapolis Speedway. So like different like little trips that we went to in Indianapolis. So it was like super
003fun meeting new people and everything. So I think it's a great opportunity for students. >> So we're looking at taking eight students. We're limiting our number to eight. uh with an adviser would be nine. Uh students would pay a minimal cost. It' be a $100 that they would have to uh incur. The cost of the trip right now is sitting about 350. So the chapter is going to absorb the other 250 per person uh to go. And the reason behind that is because of just the timing. It's just really hard for families. I can't I can't see how a family can turn over and write a $350 check in a short amount of time. So, timing is one of them. Uh the second reason is uh to build energy. We're looking to empower our students
004to do more and to do some visioning at National FFA. It's the largest youth rally in the world. There'll be over 50,000 students sporting the uh official dress. And uh it is it is amazing uh energy that comes from it. So not just going with some northeast district chapters but also being able to mingle but to attend leadership workshops to be able to watch uh high level parliamentary procedure uh meetings that are going on and I know that's one is a lifelong skill and as a board member a little bit of parlaw goes a long way. So being able to see where that looks and how that acts, uh it's to me it touched my life. Uh being in Kansas City, I wish it was closer so we could engage more members, but uh with
005this trip, uh we're looking at taking a bus and riding a bus out and then being able to tour some places like uh the speedway and do some lifelong stop at the arch and take a look at the arch and and that. So, some of these trips, for some kids, this is the only experience they've have going out of state or even being able to stay in a hotel and understanding what it is to be in downtown Indianapolis. So, if you think about life checklists and that, to me, it's pretty high for very minimal requests that we're requesting today. So, >> very good. And it is an action item 5.4. Oh, very good. Uh, I guess we'll vote on it then. >> So, >> does anybody have any questions? >> There's the the letter that
006that I'm submitting to you that has a little bit more detail to it. Sorry, >> you're fine. Did anybody have any questions or concerns? >> No, >> we have sent trips. We have sent >> uh crews on trips before >> several times. had eight students night with one adviser. >> Yeah. And the female advisor is the one from Hayawa. So she she is uh so the three of us are helping organize the egg teacher at SHA then one at at Haywa and then us. So, it's it's going to be a mly group of high school kids traveling on a charter bus headed headed out to Indianapolis. This is this is going to be fun. Better than a school bus by far. I've done that one. It's kind of tough. >> Very good. Well, thank you
007guys. And like I say, it's action item. 14. No concerns. We'll hit it up then. Okay. >> Thank you. Any other comments and papers to guest move forward? We get a motion to approve the agenda. So move >> second favor 7. Not as quick. I don't have the computer. Academic reports. We have >> Yeah. Oh, make a motion preclude the consent agenda. >> Incent agenda >> questions. >> Yeah. >> Okay. Got a few. >> First, was the $7,800 for football apparent? What what I I I know what it what it was supposed to be, but when did it end up being? >> So, that is actually an error because last winter when will district order new football uniforms, which is always the most expensive purchase. We received a $10,000 apparel credit and that is actually
008supposed to be applied for that credit, but it got blend through as a BO. So, that was actually um disapproved and supposed to be submitted to BSN BNSA >> BSN to be applied to our $10,000 credit. >> Okay. Now followup to that is are the students keeping the stuff that's got >> some of the stuff if you think about basketball practice basketball that will just keep being reused and pill because most kids don't want to wear something that has been soiled >> unless you're in middle school you have to Unless you're But uniforms are different. >> Yeah. But this was hoodies and shorts and stuff that I I would think they're >> Yes. Those are things that would be in the inventory that get checked out used some of them like the under the shoulder
009pads. I don't know the answer the compression because I >> those might have a shelf life but some of those things don't last more than >> and so >> like cheerleading no one's going to wear someone else's tights >> if the student keeps it then it would be deemed a gift. >> Yeah. So >> but that would exceed their their limit. It's it's common place every time and I know this happened before. So they ordered through BSN and they did Adidas. So Adidas gets the credit and the last time they got uniforms was the same thing and see the kids all kept it. >> Okay. I'd still >> I don't from what was ordered or types of things that would then get washed then get hung up get checked out the next year get checked
010out and rotated. I don't know what the shelf life is on things that are worn that close to >> Okay, if that makes sense. So then another followup is why didn't we order more volleyball uniforms because they don't have enough instead of buying things that we don't need for that because I I' I've gotten several questions about it on why the football team was all decked out in new apparel and the volleyball team doesn't have enough uniforms and now I find out we had a credit but we didn't even bother to buy uniform Middle school was middle school. >> Not >> what does that look like? >> The middle school. Are you talking high school or middle school volleyball? >> Well, no. High school doesn't have >> middle school. >> Did the high school I
011was not made aware that the high school was last year or the year before they do? >> There. >> So, we didn't have enough of what we had from the last time they were at >> because there's more kids out. I'm not there might be a size issue. >> Yeah, I was not made aware that we did not have enough. >> Okay. Well, to go all >> Well, it's still I mean I don't have to run us into a timeline >> because the other thing I don't see on here is where we're approving any any donation. >> I understand that. But we also have donations to the football program. And if we have that, we have to match it to the other program. >> So donations. So we have and this is something >> wasn't
012the softball uniforms donated. So were the basketball. >> Okay. >> Well, so this is something that which is why we have not passed a new fundraising policy yet because we have teams volleyball, softball, baseball that that do fundraisers by groups that that is not our those are parents and they set up a bank account because it's not our money. And we have some teams that I just spent probably $400 on cookie sales because I like the support. >> We're going to remember that. >> But we have some that are more aggressive than and you're right. We have some teams that have $16,000 in the bank and some >> they don't do fundra and we are completely out of whack. >> Then we'll get some that all of a sudden >> they show up in new
013uniforms or they get like when my son played baseball parents we bought the jacket. So it is I mean we've got people with uniforms and jackets that the district doesn't purchase. We have some that they get a donation some that so it is all over the board for this one with the with the one you have in question. When I went through a mall today to walk through and I visited with Carla and I said that should not be going through us. That should be applied to a $10,000 credit we have. And when I sat down with our new athletic director and our new football coach, I told them last June, even though our athletic director, we had hired him, there's a $10,000 credit out there that has to be used on apparel. I would
014also like to see some of that go towards our coaches. Maybe get new quarter zips, get, you know what I mean? and not all go to just the football even though it was the football uniforms. I can't answer your question on the lifespan of those. Well, I don't I don't >> but I do I do agree we have an inconsistency with >> groups that generate tons of money and get updated uniforms and stuff versus groups that, you know, whether it's golf or cross country or we have German Exchange getting ready to have a golf tournament. It's just getting your arms around all of the golf tournaments, all the cookie sales, all of the just donate. I I donated, you know, I would rather we I just should not have a box of cookies. Even though
015my wife loves cookie sales because we have a freezer, we will have it. We'll have to make room for all the cook. But I'd just rather 100% of my $400 goes right to the program instead of >> Apple. But we don't really have our arms around. That's why we haven't brought a fundraising >> policy to the board because we have groups that some of them it's parent groups, whether it's the baseball diamond club, >> whether it's the >> quarterback club, whether it's the the coach doing a cookie sale or but we're all over the board with >> Can I ask? Yeah, it's probably two-part question. I just want to understand anytime that we order uniforms for BSN, there's a volume credit if it's like Under Armour or an IKEA Adidas, the couple times, which that's
016athletic director discretion where they do that. if they are ordering through a different outlet. I have no idea of that but because we spend so much money on like football that ex that builds that credit that those companies give that has happened across other sports as well when they're up but like the ones that the volume doesn't they reward spending a bunch of money the companies that can afford to do it. Some sports don't get to that threshold, but do we have anything that like a donation that we haven't approved? Because I don't know that because yeah, a donation would have to be approved, but are we >> we got new TVs for the football locker and PlayStation? >> That was Touchdown Club last night, >> I believe. So, >> yeah, that's what he's talking
017about. It's not funded through us. It's not cycled through us. >> Okay. Then then we need to do we get it off >> the couch and the TVs. That was me. >> That was me. >> Okay. I I mean >> I had them I >> and that's fine. That's not >> But you're technically right. >> And then and then the charter bus I don't have an issue with. >> The fact is Title N says we have to be fair and equitable and we're not. >> But we can't fair and equitable with private money. It's not that is not what it's saying in Title. >> It really does. Has anyone been told they can't have a charter bus though too? Have they? That's >> great. >> When they offer the bus, that was something I had
018for ad check like how are we going to be at across the board because we'll have other students go out to the county and so he had posed that question. They said we would be happy to do it for other teams just let out. There you go. Perfect. I actually talked to the individual. He actually the individual that donated it called me first and and I told that person not to skirt responsibility but you follow the pro proper channel and you go to VAD. >> Yep. The next day that person told me back and said,"I just want to let you know I don't care if it's the debate team going to state the whatever. if you ever call and want because our league is bigger >> and I and I made a little bit of
019a stink last year when we sent our wrestlers the state tournament in Salena in a van that had a quarter of the paint chipped off of it. It just it was embarrassing to send a group of kids. Had I known that that's what was going to pull up in front, I would have called this person and said, "Could you quickly get something here nicer?" And they would have. So the equity thing I don't think and you know when when my son was a senior and we traveled to Mary'sville for a tournament, there was a bus that was chartered. I think we just heard FFA's going to go to nationals in a charter. But I mean, >> it's not it's not the bus that's the issue. We also >> we had a bunch of helmets filled
020>> for softball >> for football. >> For softball. >> Okay. >> We haven't had forget about that for football. longer than >> we have we have to purchase a helmet has a shelf life >> based on the sticker. You can only use it so many years. >> So we have to dispose of so many helmets each year and replace them. But we did have helmets donated in uniforms for softball. >> But there there but you're right there. That's one of the things that I told this individual, you you've got to work through the athletic director. And he called me back the next day and said Cole and Rhonda's first response was yes. because the request was actually made last summer when our first away game was an hour and a half away to Riley County
021and it's typically in the mid 90s and it's hot. >> It was hot. So, it was for air conditioning along with so roll around it's 66 degrees and the question was do we still get the charter bus? >> Beautiful bus riding. >> Yes. And it's happened before. But the >> I know I voted on one one time and I noticed >> but the individual replied back to me the next day and said they asked the best question. What about volleyball? What about all the others? And I am he he said I am happy to do that anytime you call with that request. You hate to go to the same people all the time. I feel bad for >> booster club. >> Yes. But that but it's something that definitely needs >> an equity lens when
022we look at and the hardest thing what I look at is we have some teams that are very proactive in doing fundraising as opposed to >> other teams and all of a sudden uniforms are getting replaced out of cycle. Well, okay. Do you tell people or do you tell groups we have some activity accounts that could afford and we have some that can't >> so but but yes >> isn't there a didn't did we not when we were reviewing KSB was there not a fundraising >> that that's the one we haven't brought because >> we did not adopt it because if the board would have adopted it, we'd have been out of compliance. And I mean, it was just there were some school districts that asked KASB to put together kind of a draft something
023to start with, but it's not going to fit any district >> and it wasn't required. >> And it wasn't a required. It was a sample to start with. So we got to start looking at okay we violate that we violate you know just because over the years we just kind of >> you know just wanted to circle it back. I didn't bring the donation to the board on the old couch and the TVs because they were used. I didn't have a need for them. So when I heard that they were looking for that, I guess I didn't think that used donated stuff needed to, but if it does get it on the consent agenda for next month and we can decide and if we don't want to do it, I'll go to get it. >>
024Well, I know that wasn't the point, but when you make me $100, just so you know, like so everybody knows if $100 or more, that's what I'm being sent. That's what I was always trained to do. >> But is it if we donate a monetary donation for something >> $100 like money or worth value of $100, write the check, it's on our ledger as domain. Yeah. >> Is there clarification on whether or not it is >> sitting in a storage unit >> or if it's new because I assume >> Well, I also I didn't even think that it was an issue, but I >> useful >> if I needed to run that through for approval. That's not an >> Well, I know, but now we've said it in front of everybody, so let's be in
025if we need to do that. That's >> I'm trying to say collectively it's it's certainly a battle. John, we we do you're right. We got to figure out a fundraising policy. >> Okay. >> We have to figure that out. You're 100% right. >> Okay. Second, >> no, >> I don't know where to start, but you're you're right. I mean, we do we are not we're probably not right in a lot of ways. We're probably right some might be careful. >> I I get you. There's a lot of different layers of this, but are we trying to like >> fundraising dictating what people can do, it will shut off and then we're on the hook for it. So, I guess >> if it's not equitable, it's the school's not doing it. So, if someone is more
026tied to a program, are we going to tell them they can't do it? Because I felt like over the last couple years, because it's happened, there are people stepping up for more programs. Well, >> softball basketball to do right now because we don't have the funds to >> we don't but and all these things. I guess >> even if we did >> well I I think policy >> I need I'll take it. >> I think we're we got we're getting close to that uh that slope discouraging people to fundra. We do need to probably communicate when it happens. I don't disagree because we do have to approve that. >> If I wrote that >> I sorry I fig issue with the donation that is not an issue at all. It's just how do we how
027do we make it as fair as possible? >> Sounds like I mean >> yeah Mrs. Brooks and Mr. were already kind of on it. >> Yeah. But except for except for when we spent our money for the >> right >> football apparel. Why didn't it go why didn't we spread that around? And I know we bought football uniforms and they're inherently more. >> Yeah. >> But that doesn't mean they get more on pockets. >> Did we know we needed the football unifor this is the first time? >> We didn't buy first item of it. So >> we can't fix the problem. >> Did the coach Did the coach tell you that we were >> Yes. I spoke to her Saturday for a little bit and and that's when and I was like you have to
028advocate. No, we don't know. She didn't tell the athletic >> middle school volleyball unifor. >> Okay. So, middle school volleyball uniforms were actually when they came in. >> Yeah. So, we're we're not but back to the fundraising policy. >> It's not to discourage it. It's just to have some consistency and the board to be able to have some structure and knowing >> Well, yeah. And if and if a title N came in and audited us, would we be compliant? That's the question. >> And and based on appearances, I would say no. I I haven't dug through everything, but that's what it looks like. And that that's my concern. >> I'll probably go for a booster too. You're right. It would. >> And so I mean, if we if we're going to do it, then it's
029going to take away >> and I'm not here. I don't come to Maryland except for leave apparently. But if I'm seeing it, I know that the volleyball parents are seeing it and they turn it in and we answer these questions to somebody outside of >> and just I'm just reporting. >> Well, if we approve a donation, if we have donations that aren't being approved, then I would agree with you. But >> maybe I'm misunderstanding. So don't Well, here's I'm not talking fact. But if if someone donates something and we have the vote to approve it, that is not breaking title n because we approve donations for FFA. We approve donations to send kids to Germany and we do. If we approve it, we can't. We either say yes, you can send it to where you
030want or we don't allow it. I would hope that we don't go that route, but if it's not coming through us, then I would probably private money and they said, "We're going to donate for this reason." >> I I think about David. He didn't give $300 million to Kaden football and Kaden basketball and gave it to athletics so they could spread it around and still be compliant with title n donation or otherwise. You still have to be compliant. So, how does that work with like districts like Baldwin City who has the wolf or like like you know what I mean? Is it >> Yeah. that have a bigger >> I don't know the answer, but I'm >> I don't either. That's why I'm bringing it up. >> My compliance officer was donated there and he
031didn't dictate where it was supposed to go in case. Well, then yeah, if they just spent all of it there, then I would agree. But I'm I'm just trying to understand and maybe I don't understand. >> If somebody gave a million dollars to our football program, >> would we be title N compliant? >> We'd have to >> if the money was dictated to that, I think if we came here and we decided whether to take it or not, we would be title N compliant. >> I don't think we did. >> Did we vote? We voted when the new basketball uniforms came in, didn't we? >> We did. We did. We voted on. >> We vote. Yeah. >> Yeah. So >> I'm asking if we have other things that haven't That is a question >> of
032value. >> Well, >> because >> for example, if someone don and it's an answer I don't know. >> Yes. But if, for example, when Landal Corporation in Mary'sville donated $2 million to build the football track facility and the board accepted it, I don't know how that would put them out of Title Nine if that was a donation at the beest of the donor because you can only spend it on what they don't and say, Well, we can't if you don't do something with the volleyball or I I don't know the answer to that, but I >> or what's the trucking company at Sebetha that built the new the the nice baseball facility and donated it, you know? >> Well, Cody White donated a big chunk of change to Abalene specifically for their football. >> Yes.
