USD 331 April Board Meeting

001All right. You want to check the stream now? Okay. All right. Yep, I got you. Okay, perfect. Let me go ahead and copy that link. All right, I think we should be good to go. Okay, trying to get this taskbar to hide. Full screen settings. And you got that out of Nick's room. Yep. Okay. So, I'm pretty sure I have that set up so it doesn't go to sleep. But if it does, it's I can always swing back up here, too. What time does it mean to start? No. No, you don't. You don't need to do that. And he can take care of it if it goes to sleep. Okay. He'll call me and I'll walk him through it. There we go. Okay. Taskbar is now hidden. I just see you. So, this looks good

002though far as picture-wise. Yeah. Yeah. No, that'll be fine. Okay. You want me to go ahead and mute it and then Yeah. Yeah. Go ahead and mute audio and video and Okay. Should be good. And I got YouTube muted so there's not double feedback coming through for them. Yeah. Yeah. Good catch on that. Okay, have a good night. Yep. Thanks. I appreciate you setting that up. Yeah, no problem. See you. Bye. It's the season, right? We got six o'clock. Let's go ahead and get the meeting started. Welcome everybody in the room and online. Look for a motion of the adoption of the agenda. Make a motion to adopt the agenda with moving 6.2 to the end of action items. So after the rig project relocation the end of the move to the end after a

003second been moved by Christy seconded by Angie moving 6.2. Is there any further discussion? All those in favor? 60. Approval of the minutes from the regular meeting held on March the 10th, 2025. Motion to approve the minutes. Second. Been moved by Christy, seconded by Lisa. Any further discussion on the 1.3. All those in favor 60. Approval of the minutes from the special meeting held on March 28th, 2025. Motion to approve special board meeting minutes. Second. Moved by Christie, seconded by Angie. There any further discussion on 1.4? All those in favor? 60. Public comment. Seeing none. Diana, none. Where'd you go? There you are. You're hiding from me. Consent items. Motion to approve consent items. Second. Then moved by Christie, seconded by Jeff. Any further discussion on the consent items? All those in favor 60. Communication

004items, focus on learning Norwood which schools. So this evening, um I believe Heidi has designated someone, so they should be here shortly. Heidi is out. uh she had a family emergency, had to go to uh Texas. And so we'll we'll push the Norwich update uh back just a bit um for Mrs. Hansford who who will be here shortly to deliver that message. Um and we will um and I would request that we deliver Miss Leland and then counselor's update. Lydia Lovelin, please. Let me see this. I can show off that information. I'm ready. You might send it to Andy. Well, let me just invite you. Let me invite you to feel special. You actually already have it. start. Well, I just about said good morning to all of you. So, hey, well, that's how that's

005going. Um, for those of you who I haven't got to meet yet, which who knows anybody? My name is Lydia Lovelin. I work across the district here doing a handful of things. I'm a social worker, so I tend to get every phone call that says, "Hey, this person is at a food stance or they need a little bit of help. What can we do?" I work a lot with DCF in any of our foster care situations. Um, in addition to that, I work in two of our main programs that kind of just run directly through me. The first one that we are in our first year of is a Medicaid program called the zone of eligibility. It's been the state of campus for a while, but anytime someone gets eligible for Medicaid, but doesn't already

006have it, they can call me up. We do a an online application that is actually shorter than if they were to do it on their own. And I know that because I've had to do it on my own for my own kid. Um, and it gets them approved faster. So, if they're approved for Medicaid, they walk out with coverage that moment. Um, and then their overall application gets processed quicker than they'll be on coverage for a year. This is the first year we've done it. I was just counting up. We have I with families in the county have completed 17 applications and we have ended with 13 of those got approved for year-long Medicaid. Those are all new people. People who did not have insurance in our county before this got before we met with

007me. Now they do. We also have a handful of other families that call me up anytime they get their renewal and it's 15 pages long and they don't understand it. They come in, we meet together, we get that done so that their kids maintain coverage. Um, I also sometimes just sit on home with them in Cancare to figure out what their coverage is and why. So, that's one of the things that I do. Just kind of want to let you know how that was going. It's been super helpful. I can't tell you how many times of not all of them, but there's a handful of those families that get that because we are doing the mental health intervention team. They call me up, they say, "I think my kid needs therapy, but we don't have

008any insurance. What can I do?" And I said, "Hey, well, let's talk about that." Um, we actually also had another family that was getting therapy for a while and then I noticed, hey, we haven't seen them for a while. I called mom up. Same thing. She'd lost her job. The kids lost their insurance. She didn't know what to do. I said, hey, I actually help with that. Do you want to come in? We'll get that taken care of. We did. Mom and all the kids are now covered again. So, it just helps fill in gaps like that for children that um are in our community. I just realized I don't have control of this. Um, so the other new program that I'm going to tell you about is a grant that we run here in