033So, I don't know that you But I know there's >> Okay. Well, we look into it, but I can't imagine it's going to be great if someone wants to donate money to help out a cause that they care. It's their money. If they donate money and we approve it and then we send it someplace else, >> that's wrong. >> I know that >> you'd either have to say yes or no. I mean, if if it comes here and we approve it as they intend, then >> the way I understand it, and again, I don't have it in front of me and I've only looked at it once a couple years ago, but >> if someone donates money to us to use, then yeah, I think we would have we'd have a responsibility to utilize that.
034But like if we if people think that we're not going to take their money for its intended use, do we get that? because I can assure you I've been involved with if I donated money last year to send kids to Germany and I didn't go there. >> Well, I'm done. >> Well, I'll read it right out of title. >> Yeah, because it's not >> schools must ensure that any benefits provided through donations, equipment, facilities, travel, scholarships, etc., etc. result in equitable opportunities for both sex. This means that if a donation benefits one sex's athletic program, the school must ensure that the other sex's program receives comparable benefits potentially through other funding sources for district funds. And that that's where I'm that's why I'm saying I'm not I'm not knocking any donation. They are greatly appreciated.
035Absolutely. just if we have to answer these questions, can we can we go to the other to the volleyball team and say, "Yeah, I know it looks like this, but >> right, but that's like >> for elementary school things." Then do they need to get that exact same thing to middle school? >> Well, it doesn't have to be the same because we know that 40 football uniforms going to cost more than 40 volleyball. >> And would it be our responsibility to go find fundraising? >> You know, that's what I'm saying. I just want to make sure that >> is to the point earlier they did fundraising and we remember last year we asked all organizations to sign up for um concession stands and flat out some sports deny it and say no we're not fundraising.
036>> So I there's I think there just needs to be clarity too with it. And then also with the additional $2,200 credit, we use it and we find a use for it. Can Cole ask coaches if they have an immediate need that needs to be addressed right now? If they're waiting, you know what I mean? >> So, what I asked them to do is get with the other coaches to see if there was because it was apparel >> and we're trying to elevate what we wear, what we I said get with the other coaches to see if there were three quarter zips, coaching hats, what whatever it was. >> Well, I and I'll be done. Devil's advocate. >> Vaccinating hat. >> We buy uniforms for the volleyball team next year. When we send whatever brand
037they are, they give them a credit towards apparel. and we implement a policy now in response to something that has happened and happened over time. >> What a football team wants it or a basketball team or whatever. Now we have to take that money that came from there because of the volume that we use for that group. Sorry ladies, you only get this much because we have to give it to >> the boys as well. I mean, I just we needed to be very careful with this because as someone that tries to donate across the board as it comes, I am not alone. I assure you, I know for a fact the building for example, which we came through here, there are a few people that if we would have taken that money and we
038don't have it yet, but if we do something different with it, >> I don't know that I can bring that to the table because That was the only reason they wanted to do it. But that does help middle school, high school football, middle school, high school, track and field, cross country probably doesn't have a lot of needs, but and the youth football programs because it will be and the district as a whole. So that probably is different. But a lot of people ask all the questions about where is it going and it's tough to get people to do that if they don't I'm not saying we we have to like break a rule. We don't want to do that. But >> we need to be very careful because it's >> the example I used and
039I know I can't be alone, but if I donated money to the German >> trip >> and I found out that didn't help them go to Germany. >> Well, don't ask me. >> Absolutely. You're right. >> Now, I say that it's not how I feel, but I would be very upset >> if that went someplace else. And there's got to be other people that would feel the same because what got them to get their money and give it there to help kids too. It was that they agreed that we should help do that. I used the German because it was >> I mean I'm giving the football everything and I was part of the donors to the basketball uniforms and every single one of them that donated myself included was like well we have to
040do both. Well, we had already ordered and paid for the girls uniforms, but I also know that group if made it very clear that if they have a need or in the future that'll be handled because that was all part of it because you can't do one without the other for those that care about that and that but that did come through here. >> We just need we need to come up with a policy. >> Well, and can we get clarity? Can we get clarity on the rules because we're trying to >> we're guessing here. >> Yes. rules. >> Right now, we don't have rules. >> Well, no, I'm talking about we want to be compliant to John's point with title. >> So, back to what I said earlier, we need to we need to
041figure out some sort of wordage or something. Let it be vague, let it be whatever, but we don't have anything in place. >> Okay. >> We have title N. >> We do have a title n complaint to that. We don't have anything. >> Okay, moving on. >> There you go. Number two. >> Well, I thought that was the reason we >> Yeah, that's still number one. Uh 30,000 to the guidance center. I thought that was only if they didn't recoup their cost through insurance. And did did they not do that? >> So last year they didn't recoup enough. Okay. So this is actually we got the bill in June when we closed out. We had already closed out. >> Okay. >> So they build us in July. That's actually to cover last year, but this
042year they believe they're going to have enough that there won't be any cost this year. >> Okay. >> So >> Okay, that answers that. >> Yeah. And that and and that's 15,000 per right >> for total rather. >> Okay. The last one I got feel free to jump in. Anybody >> sound like me with editing? >> This US >> we paid 15,000 last month and 5,000 this month. >> What? >> The company looking for health insurance. >> So it was total of 15. >> No, it was a total of 20. No, it's I'll check because >> I got it. >> The contract >> is for a total of 15. >> Let's see. This one is dated August 25th. 15,000 group health insurance benefit search fees. And then we've got uh 5,000 for group benefit fee
043for insurance quotes. >> The USI. >> Yes. Then I will check that because the contracts for 15 total >> but that was to bring the hire a group to come in and we'll be meeting Friday. We needed to have a company that could work with our current carrier, go out, shop new quotes, and then provide education to our team on just the logistics of how health insurance in the market works. And I searched around and about the only recommendation I got from other superintendents was to use this group. It was going to come at a cost, but nobody in this district is knowledgeable enough or I couldn't find anyone that knows the ins and outs of health insurance like this group does. Um, but it I will check in because the contract was only for
044$15,000. Okay. >> I will follow up on that. >> Anybody else? >> I do. Actually, no. In the consent agenda, I do I did I did skip over this. Uh, we have the petty cash funds for the preschool. We did in July the three other buildings is uh >> that was for me club. >> There you go. >> So this resolution here is something that we all just need to sign. >> Yeah, >> we did it for the other three buildings. Y It was on there so I better prefer. Anybody have a motion at this time? I have a motion to consent. >> I have a motion that we further the consent of >> second. All >> in favor six one. [Music] >> Yeah. Yeah, they're all here. Let's get the do the academic reports.
045goal is >> at the football. >> Good evening. Um at the top of the report, you'll see the elementary and preschool enrollment numbers. Um we're still wiggling those a little bit. We got a couple come in, a couple go out. Um there's in the case of preschool, we have students that are crashed. We're getting uh speech services at home. So there'll be some numbers switching around for there, but right now uh Little's Orange Preschool sits right at 40 and there. You can see the elementary numbers there as well. Couple of Green Bush virtual students uh tagged on at the end. Um fall benchmark testing has completed. So we're starting our tier math and tier reading are underway now. Remember that's the intervention services we give for kiddos that are a little below or a lot
046below grade level. We also have time to work on at and above grade level. So those tier times are important when we use that data to decide that grouping. Third and fourth grade are going to be participating in the school of economics at UNMB min. Uh they're each going to go on their own field trip. Um they are making their job posters. They're building their businesses. They're going to be making and spending money. And I understand that you uh have to earn your money to buy lunch. So you might get the hot dog bug, but you better be saving money for the hot dogs. So >> not the volunteers, right? >> Yeah. Yeah. I don't know. Right. Yeah. Yeah. There is volunteers required to go. So, >> great opportunity there for third and fourth grade.
047>> Um, we are at the at the preschool just to kind of keep you up on the speed with the alphabet suit. Um, we are I am working with syncing up like our KISSA this year uh for our accreditation model. Our current goal was written for our current buildings. So our preschool kind of gets a by year in that. But in February when we start to write our new piece of goal, preschool will be part of that building leadership team and district leadership team. Uh right now I'm kind of representing preschool. Uh Bri's got her hands full. She's doing a great job, but um I'm I'm leaving her out of that for right now. U but we'll include her as needed. Ages and stages questionnaire, which is a kindergarten readiness program, starts at age three.
048So we're doing that now. links have gone out to families. Um, the tricky part with that was we have two different building numbers, but the state was nice and combined the two under one account. So, when I log in as me, I see both buildings. Otherwise, that was going to be a duel. So, working well there. And we've talked about what my staff look like, which is student teacher assistant team, which we have at the elementary school, but what does it look like at the preschool? Um, very different age groups over there and different skill sets. So, we're working through that and there will be other parts of the year that okay, do we do this separately or do we do this together? I didn't put one on here. Site council going to have Bree
049sit on the site council at the elementary to represent uh preschool, but we're going to do one site council, not two. >> Um preschool open house. This is a big one. Please come by and hang out with us next Tuesday, 5 to 7. This is a community event. We've done our back to school night and we've done our hope with our our parent night. This is for the community. So, we've sent flyers over to the Isaki City Hall to share with them. Um, we've got ads going out in the vindicator in the independent inviting community to come. We've got a poster up. We've got on the website. Just a chance to come have a cookie and walk through the hallways and see to all the taxpayers. This is what you're paying for. Here's what we're
050doing in the district. So, it's open to everyone. Just come hang out for an hour or so. Um, Friday, put on the fun toys, the fun pants, and come out and play at our national day of play. When we read our book last year, um, the anxious generation, one of the things they talk about is kids not getting enough playtime. And granted, I think a lot of that needs to be at home, but we're going to model some of that this coming Friday. We have late start, so we're going to have STEM bins out. We're going to have some board games, have time for art, some free reading, go outside and read under a tree. um play extra recess, but something with the class as a whole group, just a kind of day of play.
051It is a national thing. I don't know if it's actually the date is the same day we're doing it, but it fits our schedule on late start to be a little better. So, we're going to do that on Friday. Give that a try and see how it goes. It might be something we do each quarter kind of as a break from the traditional learning. Um and uh learn learn how to play some games and solve some problems among the computers. So that's the short on preschool and elementary. Any questions? >> Yeah, we're doing because we just built the top guy that has $400. >> You need them. You're frozen. >> All right. Got them. >> Thank you. >> Middle school. >> Okay. So, we are doing the things at middle school. Um, we have finished
052our beginning of the year assessments. I'm still working on CBMing all of um the students who scored below the 40th percentile. I got all the sixth grade done. Um, I still have seventh and eighth grade to do. Hopefully, I can get it done this week. It's taking me a bit longer than I um we have switched from digital PDIS points um which is what the high school uses to actual tangible coins. Um I did it when I was in an elementary school principal like we had um the tiger tickets. Um we had things like we had Julie dollars and ky cash. Um but when I came to middle school I was like well maybe that's too like elementary. But as I've seen they don't know how many points they have and it means nothing to
053them. They're not getting that like immediate feedback and that specific praise that kids need in order to continue doing the right thing. Um so we talked about change like what kind of changes we wanted to make as our real team. we decided to move away from the digital platform. Um, sometimes the digital platform wasn't too user friendly. I would have to like have a code that the kids would have to log in. It was only active for eight hours. That was the only time that they could look to see what their points were and it was just kind of a mess. Sometimes teachers if they didn't have like the app readily available, they would forget that they needed to go add points and then they would just spend like on a Friday, oh, I'm going
054to give all these kids 25 points. Again, it meant nothing to them. >> So, we have um every kid has a little pouch. They all have um coins. I just ordered hot bean and good coins from Amazon. Um, and so like the teachers have been giving them when we're hitting our expectations, our hallway behavior and our classroom behavior, just anything. And they're like being specific and I've talked to some teachers. We did a survey with some kids just kind of see um gauge how they felt about it. Most of them are enjoying um actually getting the coins and having something. You ask them how many they have. Most of them can tell you without even having to count like because it's mean something to them. I was subbing in fifth grade and I was handing
055them out because they were, you know, doing a great job and all things and they would get out and they count them real fast and then put them back in. So, like you can see that excitement. I'm still working out with the Kings because we're going to do like a Google order form for them to place their orders. I have a few students um seventh hour who were in my life skills class that's going to be part of their job helping me get the orders, bad off the orders, and then we'll deliver them within the week and collect the money and that kind of stuff. So, we're trying something new, something different, but hopefully it'll be a little more meaningful um to the kids and they'll be excited to purchase things. I did include the
056flyer of Mr. Hall create that of just some of the items that we're offering. Again, we asked the students things that they liked. One of the biggest things I always love was the walk to Maxmart with Miss Savannah and I and I'd buy them a soda um or a drink of their choice and so they really wanted that. So, we made sure to put that on there and just some other things that they they suggested in the serve that they wanted. So again, we'll tweak and adjust um based on the survey. The cost of the items are what we have now because it's still growing and getting teachers to remember like, oh, you got to actually hand those out to them, not just carry them around or leave them on your desk. Um so just
057getting them to understand, having more buying, but again, we'll be tweaking it and adjusting it as it goes on in the school year. Any questions on that? >> We do have one that is specially made. It has a tiger on it. It says JWMS. and those are worth a 100 points and you get that um for our class meetings. Um the teacher gets to nominate one boy and one girl who have demonstrated characteristics from our character strong curriculum and if they're nominated you know by the teacher and they win the award they get one of those tokens. Um and then our one of the things I jumped on a little bit but all the class names one of the things is we wanted students to have the opportunity to recognize a peer and give a
058shout out. not just a hey they helped me pick up my book I dropped but like I every day see them holding the door open or always telling me you know good morning or they helped somebody you know do something that they didn't have to like when doing the things but nobody's watching um students have the opportunity to give those little shout outs we have a little form we'll celebrate them at our class meetings and they will get one of those stories now they do have a chance if they want to take a little gamble and try the Plinko uh board and if they want to double their points they can on writing. Our eighth graders chose not to double their points. They took their 100 points and ran. Um, but they could have tried
059to double. >> So, is that what this is then? >> No, that's the $100. The 100 ticket goes to that 100. >> They do buy stuff with those. >> Skip a test. >> Yep. >> Might be the nicest kid in school. >> You have to master on your assignments leading up to the test. >> And those are whether or not the teachers accept it. Some of the teachers will take different prizes, some won't. So, like they have to ask. Some teachers don't take extra credit. They have to have permission from their teachers before they purchase anything. >> Makes sense. >> Since I did jump down to class meetings, I'll continue talking about that a little bit. Um, when Miss Andrews and um, Mr. Allen and I went to Oklahoma for a whole nuts and bolts
060um, conference. We did the pre-conference for leadership and a lot of the things we talk about was class meetings and just kind of building that teamwork um within the grade level and so we started this every grade level will have a team meeting once a month and so we started with eighth grade on Friday and it's during our advisory time the other students will be doing their clubs um or something different but we'll have our eighth graders all meet. So, we did our first one. Um, once we finally established who our student leadership team representatives are for each grade level, they will be the ones who will help Mr. Allen and Miss Anders and I plan it and ideally they'll be the ones who lead the class meeting because I talk about like it needs
061to be your guys' voice. What are some changes you guys want to see within the school? What are some goals that you have for your grade level? Because you all see like, hey, we're continuing to have like assigned seating at lunch because we can't handle lunchroom procedures. like how can you guys work together as a team, as an eighth grade team of students, um to make changes. So, we're having those conversations um taking those suggestions, building from it, but also building some just class camaraderie. Um so, we played some games. I had the students, they responded to my email if they wanted to be on the list of volunteer because, you know, sometimes you don't want to be up in front of everybody playing a game. So, I was like, if you want to play
062the game, great. Um so, I had 10 kids who said they wanted to play the game. We played two different games and then after our class meeting was done, I had like 20 emails. I want to be in the next, you know, class meeting. They wanted to do the fun stuff. Um, so I think it'll be good. We started with the eighth grade so they could kind of be the leaders and talk about it um with the fifth, sixth, and seventh graders. So this Friday we'll do seventh grade and so on. But we're excited about it. It's just something different, but it helps give the students a voice and changes they want to see that they might not always get or have the opportunity to share out. But I did give you guys a little
063information as to the why and just kind of how it's structured. Any questions on that one? >> Thank you. >> And then the last change is our roar and soar award. This is only for seventh and eighth graders. It'll be our version of Shaunie Heights a night under the stars recognition. It is not made for everybody to get it. It is for those who want to really go above and beyond. Um my BLT kind of took this to heart when um Dr. Ner talk at the very beginning of the year be in a blue chip school. if we want or blue chip district. Well, how can we push our kids to be blue chip kids at the middle school? And so, yeah, there are some, you know, stipulations. You have to meet some high requirements
064having a 3.75 GPA or higher for the entire school year. You have to have attendance of 95% of school days for the entire year. Um, behavior goal, no disciplinary area action of any kind. Um, participation goal, you need to do at least one school sponsored activity, just one. That can be knowledge goal. you can help out and do the high school musical in place because I do have some kids who have done that before. Um, and then again building that school culture attend to activities or events that are different from something you participated. The number of boys that I had who went to volleyball today was great. They all showed up, cheered them on. You know, they did get their program and had me sign it because that's part of the stipulation. You have to
065have a sign. You got to turn it in. Um, but they were there. They showed up. They didn't have to. Um, they showed up after football practice. They showed up after, you know, cross country, that kind of stuff to go cheer on the girls. And that's what I want. So, I'm hoping, you know, the girls will be able to go cheer on the boys at different things and go to those vocal concerts and the band concerts where you wouldn't normally go, but let's go watch your classmates, go watch your peers do something that they're passionate about to again build those relationships and build that student community. Um, yeah. So, those are the things really cool. >> Thank you, Good evening. It's a high school. We're doing many of the same things you miss bird. Um
066working on our fast bridge. Got the screeners completed, but we're working on our CBMS. Um we did have Bill Cordis come in um first Friday of the year and through the school unity project that we've had probably at least 10 years now. Um and it's kind of nice to see that growth and everybody knows expectations from that day and easy to refer back to that if somebody stubs their toe and isn't doing the right thing. You talk about you know was that appropriate? How how do you think someone felt that you know they may have this going on? You don't know their backstory. they were able to refer back to that. Um, we started uh painting in the parking lots with with the seniors. We had 30 them sign up. We did first one last
067night and then they'll have another one next Sunday. Our new teaching staff are swimming but doing well. They're they're cruising right along but they're still learning, you know, the Jeff West way and all the little things. But when you walk in the classroom and watch them teach, they're on it. So, that's awesome. Um, upcoming at our uh professional development next Monday. We're going to have HIPS training, cardiac response training, we're going to go over our MTS data um and just kind of get the year started with making sure we have the right interventions in place for students. And we're also in the thick of preparing for homecoming. So, we have our class meetings Wednesday where they'll start to put together their plans and decide how they're decorating their floats and what they're going to be
068doing and uh working through that process of real life things of working together in a team. How do we spend our money appropriately, all the little things that come along with the fund that sometimes they don't even realize that's a life skill just because they want to be involved in it. zone >> and that is the 20 >> 26 >> the parade and stuff. >> Do people have to notify if they want to be in the parade or do they just show up and they can just go >> just show up? We've tried the notification thing in the past and >> I bet that's what I was like >> it's a headache to decide and then somebody cancels and then somebody else shows up and didn't know easier arrive and we'll work you in wherever.
069We really don't have a satellite. >> Disaster park there for one. >> It is. It's a bit of chaos. >> It is. >> You're bringing the police with >> Yeah. I don't know. >> That's just going to drive any budget. >> Yeah. My employee. Shout out to our custodial crew, Greg, Ray, and Sammy for all the work they did over the summer with building shark when we walked in. To Mrs. Pilgore who jumped in as a long-term sub for us through the end of office until we had a person to take that spot and then both to bar and pull bottom for their new ministry roles and they're doing great. There's just a lot of things they don't know they don't know. So helping mentor them and decide oh okay. So we try to meet
070at least once a week and then they're popping in all the time with questions which is great. So questions you ask? >> Okay. >> Thank you. >> Next is the Keystone report. We'll do this. We'll let you go and then >> I actually was going to do it differently this time. Well, first of all, I sent Aaron in mystead. This one >> went in mystead this month. So, uh, if you've got anything you want to add, go for it. where we can let Brad and Doug, Glenn, and Amy are all here from Keystone, which is going to be nice to hear from them. >> So, be too. >> Um, I think it was all in the minutes pretty much covered, but I'll let them go for it. >> Okay. Well, the reason they're mainly here
071is because we've got uh several pair of vacancies, I think, in each of our buildings if I'm not mistaken. Is that correct? And then we've also got a certified uh sped teacher vacancy in our high school which was filled up until the very beginning of the year and we had a last minute somebody dropped out last minute and so they've been working. Is that what Mrs. Kilore is filling right now? No. Okay. We've got somebody else filling that a different long-term sub. Okay. So, that's why they're here. I'm feeling the pressure. I think several of us are feeling the pressure on what we're doing to fill those spots. >> I went and personally experienced the pressure today. I went in the craft rooms. I went and I experienced it. So >> So Doug, blind, but
072until you're there, you can't understand. >> I believe it. >> But Doug, Belinda, Amy are here to kind of give us an update on what's being done about it um and where we're at. Well, first >> or Brad has something to say first. >> Yeah. >> Um, just contrast, you know, sometimes we think we're on an island of our own. >> Yeah. >> But yet we are. I I think Jeff West is filling something unique to our district, unlike the other seven districts. and and it seems like we have a higher percent of vacancies. Now, I'm I'm talking anecdotally because we have an issue at the elementary that's different than the middle school, that's different than the high school. But yet it all stems around being able to staff fully being able to staff. Yeah.
073I mean, and I I'm going to wear this out and it's going to people are going to say, "Quit saying that, but you know, you only get to become blue chip with the people that you surround yourself with. It doesn't take money to get there. Doesn't pay. I mean, that helps, but it's having the right people in the right seat. And we have turnover. We have vacancies. Do we have the right people in the right? So, tonight I just wanted to be able to carve some time because we've got some very passionate teachers here. We have Keystone passion. We got board. Everybody wants the same thing, but I don't want us to have conversations outside of this kind of being a family. When I hear Keystone people say, I don't feel like I'm a Jeff
074West type, then that's on us. I mean, we create a culture and we want people to to feel doesn't matter where your paycheck comes from, but we also want to recruit, retain, we want to do everything we can, but we have to do it as a team and Keystone is part of our team. >> So, thank you for being here. But I don't know if the be I think probably the best thing is we have some people here that were going to talk in open forum that we were like let's not because you get three minutes and you follow the road. Let's let's start I think with our the teachers and let's share their concerns, but we we also have every building has different issues and I just want us to be able to come
075together and solve it together. But I I'm >> I want to hear too because I'm not always the first person someone calls. And I did get an email last week and I appreciate that because I I'm I'm probably not the most approachable, but sometimes I'm the last one to know. Of course, I haven't been around here, but I did get an email last week and it's like, thank you >> because I want, you know, and I visited with someone. I'm not going to call people out. We had conversations last year, but we've we've got to be able to be more proactive than reactive. And when it comes to personnel, it's the hardest thing. So, I just I think we ought to open it up. Let's start with the teachers and then we'll hear what they
076had to say and then >> administrators. >> That's my public speaking support. >> Um my name is Tiffany Haynes. I teach third grade um at the elementary school. Um and I want to thank you for letting us talk tonight. I am speaking on behalf of all the Jeff West Elementary teachers tonight. Um, what I would like to do tonight is take you into a third grade classroom at Jeff West Elementary School. At this time, I would like to ask you to close your eyes. Imagine yourself sitting in a third grade classroom. It's bright, warm, inviting, and filled with the sounds of pencils writing and papers movies. Your teacher just assigned independent work. And all around you, your classmates are already reading the directions and writing answers. You start to hear some classmates whispering that they're
077almost done and they can't wait for a chance to read around the room. But not you. You're staring at the paper. The words blur together. The letters move on the page, twisting and tangling until they no longer make sense. You try sounding them out, but the sounds don't match the words you hear in your head. You grip your pencil tighter. Your palms start to sweat. Your stomach knots. You look up and you see that your classmates are already on question three, but you're not. You're stuck at question one. And a voice inside you whispers, "You are not smart enough. You will never get this done." You are fighting back the tears because you don't want anyone to see you struck. Now imagine this happening day after day, assignment after assignment. The frustration builds, the shame
078grows, and you begin to feel invisible. Here's the truth. This child is not invisible. I see them. I see them right where they are. This child has an IEP that guarantees they get parented educator support in the classroom. That support is not a privilege. It is that child's right. A team of people sat down and decided that for this child to get the same educational success as their peers, they need this para. And yet, because of shortages, that child is left alone. Now, imagine being the teacher in that room with 22 students. Some need academic supports that you don't have the staff to to provide. Others are eager and ready to soar, but you can't push them forward because you're stretched too thin. You give everything you have every day, but you leave every night
079feeling like it wasn't enough. You weren't enough. This isn't a story about teachers relying too much on Paris, even though that's what I've been told in the past. This is about a system that makes it impossible to meet every child's need without Paris support. The cost of this inadequacy is bigger than one classroom. For at least five years, our school has gone without proper support. And it has developed a culture of resentment, distrust, and exhaustion. And when that happens, the dream of being a blue chip school disappears. I've thought a lot this year about what it means to be blue chip. A lot of what I've heard seems to be based on the appearance or image of our school, but that is not of what a blue chip school is. No one is going to
080call Jeff West and say, "Let's see why they look so good. A blue chip school is one that parents trust. Communities are prideful of and students are thriving at every level. Struggling learners have support. Advanced learners are challenged and teachers are empowered to succeed. We cannot be a blue chip school with a cracked foundation and that is what we have. It does not matter how positive and upbeat I am. It does not matter how good I am at what I do. And it does not matter how hard I work. If my students do not have the support they are legally entitled to, it will never be enough. This is not about extras. This is about equity. This is about trust. This is about excellence. Without required support in the classroom, children lose, teachers lose, and
081the school loses. With the required support, the struggling reader finds confidence. The advanced learner goes to new heights. And I get to leave knowing that my best was enough. So today, all I'm asking you to do is what I tell my third graders to do. Question everything. Question everything about our special education program. Ask why. Ask how. Ask when. Ask for proof. Instead of accepting the term fully staffed, ask how many minutes should be getting covered and how many are actually getting covered and how they are getting covered. Walk into a classroom and see it for yourself. See the tired teacher trying to meet each child's needs and see the struggling learner get questioned by their peers when they have to walk to the parrot in another classroom. >> Thank you. >> Um that's kind
082of hard for me to compare with me. Um, you'll notice I have Kelly breed all the time. Um, yeah. So, we need to figure out something. >> I don't know which avenue to go. Um, Doug, would you let us fill us in on some solutions >> real quick though? I just I'm sure we've heard Monday had a free time and I went to the school to I can hear them things. We as board members can play. We feel for them. we we we accept, you know, where we're at. But I was like, you know what? I have a free day. I spent from 10:00 a.m. to 3:30 p.m. And I went into all the classrooms and experience what they experience because I'm not them. You know, I don't know what it's like to go in
083there and be alone and have all these children grasping at you. Help me, help me, help me. So, I'm like, well, let me go in and help. Thank you. >> My eyes were opened a lot more than what they expressed. I just wanted to >> What problem? What are we sure >> in the ways of Paris? >> When I attended the meeting, it was six paris. We had virtual a certified teacher in the high school and then we also only had two long-term subs, which I'm sorry in my opinion that is not employed. So nine total vacancies that was when I in the last bus >> what do we got going Doug? >> Well first of all thanks for coming and thanks you we've had the opportunity to talk I think uh at some of
084your staff meetings and you know we always appreciate hearing concerns and and a good description of a struggling loan. So certainly that was accurate. Um I I'll tell you nobody in nobody in the state is more concerned about staff vacancies than than I am or than we are. Um I looked at the numbers last year just for perspective sake and again the only thing we care about right now is Jeff West and the uh vacancies that we have here. But there there were 260 teacher vacancies and 408 parent vacancies last year. Um and there's not an end in sight for that. So So right now u we're struggling very hard not just here, not just in Jet West, but all across our co-op and then all across the state to fill uh vacancies in special
085education. Um there's a Um, there's things that I think our board and our superintendent have have rallied around. When I got here, we were paying $11 an hour for pairs when we all knew they deserved more. Uh, this year we reached $15 an hour and that was our goal. >> Um, we had uh our teaching staff was paid at the bottom of the scale. So, they were made less than any other district, any other base salary for our teachers. We've got that up at least to the middle. So we we know it starts with some incentive to come and do the hardest work. In my opinion is that it's the work that's being done with the struggling learners. There aren't enough people in higher education right now to fill the vacancies of the retirements and
086the people who are bailing out of the field because of the stress. And so we don't as a state we're not preparing enough people to fill the rising number of vacancies. So it is an it is a big challenge. So how do we get people to come here um and then stay and and just again for perspective sake we had over the last five years we've hired 38 pairs for for Jeff Ross. So there's been 38 people. So it's not that we haven't filled these positions. We filled them dozens of times. Um we filled uh 17 certified staff in in vacancies in our district and and these are disproportionately these these vacancies are disproportionately at high school. We hear more from from elementary because it's just closer in the way that system works the way
087elementary system but it's really pronounced at the high school. the highest turnover has been there and and most of our turnover has been there. So, it's very difficult to recruit paras to go to work with kids because the content is challenging. Um, and some of them don't have confidence. Some of the people that we're hiring don't have confidence to work in that arena. So, um I I think our team has done a really good job of of creating some uh professional development things for hiring people who may not be fully licensed or they may not be confident in going in and working in that more challenging content and so they're meeting with them once a month. We have added an instructional coach position and a behavior specialist position to go out and provide professional development
088and then support on the job to get those people up to speed in a shorter amount of time. Um so all those kinds of things are happening. Um we expect that to make a difference but it's not going to fix it overnight. So, we are still going to have a hard time finding people and filling positions um when I think when Brad and I talked today that they can drive 10 minutes and make $18 an hour at Walmart. And trust me, that work is much easier. It's much easier than working in a classroom um in in those circumstances. So, um, you know, I feel like we're on the right track. Feel like that we're we're working hard. We have a good system in place to do the best we can with the people that we're
089able to get. Um, but again, we would love to have more applicants. We would love to have more opportunities to hire and to keep people and and we certainly have to work together in that make that happen. Before I forget though there is there is a misperception I understand um we we have never claimed that 60% um vacancy or 60% filling of positions covering 60% of the time is adequate. That is not what our measure that is not what that indicates. So we do have a system for measuring the total number of FTE the total number of service minutes available with all the staff who are in a school and then the so the total number of service minutes that are required based on the IE that goes through a form and it takes into
090account passing periods lunch period um required time off bathroom breaks there's a formula that's been created it's not Jeff what it's not a Keystone form. >> It wasn't designed by us. It's not part of uh anything we created. I've used it in every district I've been to. It came through the state and and I way before my time. It's just been a standard formula that we used. >> So if you rank within this a certain percentage. So somebody might have seen 60 or they saw 70 and they thought that meant percent and that meant that's all we're asking. But that's not it. We want to fill every position. We trust our IEP teams to make a determination about um what is quality service and what's going to be required. But at some point too, we
091have to objectively measure at what point do we have enough people on staff to cover the minutes that are required? >> Never. >> Yeah. Well, and we right now we have a a three to a 3 point four to one student ratio >> where >> at at Jeff Brooks >> in your school >> in combined >> today just at the elementary so three there's 3.1 1 or for every 3.4 or every 3.4 four students. We have one staff. >> We have students talking about fourth grade. >> That's not true. >> Are 10 kids talking to one? >> That's I think the misconception is where do you get your information as in they're meeting their minutes or time or or how are things being met? Like who reports that back to you guys? We we have
092the number of people we have, how many minutes they're available, how much time do they spend in the school, how many students there are, how many IEP minutes are on each student's IEP. So, how many service minutes are available in a school day for one person? And then how many service minutes are required? >> So, did we maybe have some people out sick today? because I was there all day and >> kids had no one but me. >> Is that based on staffing or is that based on the person >> current staffing and we do have openings and so we know that we know that we have openings at the middle school that we or I'm sorry at the elementary school that we want. >> There are zero there today. Zero >> today. >> So
093>> that's why I was asking did someone call in sick today? I have no idea whether >> there was no one there today. Zero. It was me >> in those classrooms. >> So that's why I thought maybe people are outset >> too that the service rate calculation is very similar to fast bridge data. >> It is a screener. It's a universal tool that we use to look at all of our districts at all of the staffing, but it doesn't say specific information like if you have a student that requires door-to-door coverage. Um so that those are factors we have to take in. The other factors we have to take in is looking at the schedule >> and who needs coverage what because whatever happens always with the schedule is from 10 to 11 everybody needs
094service >> and then at like 1:00 >> we don't need as much service. So we have to look at all of those factors too and we are indicating we have openings >> because I I only did third and fourth grade. So, I can't speak for the rest of school, but in third and fourth grade, I went to every single one, and I was literally the only person in every single classroom helping those teachers today. >> And there was more than three kids in the fourth grade room, a parent. >> It got crazy. >> I think when I attended the meeting, I specifically asked like, "What's being done to fill these positions?" And I was there last year during the same discussion, and you said the exact same thing. And this is where I struggle. I
095openly admit I can't be on negotiations because I'm very business-minded and it's very different negotiating for teachers, etc. But I think my concern is is if we're doing the same thing every year and every year we're starting out under staff, what do we got to do differently to get these positions filled so that our educators aren't getting burned out? We have some of the longest standing teachers who love our district and stay within our district. And if that's not the case with our our employees who are coming to work from Keystone, like what's wrong with that equation? And what do we need to be doing differently? >> But what do we need to be doing to get those positions filled to keep our long-term educators >> and besides >> not work in wrong, but we
096can't hire someone assigned to someone with an IEP. >> We can volunteer. We can >> we could >> take volunteers or we could hire building support but >> we could hire our teachers here in Paris assign them to a specific January and our district have been really good about this is that if they have somebody who's stepping up and they want to do that work >> then they refer them. >> Yeah, that's what did you hire those people and then re >> Yes. Yeah. But can due to our interlocal works, we can't hire a PAR. >> We can hire building support. >> No, we could hire our own SPE teachers and our own paras and not contract local, >> but we could still do OT, PT, speech, all that through them, but do the teachers
097and the parents ourselves. >> You could hire district parents. >> Yeah. Oski asked last year get away from the inter local. >> No, we still need to Osci asked at a Keystone board meeting last year that I was on Zoom with and Osky's rep said, I think that we have people that would work for us but not for you. Can we hire our own special ed parents? And Doug's answer was yes. >> Oh, okay. that that could be the case. But but we have tried to do that a couple different times over the last nine years for sure. >> And it that wasn't >> that was not a we have then hired building support that can then help out. I mean I can name some people that have been in your building over the years
098>> use for where we fall short to provide but they are not >> we might call them that but they're they're not they don't do the job of repair because we would have to send them to you and you would hire them. >> The way the interlocal agreement is currently written is is that we're responsible through that agreement to to hire and and provide the scope of services. But as I told them at the time is that there's interlocal agreements all over the state that var. So sometimes districts have decided, yeah, it's better for us if we all just hire our own parents. We don't want to do that through the interlocal anymore. We're going to hire our own parents. The interlocal agreement could be amended to make that happen. We'd have to get seven
099other districts to say, "Yeah, that's good for us, too, and that's what we want to do." >> That's what I was getting. >> Yeah. So we it it could happen. Um and and there may be reasons for that to happen in the future. I mean, we're not opposed to an alternative um of sharing of of resources or a different way to look at an interlocal agreement or a different responsibility for IM Paris. Whatever works. I mean right now we have a parish shortage and if there's a better way to do that then that's something that the superintendent and we would get together come up with a different interlocal agreement and then go through that process. It's it's time it's it ain't anything you can just do and then it's changed the next day. You got
100to move to >> State Department, >> but as it is today with our interlocal agreement, I I get it can be amended. >> Am I right or am I wrong? Like we could we can hire building support that we can utilize, but in order to hire PAR that is that is your guys because of how you know it's written because we tried this. >> You could claim categorical aid. That's what I has to do with categorical aid from my understanding and I I was under the impression that we could too. >> Well, I could be wrong. That's why >> No, I was under that impression also >> didn't work. >> Right. Because a red tape involved with that would add quite a workload to our office personnel from my understanding. Um in addition to yours.
101>> Yeah. And and the other Yeah. And we can talk about the pros and cons of that. They're categorical realize when we think people are in there and they're not. >> Here's my big question. So, we have nine individuals that are that are supposed to be working at that farm. There's money allocated for them somewhere. We're short. What? Six pairs, two teachers. There's >> was three elementary, two or wait, no three elementary, one middle. You have three high school and um I believe one possibly two middle school. I don't remember off the top of my head. >> Um and then a teacher position. >> Okay. >> And I've asked this question before along with the whole $100 others, but when it comes to this to this than our local the payroll that we have assigned
102for these people, do we still have that? Can we hire agents with that money? that have to go through that. >> Well, for the vacant position you're talking about, not >> right, >> but we but we paid that. >> Well, it's part of our assessment. >> Yeah. >> To the our assessment is based off of the percentage of of the kids that are make up the co-op. But the payroll is I don't know if I'm answering your question >> maybe. >> I know they're not reimbursement. >> Okay. Now this comes up a lot and I've tried to explain it but I I it it never sticks. If you have the way that the the budget is calculated your contribution to um the interlocal budget is based on three years of total enrollment. So half of
103your budget is three years of total enrollment and average and then three years of combined average uh FTE for special education students. Okay. So you don't you don't prepay for positions that aren't filled. You're not filled for them. You don't it's not money that we budgeted and that now we don't have it or now we have it and you've given it to us and we u don't have a position for it. So there's this money floating around. That's not how it works. We get reimbursed for those stu those people after we've hired them and they've actually worked. Then we claim them and we get money from the state. It flows through your district, but it's not money that goes into an assessment that that you've prepaid. So when we build our budget, it's based on
104numbers that actually happened over the last three years. It's it's people it's total enrollment and the total number of students that you've identified in special education and it's an average that in your portion of the eight districts combined. So, it's it's not um it it just didn't it it just if if the person's not there, then it doesn't cost anybody any money and we don't get any reimbursement for those people. >> So, then you got what we pay >> just >> $15 an hour >> 15 >> and you're at >> that's at 15. That's better. >> We're both relaxed. >> Yeah, that there seems no I there seems to be a a resentment here about the way I I say so I'm not I'm not trying to downplay the fact that we have vacancies. I'm
105not saying that that doesn't create a hardship. I'm not saying that we don't have an obligation to provide those services to kids. So there's nothing about what I'm trying to say here that that says it. The thing that again we have a responsibility too to make sure because as there's a law of diminishing returns when we we we as a special education service over the years when we started pushing for inclusion. What we what we created was that if you're going to have a student in your classroom you're going to have a pair or more. And we used to be able to hire that many people and we just did it and that made it comfortable for everybody because they used to always be in a classroom by themselves and we didn't have parents. We
106had 30 kids in a classroom and and no support. >> When we pushed them out into the general education classroom, we did that by saying everyone that you're all going to have parents. Well, there's two things that have happened now. One, as a state, we have more pairs per capita than any other state in our region. We have a higher staffto student ratio than any of our neighboring states. We have the average nationwide is 11 to1. We're at 3.7 3.4 to one at at Jeff West. Okay? So, I'm not saying that. I mean, we do better than everybody else. We have the highest graduation rate in the state. So, there's something that's working here. Kansas is better than everyone else. Um, but but it the system is not sustainable. There's just not that many people
107anymore who are are going to leave their homes or leave their hourly jobs and come and do this hard work. And these kids are this is this is challenging. It takes a tons of learning. It takes a great deal of intuition and and you're dealing with it and and it's it's becoming more challenging to find those people um who don't just cause you more turmoil because they can't do the job, you know. So, we're going through this process of trying to bring in good people to do that hard work. Um, and then we need everybody's help to keep them because the investment in making them good is is is huge. >> We're gonna I'm gonna give an update to the board here a little bit later, probably about >> on on some of the things
108we're working on right now under their board goals and strategies. But those were written last spring when we brought pizza together. I think one strategy or one thing we need to add to the list K through 12 is how do we as a district aggressively recruit people into our buildings that will work with with with our teachers and support staff because it is everywhere. But we don't have to accept without coming up with how do we go after and get those people into our community, drawn to our community. I mean, licensed special education teachers right now are a unicorn in and of itself. So, how do we think differently about getting more license, pulling whatever it is? because we can admire the situation and say, I mean, yes, the closer you get to an urban
109era area, the harder it is to hire people at $15 an hour, whether it is a bus driver, a food service, a custodian, a parah, because they can drive, but that okay. So, how do we think creatively and how do we add this to our priority list? We've got, you know, I'm talking that yes, the Aaron at the end. You live in a business world where you just think outside of the box. I think we're going to have to do that, too. >> I live in one box. But I also can challenge you guys to do that as well because we have this partnership in place. >> Well, and I know I'm a a glassful person and I think the old whether you get your paycheck from Keystone or Jeff West shouldn't be an issue.
110I mean, we've got to create a an environment and a culture that, you know, who cares where it's deposited every two weeks into your account. We got to have a hold. Why do we have more turnover? And then in special education than we do in general education, >> why I mean >> just I'm sorry, Brad. >> I just >> that shouldn't be an issue, but it is. So, how do we figure that out? And I'm not I'm not completely opposed to the idea of having pair professionals hired by districts because I I believe that if that happened I mean we tried to look real quickly before we get into the meeting and this came up and um so we have however many vacancies right now six and there's seven people currently employed by your district
111who were our in Paris previously. we could fill every single vacant position right now if you just gave us our people back. >> So, we've got and and we're happy that they go there. We want them to stay in the districts. We want them they're good people on either side. Um but would you take your own parent when you know how hard it is to fill that position? Would you have moved that person out of that classroom where they're doing such a great job and put them into some other place if you knew you couldn't fill that position? you know, so right now we have we have uh we have people we have good people in the districts um and again we we are trying and and I think if if we had never filled
112any positions but we filled a lot of positions we have filled those positions over and over and not all of them go into Jeff West afterwards but but it's hard to find them. So, if we could just make a deal that we won't we won't take that person until you filled it, then we wouldn't have all the vacancies. >> You're throwing us a softball because we want the one we want the best employee we can get. >> No, I I >> Well, and I know a handful that you're talking about and we want to keep them here, too. I I just think we need to make it a priority as a district to, you know, when we have 100% of our general ed teachers filled this year, including adding a preschool. Mhm. >> And and
113now some of them there was only a couple candidates, but they were still good candidates. We have to be just as aggressive as a district of recruiting our paid by Keystone, but we've got to be just as aggressive too and not just rely, you know, and and I've seen a lot of progress over the last few months. We had some late resignations. we had some but but it it it seems like a pattern over years and how I just think this needs to be added when we talk about the board's goal on student success staff recruit and retention. We probably ought to have something on there as a strategy. How do we go about because we've just had conversations about at our last two leadership team meetings, you know, how would how do we have
114to get out of the box to think about recruiting when you go to teacher affairs and there's no one there or they've already been offered a contract. And this is general ed. We waste our time going to for general ed let alone. So we've got to think differently about our partnerships with higher ed building those relationships getting names of people when they're freshman and sophom. So I think I think we've got to have a priority when it's not just thinking about general ed. We're going to have to as a district. All right, folks. They're not everybody's aware of, but we've got from Paris to uh licensed the >> I just to listen to them. That's why I no one asked me to do it. I chose to take time out of my life to do
115this because I couldn't wrap my head around it. You know, my kid can come home and say, "I saw this happen a million five times." I'm like, "Oh, really good. That's why I'm not in my position, you know. So, I'm like, I have to go see and experience it, you know. So, I guess my question is to you, how like I don't know your dayto-day. Do you guys pop in? Do you like check? Do you I think that alone, even if I was only there for one hour of the day, would have been like, wow, I physically see it, >> man. >> Because I don't have that I don't have a child. Like, >> but we've understood this forever. I understand, but but until you're in this situation, you're like, >> well, I get that
116not everybody can. And I do want to clarify that I have been so on this for so many years, our hands are kind of tied. I would raise both hands if we could get everybody on board of hiring, building as many needs as we can. That's operating budget money because we've we did that a little bit and we've tried to come up with some out of the box deals without stepping on the toes or local that did not go over well. So board goals collaboration of everybody on how we can do this because if we hire anybody I mean that comes out of here and I think it sounds like that's a that's a priority. I when I learned about this many many years ago, Doug and I have gone round and round about a
117lot of different things, but Mr. talks too much. It's probably losing his babysitter, so I'll let the meeting go. But I do want to defend him a little bit on this because they have improved their process. They are they're handicapped by the amount of money they can get. I'm glad that the question was asked that you're not just folding out of the money. I won't stop that. >> I will admit that I challenge him times but on this one >> this is not a thing where he's discriminate discriminating against Jeff West. They have increased wages over time. They're unlimited money willing to come here and have the conversation. Does that mean that it's okay for us not to have anybody there? >> But it's not going to change. So, We have to like maybe we
118have a committee of board, educators, community to come up with a way that we can fix it because >> collaboration. >> We can't afford to hire our repairs and leave the intera >> there was an individual a couple years ago that was trying to do that without any understanding of how we could not afford to do that. And I don't think we would want to do that. But I just wanted to say this because I think everybody be willing to provide anything and everything we could. I don't know that everybody would be on board with that and continue ironing Paris for you guys because there's unintended consequences in where you pull from A to B and >> I went represent us as a know all of you would support it and would be there if
119you could. So I can do that and I did it to report back because I can. So I'm going to represent all seven of us today and report back. This is what I saw not as a mother, as a school board. >> I'm going to guess in every single building, it's probably the most frequent complaint and it's really hard to answer those questions. >> Every kid because I've talked to every kid so I thought they're going to be on their best behavior. That talked to >> I know every kid and if they don't know me, they know me now. I talked to all of them. I have them all. I love them all. >> They probably they were probably on their best behavior for I would like to >> hold on very patient. Sorry. >>
120Um well I just I just want to say because I am bothered by the the comfortable comment. Um because to me comfortable implies that we have to have our pairs there to do our job. But what I think we forget sometimes is that those kids have met specific requirements and they have not earned that IEP, but they have that IEP for a very specific reason and that's not decided by this team of teachers. We're part of the process, but the data comes from the Keystone employees themselves. So if they are determining that that child needs the IEP, then it is our job then to implement that IEP. And you can tell our frustration. And this isn't a new conversation. And I've been experiencing this for the last eight years. And Brad and I and Tiffany
121have sat down and had many conversations and brainstormed about this. And it is our job to advocate for our kids. And we are advocating for our neediest kids. And we're tired of a discussion. We want some action. >> Every year we have we have we have suggested things, but they've never gotten this far. Well, >> Dave, well, I just I want to put some things out. >> Yeah. No, I'm sorry. Sorry. We did um just an example like >> we did try to take the action by we stayed two hours after work a few nights ago to work on a schedule for the parents. What actually ended up happening was the teachers were literally at each other's throats fighting over whose students deserve the parah the most. like, "No, my kid needs it the most.
122No, my kid needs it the most." And you basically have to sit down and say, "Well, let's compromise and your kid can have 20 minutes and my kid." So, we're trying to have action. A little piece of that action tonight can come in the form of some honesty. And what I mean by that is you said it doesn't matter where your paycheck comes from, Keystone or Jeff West. I told you two years ago, I will start classes today to be a special ed teacher. My nephew has Down syndrome. I'm super passionate about it. That's my sweet spot in the classroom is those kids and I will start it today. But I will not work for Keystone. And the reason I will not work for Keystone is because of the dishonesty. Like saying that we were
123never told that 60% was fully staffed. That's not true. That's just not true. Doug and Belinda both came to a BLT meeting and told us that. Both of them. And everybody at BLT will tell you that tonight. >> So that's not true. So, I don't want to work for a company or a cut off or administrators who lie. I work for Jeff West because I'm treated right. I'm always given like the information straight. Like Wes never sugarcoats it. He tells me how it is. Sometimes I don't like the answer, but that's that's the answer. I always know where I stand. I know I'm valued and I know I'm appreciated. And I know that every day when I come in, Wes appreciates and knows that I'm going to give everything I have to my kids. I'm
124not willing to sacrifice that to go work for administrators in a company that don't do that. The people that he says we took that were cars and could fill the spot. We didn't take them. They left. >> Why don't you sit down with them and ask them why did they leave? Why aren't they there anymore? What made them leave? That's where our answers are tonight. in honesty, in questions. That's that's where our problems lie. And yes, there is distrust and resentment because that's what has been bred here. >> That's the culture that's being created. >> Can I share two data points based off what she said too with the dishonesty? >> So, um, as a staff, we have spent countless hours calculating our kids minutes and how short we are and we are constantly told
125that we are fully staffed. So if this is actually a huge step by ad admitting that there are vacancies, this is awesome because usually we're told we are fully staffed. And so when we gather all the data, the last time we did this, fully staffed meant 76 and a half hours a week of kids not getting ser they were supposed to. That was almost two fulltime paras worth of work not getting done. And yet we were told we were full set. And also in a BLT meeting in the spring, we absolutely had someone from Keystone come and explain to us that this is how they staff for repairs. And I think this is incredibly important for you guys to understand this. So um for a school to be considered fully staffed, they look to make
126sure that 40 to 60% of IEP minutes are met. Now the other 60 to 40% is assumed to be covered through overlap. So that would be multiple kids being in the same room. So, we're working based off assumptions. And like I said, the last time we did the data for you, it was 76 and a half hours a week not being covered. When we were told we were fully staffed, >> so we have a problem with how we staff our our parents, how we get those numbers. I really think it is important. That was one of my ideas for how we can fix things. I really think that we need to look at a way to get a better math equation for how we staff. We need to look at the IEP minutes, build a
127schedule, then count up how many paras we need based off of that schedule. That way we are um acting in reality and facts because when we just assume coverage every single year we are short staffed and we are angry. This is why that distrust builds is because we are told you're full staffed and we all are looking at each other like >> who's >> Billy's not getting covered in math or Sally is served two out of five of days. What are you talking about full staff? And that's why we get so fired up because there is total distrust there. And then on a more positive note, I do have one idea. I love that the um board voted for the halfp price preschool for staff members. Thank you. Um, if we could make sure also
128if that extends to Keystone staff that works in our district, I think that would be a wonderful way to get more paras in the door. I think there's a lot of mamas out there that if they were told, hey, you want to come to work and your kid will get half price preschool? I think they would get on board with that. So, I think >> I already had that as part of the Keystone report. I just wasn't um hopeful we would get to that. So, thank you for bringing that up. >> So, it sounds like we're in the solution >> part of this conversation. >> So, where what I have one question. We have >> we have that uh pilot program with is that in second grade? >> Yes. Cooper Brady. >> Cooper. >> How's
129that working >> that semester? Can we recruit more? I mean, can we do more of that? if we can find college students that would be interested in that program. Absolutely. >> The problem is one. Well, yes. The answer is yes. fun. >> Well, it's not much. >> It's 20,000 a person >> and >> no insurance just >> Yeah. Because Cooper is still a fourpace state >> and it go could that be a piece? Yes. um offering them if you have a child that attends the preschool. Yes. I think it's a combination. I don't think that is the isn't going to solve our par issue, but anytime we could pick one up, >> but but there's requirements around it. Um, >> I also was going to ask real quick about um with the new graduation requirements,
130if I know that some work experience is required before you graduate. Is there not a pathway with family and child development where we could bring high school kids over into the elementary school to help a couple hours a day? >> I saw one they're they're doing homework so we need that. Yeah, >> we need to understand what a candidist. >> Yeah, just spitballing just whether he wants that or not. >> We won't solve anything tonight. >> We'll look into that. >> That's all I'm saying. We should look in >> I do appreciate like I said on the glass full and I had this conversation with um Doug today that to your situation it shouldn't be that way and we've got and and that won't change in the next semester or maybe the next year. But
131that's where we ought to aspire to be that it it doesn't. And you know, and I've known Doug for over 25 years now. I've never had to work with him in Northwest, but it's my goal. And and Doug, we we've got to change the culture both at Keystone, both here to where that shouldn't be the difference. But in the but that's going to take time. In the meantime, we've got to make it a priority to think outside the box to get people here because we are a PE 85% of our budget goes to people whether it's custodians, teacher, you know, and it's hard. It's getting harder in general ed, but it is getting even worse in classified and in special ed to get not only salaries, but to get the quality of people to get
132into our buildings. And we've got to think about how we can advocate to get those people here. So when my daughter was in college at Washburn, she and another gal split a pair of jobs. So I think it would be a good idea to ask Washurn Education Department, ask some of the places that are closed, maybe even kids that are online doing a teacher type pathway because she worked, I don't remember, three days a week and the other worked too or vice versa. And and it was good. she learned things she wanted to do as a teacher and things that she didn't and both of them um have become teachers and so I mean there's there's a resource we can tap at least have >> well I would I would again I just appreciate uh
133the sensitivity to this but we recognize not only general ed but even more special education, >> you know, and I I know the administrators are probably over there and and and have something to to add, >> right? >> But I think we ought to >> next steps to put some >> this is important to me because I'm not accustomed to to being called alive. I said I I'm telling you right now from the bottom of my heart, I didn't if I I'm not I'm not telling you that your understanding of what I said makes you a liar. So, just give me the benefit of the doubt. We may have had a misunderstanding. I understand where that number came from. Um, but I've never ever believed that and I've never intended to tell you that 60%
134was what was I was telling you was all that had to be required. I just need that to be on the record because that is not anything that I would have ever ever said. And if you heard it that way, I'm sorry. I'm sorry. >> It was okay. >> I just want I just want you to to to trust me on this. I I'm not We're not our responsibilities. We care about you and about the kids. That's why we're here. and and we want what's best. You know, we're we're not we're not trying to cut out of anything. We're not trying to keep friends uh hiring good people. We're not trying to keep from training good people to to have them in those positions. Um, so I I just just want I I hope that
135from this day forward that that we can have open dialogue, that we can talk about these things in a civil and uh respectful way, and that I would never ever talk about you all in public the way I've been positioned here. So I would hope that we can stop that moving forward. My request as a board member though and I this is just from the bottom of my heart just when you get the time or make the time go in and watch the third and fourth grade classrooms just so you can see what I saw today it to see that there there's no one there there's no one there and so I don't know if we think someone's there and supposed to be there but there's no one there and that's six classrooms 20 IEP
136kids knowing So my one request as a board member and as a parent, please go in and just absorb. That's my one. Even if it's 30 minutes in each classroom, my request to you is please love just go in and see it to understand what I saw because I don't I don't know the ins and outs of Keystone. I don't know. They no one asked me to do it. I was like, I got to go see this. I they say there's a shortage. Is there a shortage? Let me go check. So I just my question is please just I ask you please go in and observe those third and fourth grade passwords >> and I want to look into today >> you know why weren't there people that were that weren't there today that's something
137you definitely >> and you didn't know and now you know and and that's my only request is that that's me coming for me please can we do that >> the other thing I yeah want to say to you is we're ready to partner together >> and to solve this vacancy issue together. >> Um, you know, we have been doing different pieces that have been successful. Word of mouth. Wes is our biggest supporter ever. He brings a ton of people to us and we appreciate that greatly. Um, and so we're ready today >> to work on this issue together. the advocate, but there's >> Yeah. I mean, we want to partner together completely so that we can build from within. >> You know, if there's someone that wants to go to school, we have tuition reimbursement.
138We do that for our par staff who want to be teachers. >> We have to build from within right now. That's probably the only way we can go. >> So when you recruit, do you >> when you advertise, do you advertise that that you're will um I don't know where we landed on Keystone >> parents and and the preschool if they were eligible for half the deduction. We got to that point. >> But when we get to that, can we ask and they advertise that >> on on there too? >> Yeah, that'd be excellent. >> We have another district that has done that and I will say that did help us to recruit some different staff because of that daycare piece. >> We're going to talk about that then. >> Yeah, that's a great example
139of how we can partner together. And we had I think when we first started out something we weren't sure the numbers how it was gonna >> the fiscal numbers >> yeah how it was going to fund itself but now that it's doing well >> it's doing well >> well we're just we'll know by September 27th so we're don't know that. >> Thank you everybody on our website. um last May our vacancy count, but I think what caught my attention was the the June or July and all of a sudden we had late designations and stuff. Um and we've visited more about the concern in the last month than we've had even at the high especially at the high school level. And it's just um so there's there's been a lot of work but I think
140we can do better. I mean, and and especially there's social media. There's I mean, there there's we're getting text messages. Yeah, we've got to get to Washurn more and we got to start recruiting people early. Um, and yes, it's not an action item tonight because we don't like throwing it out there to vote on things we haven't talked about, but we are starting the preschool. The board did vote to do half for Jeff West employees. I think that would be a great incent. We don't I don't believe we have any preschool students that work for one of our Keystone employees. >> I I I don't looking at I don't think so, >> but I think that would >> we do it out. Well, then uh >> Oh, okay. >> because it wouldn't affect, but if
141there were, >> I think that would be another one of those things that could help with recruiting is if you have a three or four year old, you know, so >> and treat them as if they were a Jeff. >> Absolutely. >> Well, thank you guys. I'm sure it wasn't as satisfying. I'm sure. But thank you for coming. >> It was for us because the time we'll figure out something, I guess. But if we have to have a special meeting >> for this Keystone allowing the tuition if it's not on here, >> I'm sure anybody here would be willing to have a special meeting real quick. >> Do we have to discuss it for a month or can if we're ready to vote, can we? just wasn't going to ask you to take that official
142year >> because that's not how we do it. >> Well, if if it's protocol to to wait, I'm sure we can get him in. >> We don't have anybody that it would affect right now, >> right? >> So, it doesn't >> but with the Can we proceed with the understanding that that will happen next? >> I want that I want that to be on the advertisement. That's what I'm saying. >> That Jeff West is willing to give 50% tuition to any parent 30 days to start advertising. >> There's enough of us here to vote. >> Boring. Is it just one building? >> Sorry. Not sorry. No. I'll motion. We're ready though. >> All right. Make a motion on that. >> I like to motion to approve moving forward all preschool st or all students in
143preschool. Wait, >> maybe I need a minute. >> Motion all new Keystone staff who work within the district west district. uh to receive reduced what 50% >> 50% off tuition for all incoming receivers and current. >> Does it have to be new? >> No, I think it's current and current. >> Are you okay with that, Aaron? >> That was just I would like second that. Thank you. >> Second. All in favor? >> Six up. >> Done. >> Okay. put it on the fly. Get it on my back. I think moving forward the administrators and myself will get rid with the keystone and then come up with a way to I like the idea of having a group because we have middle school, we have high school, but to come up with strategies of what we
144can do. Mhm. >> You think that would the communication gap >> because it seems like there's communication gap and I don't know what that looks like. I know nothing but from what I hear like what does that communication look like between teachers and Keystone and your voice being heard. Is that just running through administration? Is that running through, you know, goes to a monthly meeting or I I just feel like there's got to be a bridge to that gap. >> I think it's important to have teacher reps in that meeting. So there's more like con whether it's like maybe a monthly whether it's even a zoom meeting or whatever but it's like hey where's our gaps this month right obviously we have a shortage but are there other things like you had mentioned on data
145like we should be communicating like what you feel like the data is and and minutes being missed versus what you guys had no idea >> I've never heard from anybody over here that has corrected what I've ever said so please do is >> I don't want to keep thinking >> I haven't heard from anybody. I would love to hear from >> I think this is a pretty I think there's a more in the basket than one or two >> Yeah. strategies >> and I think we ought to just unwrap it >> and let's talk about whether it's data, whether it's vacancies, whether it's advocating, whether it's coming up with other ways to try and recruit you. You know, I just think there's multiple >> layers to this and there it could lead to monthly, it
146could lead to whatever. But I but I do think um having a you don't want to get 18 people in the room. But I think the the challenges at the elementary are much different than the challenges at the secondary. But that we want to have at least >> people there to >> look in the building and then they can take you know you guys can discuss it >> instead of having >> a charter bus to go over there. >> We do at the elementary school at BLTs um occasionally invite Keystone to come to the BLT meetings. So that is that is a communication thing that we have done in the past. If you need a board member to sit in on those, >> I'll do it. >> That would be good. >> Go through town
147all the time. >> Get that help. >> Thank you for having us for the opportunity. >> All right. Move on. >> Thank you. >> Appreciate you all. Thank you so much for coming. >> Well, you guys here at midnight. You don't want to hear the budget. >> Thank you. >> All right. >> I almost finished. Did I go yet? >> Okay. Put this thing in overdrive, guys. >> Yes. Real bad. >> Okay. >> Uh, >> no. >> We need to make a motion. >> We should take a break from 8:40 to 8. to return at 8:45. Second. >> All in favor? 6. Thank you. >> If you would have finished it, I would agree. >> One plate till the other. You have the other one. Stay home. probably >> it's like a high school or
148a high school. >> All right, we're going to continue in >> on this uh meeting >> board issues press >> board issues. We have the budget that we have discussed several times several times. >> Fred, you might add in this. >> We said yeah. 33 and 32 planning. >> Okay. So, in the notes, so part of the motion and you know, like I've mentioned before and like every other year, the legislature, they they actually write out the motion, let you tell you what you have to do in the motion. The statute says now that so the lo the general fund and then the supplemental general which is also the LLB is 33% of the general and then you add those two together. We've been at 33% and have the authority to go to the 33%
149for quite a few years. uh the board's prior given approval. The state says you got to go to the state average at least which is 32.8. >> Well, it also now says if you go above the state average, then you got to include in your motion saying that you're going above the state average, which is only from 32.8 to 33. So when we read it, the when the motion is presented, you also have to state the motion because the legislature says you got to state you're going that additional 2%. But you already have the authority to do because you passed the resolution. It also says that in your motion you have to include that your budget is based off of a needs assessment, how you're doing academically, which we spent all last spring having community
150conversations, talking with the district leadership team. That's how we look at prioritizing at some point. do we need to look at Paris support? But all of that, so our our budget is based off of basically a year worth of prioritizing where we want to spend. We have not done salaries yet because we've been waiting. >> Um, but the budget that is presented, if you have any more questions, >> I'm reading it. I move that the board approve the 2025 2026 local option budget at 33% and after considering the district's needs assessment and academic performance approve the 2025 2026 district budget as presented. >> Second >> all in favor updatement on enrollment. >> So we talked a little bit about you have this sheet here. I thought what I would do is lay last year's next
151to it, >> which means if for the current year we're at 193 year olds, four four year olds. Now a few of them, they may not physically be there, but they're getting services, IEP services at home. We have 40 the 41 in the building. Got another one showing up. Let's make anyway 42 at prek, K through 12. If you look at last year's, we were at 65 kindergarteners last year, but they are now at 71 as first graders. So, if you work from right to left, you got to go down. We're at 67 first graders last year now at 70 second graders. So that's kind of how but overall we went from 825 to 850 and that's just K12 there. There's a little bit of a difference because the 825 headcount included the Keystone kids
152were part of our K12 last year. Now they're part of our preschool. >> Okay. So we're actually up >> that makes sense >> about 33 kids new K12 because even though it only looks like last year the preschool Keystone kids were counted as part of K12. Now they're part of the preschool is now we have a preschool. Probably the biggest way to look at it, we're at 892 kids now in the district, but 42 of those are at the preschool. Nine of them were part of our K12 last year when we didn't have a preschool. So overall K12 were really up about 33 kids. K12 some moved out but they were replaced with out of district and 23 out of district and 27 moved in. Some moved out and a few went virtual. They're still
153ours but they're counted in another truck. So that's just to give you an update. As of Friday, there could be some show up, some leave. I I think K through 12, once people get enrolled and get a few weeks into it, we typically don't. If they show up before the 22nd, we get funding for them. If they show up the 24th of September, they're our kid. We just don't generate funding for them. And we'll have kids moving in during the year. We still educate them. Uh it's really the preschool. We get a few calls, you know, but we're the closer we get to September 20th, the the more that's going to stay up. So, just wanted to share enrollment numbers. >> Very good. >> You want me to just keep going? >> It's all you.
154>> Keep going. >> I provided you that with this letter head just trying to give an update. Um on the board goals and strategies, just a few updates starting the year where we're trying to chip away at some of those things. Uh for student success and preparation, we started the preschool 42 students. It's just it's just been great. You get time, come over and hang out, walk through. We have the open house coming up next week, but if you get the time during the day, it it's just nice to >> It's so fun to see all the littles. Oh my gosh, they love it. They enjoying over there. >> Oh, it's the best. It's a happy place. >> You're not going to get her back over. And if you really want to have stand out
155there from 7:30 to 8 when people are dropping off, we have >> it's >> so we now have and Haley's been leading this work with our district leadership team and our building leadership team, KISA, that's the Kansas Education Systems accreditation that was presented to you last fall. a lot of those goals are now aligned with our school improvement plan. Um, so that that's been big because our accreditation should not be different than what our school improvement plan and our goals should be. For years, it seemed like that was something that felt like an addition to. Um the the building administrators, they are working on developing a student leadership team. Looking at grades 4 through 12, maybe even at the third grade using site councils. Each building is going to look different. But one of the
156strate things that we talked about this summer at the retreat was why don't we get a group of students and hand them challenges and let them try to come up with strategies and solutions with parent community engagement with staff recruitment retention. a lot of these because a lot of kids sometimes are more creative and think differently than adults. We always tend to well this is what adults would do. Well, sometimes we ought to ask our students. So, we're putting together a student leadership team to help us think through and solve some of our challenges because sometimes we get wrapped up in adult issues and they're like, "Quit thinking like adults." >> So, anyway, uh we're excited to see where that goes. Parent community engagement, we have made some enhancements to the website. We have more
157that are coming. Uh Erin's been helping with some of that. Um just trying to learn, hey, you know, just calendars, things to to better inform our community and we see things from other districts. Why don't we have that? So just working on some enhancements to the website, live streaming, not only the meetings. Um >> Tim Hannik posted a bunch under the athletics tab. So you can see every single game for every single sport and um live scores. >> I would have been watching. >> Cool. I didn't know that. >> It was on there Friday. I watched it on >> the one you go to our website to do that. Yeah. So cool. And again throwing that to our student leadership team to say how do we get to the point where um band concerts vocal
158you know because right now it's wherever we have huddle so in gyms and fields and other district. So anyway, um love to have kids come up with, you know, taking that on. Um and then increased focus just on our social media communication, staff recruitment, retention. We heard a lot tonight that we probably need to put on here. Again, this needs to be living breathing because things will come up um just to connect with higher ed before our students are recruited already by their senior year. Exploring a teacher pathway. We're looking into just growing our own. There is a career teched pathway. It's going to take staffing. what's going to take, but we're going to try to figure out, all right, well, what does that take? And then how do we get a teacher or carve
159that out in our schedule to make that happen? Um, new software program. We got rid of our old when people want to apply for a job. It was clunky. It was not user friendly. We went to a new one over the month of July. We didn't have a lot of people applying but we had to shut it down to start up a new one. So we do have a new application program and then again uh providing incentives to staff uh that have children attending the preschool including Keystone. >> I love that pilot program you have. seems like I think that is such a wonderful I would like to look into that more. I think that's such a wonderful >> and and again it solved a need at second grade with not having space or being
160able to hire a fork section, but it's a way to get support at West Park. And then facilities. We're going to talk about some of these here in a minute, but we've updated the the needs list that came from the planning committee. Um, you know, I hate to always get bad news, but we didn't get our preschool pilot grant um from the state. We just found out last week we didn't get our um Patterson Family Foundation grant that we applied for $100,000 for the preschool. Um >> do they give reasons why? Okay. Um, so the state one is the state didn't put any new money into funding additional grants >> with and the Patterson one. It is so these grants are so competitive now. >> 800 applicants. >> 800. >> Yes. >> And we were
161one of 800 applicants. How do we know they even read it? >> Right. >> We don't. >> Aren't they primarily exceeded? >> Well, they're within a 100 mile radius. Two or three years ago, Perry received one, but they're just becoming because they're a foundation. So, they're not state funded. They're not federal funded, but those foundations are getting hit harder because it's um it it's like the the FEMA grant that we were writing for the film on the windows last spring. We got the letter saying these grants are being >> pulled back. pulled back because they don't align with and it basically said FEMA's been wasting money and it doesn't align. So we so it's just getting more challenging but we um we are I'm still waiting on one the um AARP grant. I have not
162heard back from Why are you looking at the old people? >> Okay. Well, that's what I'm paying. >> The access to some of our buildings where the concrete is I don't but hey, >> we need that loud. Thanks for that. >> So, anyway, just trying to provide you a few updates on some things that are moving forward with um some of the strategies. The next one is the next item is an action item and it is the request of the FFA to attend attend nationals they're talking about >> which they as a motion motion to approve the FFA to attend nationals in the Indianapolis. All >> in favor 6. >> Okay. On to facilities. Uh >> that's fine >> discussion on facilities need in district growth. >> So you know I don't know first of
163all on growth whether or not being up the number of students this year is going to be an annual event. >> Right. >> Last year we were down nine but we turned 14 away as they happen to apply. The only way we're going to um curb any growth is we had five grades this year that we had we accepted zero applicants next year. I mean that those zeros will get to the point where we're just >> we can't take any more out of district, but we have to take if they move in district. I'm curious of the five with the zero vacancies, how many did we take because they moved in district? Because we had quite a few move. >> Uh yes. Um >> original. >> Yes. So if you look on this list and
164go from last year's number to this year. >> Ah um >> that's clever. second grade, third grade, um I don't think so. 8th grade was a zero, >> but for some anomaly, we didn't have we had a few, but then we had a couple leaves, so that stayed the same. But the biggest ones was um so first grade, second grade and third grade were the three areas. Now we we had some room at first grade but that's only because we had four sections, >> right? And then it dropped. >> But then next year that'll be a zero. But we had moveins. Um, our moveins we had, if you look at some of our biggest growth, we picked off one at 9th grade, seven at 10th grade, two at um 11th grade. But the only thing
165that made those smaller is I think we had seven that went virtual. >> So they're not counted anymore, >> but they're still large. They're under another formula. But >> that's a huge jumper. >> So here here's here's one thought on Mr. Growth and and I'm because I like it the way it is. >> We just sat here and listened to all these teachers talk about how we do not have enough help. How are we even going to conquer that if we decide we're going to grow? >> We can't. >> I mean, we just had >> we we might not have the building space. We Yeah, we don't have the staff, >> nor do we have the money for the staff. >> Well, elementary is normally in 290s. We're at 319. >> That's huge for elementary.
166>> So, it's more than just facilities. You got to think about district growth >> when we can't we're struggling to staff. And then it's And it's not the staff. It's increased number by it's everything's getting more complicated to teach student. >> It's not like when I was there when we had that issue they sent me down there to that corner. >> I go in every now but >> it was not better for the >> not better >> but when you think about >> you go back maybe >> 10 years ago there was one special ed classroom now there's three. >> Yeah. >> So they take that's taken up. So, so one and again the thing that this board's got to look at is not year to year is it's what's going to look like three
167five because even if the board were to do a bond issue, you wouldn't stick the first shovel in the ground for two years, >> right? So where do we see ourselves down the >> to predict the future in >> but so with with student numbers and then I provided you another updated well not updated there is a little update I'll talk about this was the list that was provided by the planning committee that met last spring M >> and again that was well I'm trying to save time so I don't need to rehash who was all on that committee. >> The only thing because things will come up. The only thing different is the vocational a building. We had HVAC upgrades. Well then it crashed this summer and we ended up having to put a
168new HVAC system. But it still needs better ventilation. I mean, there's a so much that needs to be done there. >> So bad. >> At the end, I did add other possible because these are items that normally come out of capital outlay buses, vans, maintenance vehicles. some things that the board or the community might want to consider having a bond to pay for so then we can fix other things. parking lots, you know, it's just because this doesn't >> well build up our capital outlay to maintain what we have >> as of if if you look in diligent at the report that shows where we are balances wise and you don't have to pull it up but I will just in capital outlay We have already since July one spent $214,000. It's hot water heater
169in the kitchen. Hot water heater at the concession stand that was leaking. HVAC system. >> The freezers in your >> freezers. I mean it's just >> Yeah. So, so I put a few things on there that you know the maintenance truck the one that we haul sand in. You want to that's falling down. I mean you can pick the bed up off but it's it's >> but so so I added some thing now. So taking that and just some with enrollment because those are the two biggest things that deal with facilities what the group said in the next 5 10 years if you don't address these things you're not going to be able to afford them and then space do we need new classrooms how many I don't know at the elementary at the middle
170school you know because that growth is coming up, but we're getting movement. A high school has space. It's just you're limiting how many kids can be in freshman English because that's a staffing thing. But um so anyway with that I'm going back >> discuss community engagement event going >> with that >> if we want to this fall have some special meetings where and this is just the logistics I'm throwing out ideas. The board has September, October, and November to engage the community. And there's two starting point things that we can have those engagement with. If we're to be a March election, you have December 8th. Now there was question today. Last August I shared with the board a timeline and also the new updated predictions on what it would cost $10 million over 20 2530.
171>> That was last >> that was the August. >> Oh yeah. when I shared those timelines. I mean, I know the community is already talking about those because those are public documents and that and that's good. We want them. Do we want to set some dates in September, October, November >> special meetings for the board to invite the community. So, one would want to see and we got an item here to set some dates. Number two, how would you like that orchestrated? It could be one agenda item and that is to discuss with the community. How do you want that facilitated? What are your thoughts? >> What are the options other than town hall? >> Is there a small group? the small group breakouts >> because a town hall is I mean it's great to
172hear from everybody but it's messy and long and it's >> I like I think you need at least one >> for sure things you saw >> you do but I think we need and it's just me I think we need to start out >> with a small group and have them get some discussion items around >> and yes we definitely need there's no doubt about that >> no we do I like that idea though starting with a smaller discussion And then we turn in our notes and combine them. And >> so like each of us take a smaller discussion kind of thing or like a group like two or three of us at a time >> like how we did the >> how we did it before we two of us at a table. >>
173Exactly how many people too if possible because I might catch something he might not and vice >> versa. I'd probably do a sign up because last time when we did these small groups, we did invite certain special groups and then we also invited patrons. People feel like they weren't invited. Yeah. So maybe there's a sign up like hey we have enough for X, right? So sign up first come first serve and we'll just make keep note of who came and so if we're running another small group, maybe it's different folks from the community that sign up. >> Yeah. That way we give ample opportunity for people to come sit down and talk share with us versus the invite type thing. >> I can do a Google talk >> and if we need to move to
174the cafeteria and and >> there's plenty of tables up there. >> Yeah. >> Well, and it's you know we need help. We posted out there. We tried to get welcome and if but we also invited site council member depending on which group we invited people. Well, if you took out the people that were invited, you would have had two or three people to meet with, right? >> Yeah. >> And >> now we get that. We got to figure out how to get more people to and maybe it's because this special meeting was on staff recruitment retention. This meeting was on student success and preparation. If we would have thrown one out there, this meeting is on a potential bond issue. Maybe that would give I don't know. >> Well, when you saw when we did
175the facilities form though, we had a lot more patrons than we did on any other group. >> Yeah, we did that. >> And we we put it out there and there was a lot more people that came and gave opinions. >> We can get it in all the newsletters. We can get it on social put out press release. >> I think we'll get a lot of su I think we'll get a lot more people because it's a hot topic. >> Well, not that these other ones shouldn't be, but they should. is based on that I think we get a lot of people who should sign up. >> But we also got to be clear that we're not we're listening as a board. We're not here. >> We're not advocating. >> No, we're just listening. >>
176Yeah. >> It's all we can do. You know, >> it's all we can do. >> It's it's it's so hard not to take it personal when you know they need it. >> But, you know, on the other hand, it's like two more year. All I'm going to get stuck with is the bill by the time I you know so you so you get it. >> Yeah. >> But we need to just not take it personal and make sure everybody knows that we're just listening. You guys make the decision. >> That's you're right. >> Creating an opportunity. >> Yeah. And if it's something they don't want to do then fine. You know we do they somebody they do we do have to decide a number at some point in time. and I guess the architect and
177>> and we'll talk about that in a minute. But is there at some point the board will want to share what the planning committee presented >> and then in that looking at that list I don't think we'd have any issue. I mean we obviously people would want a dollar amount to go along with that but what we have to decide if you know >> Yeah. And and the fact is is we we're gonna hire an architecture firm or we they're gonna put a dollar amount in there. Yeah. You know I I'm sorry that's what you know don't come at us but not >> you know a lot of this we have estimates on but it's a year old. >> Yeah. And >> it's gone up. >> Guarantee it's gone up. >> That and some of
178this is reframed >> differently than what it was the last time >> because last time it was upgrading things. This time the group was like, you know, if you really want to talk about health of kids, you need to get all those PTAC units, those ones like you see in a hotel room. You need to get them out of there. It's going to cost more >> to go with a rooftop and ventilate, but our kids are breathing and our staff are >> and that was part of the last conversation. >> And so efficient is it >> because it doesn't move any air. I'm not kidding. So >> that's why they're all so sick. Lovely. So >> freezers for every building now. Not this one. >> What's everybody think? How do we How do we want
179to do the first meeting? Small group town hall or >> I think the small group is probably the best option for that. So we can get is that where you pick people? >> This where we were. >> So just put it out there and let them come and then >> Yeah. Let them let them sign up. And if we have to create more tables, >> a board member to teach. >> Well, yeah. And if we do a sign up for it, we'll know roughly, you know, there's going to be extras how many show up and we know we can relocate. >> I just want to make sure we're not >> right. >> We're gonna take some heat because if we only allow a certain number, >> everybody's walk. >> I mean, we can make up
180a questionnaire for you know, anybody that is late or whatever. or just a piece of paper. Write down what you would like to see. >> Like we've done before, we Brad has the big sheet, you know, boom, boom, boom. >> And then he writes his findings and then and then we have something to work off of. And >> Exactly. >> It would give us something in a town home in a little structure >> versus saying from fire squad. Well, maybe another way to look at that is I mean because this this came from our from community >> do I mean if we do I'm not going to say uh if they if they start out with not having any background information they're going to get all kinds of stuff. >> Yeah. >> That we've had
181some experts already in our community look at. >> Yeah. >> We could share this with them and and here's this was their task. You can go by facility, walk through and then say, "What are your thoughts around this?" >> Yeah. Yeah. >> As a start. >> Yeah. >> I like it. >> That way they have they're they're all starting from >> the same starting point. >> Yeah. We're not back >> and we're not trying to recreate when we already had some professionals. >> Yeah. you know, and you know, um, justice, uh, at Chuck's, he's like, I've never done, he goes, I can tell you, and they talked about what you need. I couldn't give you a price on that because that's bigger than what we, >> right, that makes sense with commercial, >> but they
182know. So anyway, um, >> and I and and everybody was extremely helpful because I sat Emma >> Oh yeah. >> on Hley. Everybody was extremely helpful. But HBAC is one of our biggest expenses. >> Augustus was extremely helpful. >> Oh yeah. >> You know, you see him. >> Somebody was complaining about their middle school gym heater not working. Like Well, he was here two hours ago. >> Yeah. >> Quit again. >> You know, so he >> I Poor guy. Yeah. >> Yeah. It >> So, do we need to get something on the schedule then or? >> Yeah. So, we need to figure out a date >> and before anybody sends me a text or email, >> technically it's attached. >> Heavy Edwards. Is that where >> the scoreboards are now going out at the high
183school? >> They saw that on his high school. >> In the high school. Well, okay. >> You know, >> they're 30 years old. Well, last year they were just missing bulbs and then now add he said it was blinking in his report. >> It was going off. >> It was still anyways. >> We got to get that done for. >> Oh jeez. We got we got to look through volleyball secret. But we do have a company coming out looking. >> But to replace scoreboards, >> unless we can get Pepsi or Coke to donate it, put their sign on it. Those are expensive. But anyway, so >> so dates >> probably we So wouldn't you think the commons area because we don't have anywhere in the community. So, we're going to have to find a night
184that doesn't have >> anything, >> an event or practice or do know that we're coming up. We we have next week too short, but then the week following would be homecoming >> on a Wednesday. >> It's like Thanksgiving night. >> So, so then we >> But then, so then we're back. I mean, >> homecoming week is not a good week because there's an activity every day. >> Is it >> the week of October 1st, 29, 30th? >> I mean, we're going to hit up with booster club if we do >> Wednesday night. >> I mean, not the first Wednesday. >> The Tuesday, >> what if we do the eight? of October. >> Yeah, >> we can get this information out and give people how to sign up. >> That doesn't give us a lot of
185meetings before our deadline. >> Like we don't have asth >> Good. Then we'll get people here. They can do their >> That's what we did last year. >> But don't they practice in the gym? >> They practice in the gym. There's more parents here though. But if we do the eth honestly we did three last year and I think wasn't it a lot of the same. >> It was the same. >> So I think if we do October and November if we decide to put it on the ballot that does not mean we can't have further conversation. >> Yes. And it doesn't and it doesn't mean we h we we don't have to do March. >> We have to do it right and we have to get it. So it doesn't really matter. We don't
186have to do March. >> Yeah. But you have to put it in by what? December. December. >> So >> if you're looking at March, the deadline for the board to vote on the question of one not to exceed a certain amount >> and number two the scope of work. So th this is more detailed. If you remember the question last year, it was broad about upgrades, you know, at each facility. So, we already have. Now, what's not on here is do we need to add classroom space? That would be another thing that would be added to kind of the scope. Um the only thing that um there's needs and then there's wants. So far we haven't talked anything about well what would we want? >> Right now it's just about you need to fix this
187or with growth you need to consider new some additional classrooms. Those are more in the need. And so that's what you would need to vote on at the December 8th is the scope and a not to exceed amount. >> What What if we did two in October since if we do it early enough in October? Yeah. >> And then also switch up the days. I don't know how you guys feel about like a Sunday afternoon. I love a Sunday afternoon. >> Well, the reason I say that is by giving variety. If we were to do October 8th, that would be a weekday. >> Yeah. >> In the evening and then we could do it late in October a Sunday afternoon. >> Sundays are are that's my one day I don't do anything. I try not
188to do anything. >> I do just like a lot of laundry. Can we just suggest but but if we get the first one at least figured out and then we can also determine. >> So is the eth okay? >> Yes. >> I mean I threw it up. >> As our first one September >> I know. >> Well we have one week then it's homecoming and then the next week turns into the first of the month. the week the 22nd doesn't work for. >> So you could do the first. >> Well, that's been clue. >> Yeah. >> Okay. >> You know, if you're looking up that calendar, I know you see it. >> I thought someone brought it. I thought you actually brought it up. >> I said the eight. >> That was for the next
189year's calendar, Brad. >> Work for everybody. >> Yes. >> Let's do the eight. >> Ready? Do we >> six o'clock 5:30? 6 o' 5:30 I'm direct >> anyone anyone >> I'd rather do six o'clock because I have a session >> okay let's do six on >> I can also be 30 minutes late in the high school comments >> yep >> do you want to go ahead because you don't get together again until October 6th you want to go ahead head and pick another date. That way we can be communicating both of them. >> What's the 29th? >> Well, in advance >> October or Oh, sorry. Yeah, October 29th. >> It's almost before Halloween. >> Yeah, I'm just >> Oh, yeah. Santa's mine. I'll be booking it by Santa. same time when Santa >> you can
190do that >> the 29 >> and then the early >> early that 21st 22nd state golf >> 2 27th of October. >> Actually, I take that back because I have already missed one of Jack's games. So, >> it will be gone. >> 28. >> Normally, I'm really flex >> November 5th election. That's my assession. >> Hey, it's November 5th with everybody. >> Can I leave? >> That's booster club. >> Yeah, that's booster club, guys. >> Let's just plan it without this guy because >> Okay, let's go with this and then we can figure this out. >> 29th. >> What did we say? November 12th. December or October 8th at six o'clock. >> Yeah, got it. Okay. Which is in >> October 20 >> 29 is gone. >> Yeah. >> I don't have all of us
191around everybody's. So, do you want to do the Tuesday or Wednesday? >> Wednesday. >> What are you talking about? >> October 28th. Yep. >> Okay. I won't be there, but that's okay. Which one? >> How about the 28? >> I could do the 28 >> on Tuesday. >> One on a Wednesday, one on a Tuesday. >> 6 p.m. >> Okay. >> I will work on >> Erin and I >> um we'll work on just some logistics on having it set up. Um >> having >> just kind of a welcoming I'll work with Matt and we'll get it one agenda. >> Okay. >> Open you know community engagement on district. >> The messaging needs to be nothing is happening other than we are gathering information. We will not be voting that day. We will not be
192we are just listening. I want to make sure that's super clear because we did kind of we listened and then we voted that same night. I want to make sure everybody's clear that happening community engagement night. >> Yep. >> All right. >> Uh discussion uh oh sorry discussing selection process of architect firm orb. >> So there's There's no requirement that the board has to interview for architectural permits. >> Oh, no. >> Since they're providing a service, you could just go pick one. Well, we haven't done a bond issue for so long that as a board or as a district, we're not, you know, there there are some districts like the last district I was superintendent, they use the same firm over the last 25 years. Every time they were adding on, every time they doing
193a they use the same firm. we we don't have that relationship with an architectural firm. One recommendation would be um find two or three that have a history of working with districts our size. We probably don't need someone that that is building for Blue Valley. there's just another whole we're not in that market. We're looking at a couple extra classrooms maybe and you know so districts that or firms there's one out of Topeka that um is actually doing the Oscaloosa facility for Keystone that's HTK >> and they've worked with school districts on projects our size there's one out of Witchah that that does a lot of 4A on down school districts. Now, that doesn't mean they don't do any bigger ones, but I'm familiar with them. There's two we could invite. >> What was the
194name of the school? >> Uh SPT out of Witchita. There's other ones out of Witchaw. There's some out of Kansas City area. I I'm just not I can find some other ones. >> I think a minimum of three. >> So, you talked to Oscaloo, whoever they use. Have you talked to any other school districts that are kind of our size on some of their expansions like for example school or Perry? >> Yes. So, that's where I would go. Yeah. >> Um, SPT I know just because word of mouth I know a lot of school districts our size they've worked with. >> Um, I would visit with Perry who I know HTK has worked with several. I know SBT, but I I can get a third one, invite them. So, we would need to find a
195time that the board would want to set down sooner than later, one agenda item, meet architects, and select. And then which ones you guys get together and you talk about which one you think be you're basically interviewing a wedding planner. >> I mean it's >> seriously though. Yeah. >> It is it which one do we think? We like their style. We like their fee schedule. We like their you know I will get some questions for you that would be good questions to ask them, but they're going to come and present to you what they've done for other districts and then you have to decide which one do we think best fits our because there's things on here we don't need to pay an architect percentage >> right >> to accomplish. There's some things we can
196do. >> Appreciate it for >> but there are some things you know. So anyway, I will work on that. I will get a third. But then you need to decide when would you want because it it each one of them will probably take an hour to hour and 15 minutes. That's >> So we try and knock all those down one day. Well, you don't want to do that >> on a regular board meeting night. >> No, that's when I'm really need >> now. >> You could as a group try to pick a day to say when can most of you be here >> because we got to have the ability >> during the day actually way more flexible. >> Like on a Monday I can do it >> during the day. I love daytime. Let's
197do that. >> Well, trying to if you would answer. >> You have to be a little >> We can do a Google form, whatever. But if we did three, you'd probably want to do like two in the morning and one in the afternoon >> or one in the morning and two in the afternoon. >> Superintendent, >> but you're not going to want to drag it out. It It's like a superintendent. >> It's a whole day deal. Several days. Yeah, I'm wide open at the day. >> During the day, I am way more flexible than evenings. >> You mean for substitute, >> but you won't have to they call the meeting to order in the interview. You won't we'll cover for that. You're not, you know. >> So, we just so SP for example, they're in
198Witchaw. probably need to get a handful of dates that might work for them in the next two weeks, I guess. Right. >> Same thing with HTK, but just coming up from Wall probably need to be >> start trying to get some dates and see if they work for us. >> So, what we would look at is and we could even do the interviews if we could book the conference room at Ozaki. We could do it in there and you could walk in, follow the door and walk right back out >> and we could visit the preschoolers >> and in between you could visit the preschoolers and go over to Casey's and get a couple slices of pizza. >> We could have food. >> Is this not something you could do through Zoom? >> Yes. >>
199I was thinking maybe that would be better. They will. I guarantee you every architectural firm will want to be there in person, >> okay? >> Because they they will >> they're safe. >> Well, they're, you know, they they're going to want to be there. There there's nothing more valuable than an inperson when it comes to but >> can we do we have the capability say if if during a day where John could zoom in >> yes >> we just need four of us do it do we it'll be for them right >> you need at least four to be able to make a selection >> all four vote right >> now you could have you could have three of you bring a recommendation to the board. >> True. >> I prefer the more there. >>
200Yes. The more the better >> the better >> than to have another meeting after that is and it's just more transparent. >> And if we're going to do it like we did the superintendent, we just do I would prefer just do it all one day. >> We bring in lunch and we don't we just >> Yeah. Food does not involve our not >> schedule which we send it. I'll take it down. >> Yeah. >> Me. >> And if if we could avoid a Monday or Friday, that would be >> Mondays and Fridays work best for me. >> Me, too. >> I'm out. >> Mondays work the best for me. >> Are we jumping the gun at all by doing this >> on that part of it? >> They don't get hired. >> We're doing this
201before our first conversation. Are we jumping again? I don't think >> Well, we're not hiring. We're just interviewing. >> We're doing the interview. It's just that we're still going to have to have we want we want to knock this out now and figure out who it's going to be. >> So, later that way when we have our first meeting at least in that time frame, we'll be able to collect more data by the time we get to town hall. That would be my right. Yeah, >> they have a lot, >> but it's just we know we have one thing checked off of the box. >> And the way the architects work is I mean this is their business. They know that. And I'm making this up. I make up a lot of numbers and statistics.
202>> No, you don't make them up. You know that >> half of the lungs that they get engaged with either the bond doesn't pass, they're not selected, whatever. >> But that's what they do knowing that we'll lend half of them or 40%. >> So, do we pay them anything? >> We don't pay anything unless the bond is passed. >> Okay. >> That's where they're >> all be on content. >> Yes. >> Yeah. >> I feel better about that. >> Yeah. And if I can interject, sorry, the instruction. >> They will uh give us insights of what to do and how to handle the mop and how to narrow questions and keep things focused of don't go off on talking about what kind of finishes and hardware we're going to use. Don't worry about that. They're
203going to say, "This is the structure. Focus on these five things and keep that on topic." And they will I'm glad you said that because they will also after the board because your role right now is engaging the community >> after December 8th >> as a board you can't you still inform >> right we can't do >> and the architectural firm they can then make flyers things that have information for the board to send out in in early Christmas morning. So, >> do you want to look at a date? That way, if I reach out to HDK, SVP, find a third one, I can give them a deep in the morning, but >> other day than that >> during the day, I'm pretty good. >> I'm pretty Whatever day you think will be the worst
204possible day for me to take off. Okay. So, I got a question a bit tomorrow. What if we have the 6th of October, that's board meeting day >> because you could do interviews in the morning and afternoon and then you would have time that evening to make a selection. >> A lot of time together, guys. A lot of time together. >> We re That's good. >> Yes. >> Roll with it. >> Okay. >> What time? >> Two in the morning. So, >> well, we'll have we'll get >> that's when we're going to end it. >> We will I will reach out to them. That gives them a month. Well, a couple of them. And then I'll I'll work on a third. I'll I'll reach out to some other neighborings who other than those two. There
205might be a group out of Johnson County, >> but um >> yeah, we can't >> thank you. >> We're getting into the executive session personnel. Hold on. Let me make sure I'm >> Do we need an executive session? I think we all know what it is. is a disc. >> I write it. I mean I >> So there's two one personnel in case you have any questions on there. There were some updated ones. >> I I Yeah, >> you got questions. >> No, I have no questions. And then the other is just because as we get closer to September 22nd, we also get closer to having a conversation with the three board members that negotiate. >> Okay. Where are >> Well, that's a separate executive. >> That's a separate executive exception. So, the question is,
206do you need the executive session for personnel? >> We do. We probably do just because uh of the transactions that happened today with the bus driving >> the high that was added on. >> So five minutes. >> Yeah. >> Mr. President, I move to enter executive session for KSA75-4319 for a period of 5 minutes at 9:46 p.m. to discuss personnel issues and non-elected personnel and order including Dr. New and Swander with the open meeting to resume in the board room at 9:51 p.m. >> Second. >> Yes. >> Uh I move to accept the resignation of Ed Patterson and Leadonna Sheets. >> Sheets as presented. Second in >> favor six. >> I move uh to fill the following positions. Jill Henry as co-h homecoming sponsor, Amber Fuller, Pep Club sponsor. Jamie Templewolf pro Wolf prom sponsor
207and Kayla Gardner co-prom sponsor as well as Scott Stanley for bus driver position as presented. and Amber. >> And Amber >> Bowler. No. >> Yeah. >> Oh, yeah. And uh Amber Spice is the food director, food service director for the BIS. >> Second. >> Or did you? >> No, he's >> investing. Quit saying that. I knew what he meant. >> Yeah, me too. >> How many do we need for this? Oh, I'm sorry. Ra, you want >> it? You want? >> Oh, no. Thank you. >> Mr. President, I move to enter executive session for KSA75-4319 for a period of 10 minutes at 9:52 p.m. to discuss employer employee negotiations under the FOMO exception, including Dr. Newan Wander with the open meeting to resume in the board room at 10:03. >> Second. >> Yeah. Thank you.
208Uh, Mr. President, I move to enter executive session per KSA75-4319 for a period of 10 minutes at 10:03 p.m. to discuss employer employee negotiation under the coma exception including Dr. for Newan Swander with the open meeting to resume in the board room at 10:13 p.m. >> I think we agreed that all >> in favor [Music] >> we're back on guys. Uh we got a minute left in executive and then we proceeded good. people start in >> this one and it was here. Those people hung in. >> Oh yeah, >> they were here. >> They did not leave. >> They were here for it. >> Yeah, they're in office. >> They were not quitter. >> They're not Yeah, they have a lot more endurance. >> We're back. Uh, superintendent report anything >> more than I am
209not going to go down to the list. >> I'm good. >> Thank you. >> All right. With that, we will adjourn. Oh