009our community or in our schools. It's called the mental health intervention team. So, MHID is what I call it. I I work in all three schools for this. Uh, the short version of it is instead of asking kids to miss half a day or an entire day of school to go see a therapist every other week. We bring the therapist into the building. We do two reports a year. One is the midyear report. It goes all the way through from like August to November through November. um that I already have done. Now I also do one in June. I'm gathering information for that. I'm seeing some good data for it, but I don't have it finalized yet. So that I I'm bringing you the midyear report that I submitted. Go ahead and go. Can I

010do this, Andy, or do you have to? Hey, there we go. So this is last year and this year we have grown so much this year. So the green bars here, no blue bars. These are the times anybody called me and said, "Lydia, we need your help in the family." whether it's to get therapy, to get Medicaid, to get services, whatever. Um, oh man, I did this weird. I apologize. Um, request for services. By December of last year, we'd only had 64. This year, we had 154 by December 1st. And I was kind of pulling my hair out and I saw this number and I feel a little validated. Um, by December 1st last year, we had 26 kids that had done the paperwork, had an intake, and met with the therapist. That whole process

011can take almost two months. We had 26 kids in the program by December 1st last year, 68 by December 1st this school year. We are sitting at 93 right now. Um I did not know that we had that much room to grow, but we certainly did. Go ahead and go ahead Andy. Um this is I had I had prepared this for the principles in the building so that we knew what we do. If you want to know more information about anything I can tell you for the purposes of a grant to prove that bringing a therapist in helps kids be successful, these are the four things we measure. Attendance, externalizing behaviors, are they hitting, are they giving them trouble, things like that. Academic achievement, not just their grades. We also look at um assessments as

012well as their own statement of how they are as a student. Um and internalizing behaviors a lot what they tell us on their um social emotional assessments as well as if they're connecting with others and their connection survey. Do they have an adult that they're connected with in the building? Not a single one of these is measured by just one variable. My mother was a math teacher. You don't do that. That's not good data. Um, this is just different places we get it from. Again, we can go into more. We don't have to right now. Um, but again, the data that we have on our kids, there's nothing that says, well, we had a bad day here or we did one thing here. I don't do anything to our kids or our data that says

013this is our one worst measurement that makes everything look awful. Everything is a full picture. Go on to Andy. So, this is where we were as a district. I do have it all broken down. We can show you each building if you want. Um, but half of our kids maintained or improved in all four areas. The grant says if you maintain that, that's considered good. That's the same as an improvement. Um, it's really only a decline that we're looking at negatively. Nobody's perfect. We don't expect perfection. Um, I did, and you'll see later, I actually broke out maintenance versus improvement. Um, maintenance is super important, especially because by the time the kids come to us, by the time a parent says, "Yes, my kid really does need help." By the time we get through that

014two months of getting all the paperwork done, the intake done started, they have been already going down. And so maintaining means remember our laws of physics and object in motion wants to stay in motion. They're already on the down slope. So stopping that, getting them to be able to regulate and then turn around and make good progress. Maintenance is huge. Um, and improvement even more so. So for the purposes of the grant, maintain and improve is the same thing. I will actually break that out further in our information, but as of December 1st of this school year, threequarters of all our kids across the district maintain or improved in three of the areas that we measure, which is fabulous. I cannot tell you the amount of times a a parent will come to me and

015say, "I think my kid wants this, but I don't want them pulled from class because I don't want them to suffer educationally for this." I I bring this up. The amount of our kids that actually improve academically who are in this program is really kind of astounding for me. Here we go. Districtwide. So, if they did not improve, that's the red. Maintain is green. And we have lots of good maintains across the board. But we also have so much improvement across the board. We have for attendance. This is always a big problem. We know attendance is a problem everywhere. And we have lots of well 15% of our kids that did not improve. But we have more kids both maintain and improve. And it shows across the board. If you're here in school, you're going

016to do better academically. You're going to have better time getting along with your peers and your teachers because you know what the expectations are. You're used to meeting them. So this is just from August to December of this year. how our kids that were in the program, the 68 that we looked at, how they are doing. We will have another one of these that updates including them and the 30 new kids that we've added. Well, 25 if I do my math right. Um, in June, I'll have one of those. I There's more, but I have shared a lot of information really fast. Does anybody have any questions about anything before I keep going? Because I don't really need to take up your whole time. I think the rest of it. So we don't have to

017go through the rest of these unless you want to. Um I have a number of slides like this and other charts like you just saw that breaks it down for each building. So this one for example is for Kingman Elementary. On the well for me right you left side of every slide it talks about the district. So numbers of students in the district 758 that is not a total count. That is total count for the rate. So that does not include any students that are getting they graduated but they're getting educational services beyond 18 any of our prek any of our virtual any of that anything like that that did not fit the parameters of the grant I had to take out. I still think this number is a little low but it's where we

018were in September when I collected my numbers. These numbers are kind of more for my teachers. So like in our tiers of intervention, if my top, you know, one-on-one intervention, which is what therapy is, I would assume that only 5% of kids need that, then I would say 38 of kids would be in our program. We had 68. So that was that's what these numbers are. They're just for like ways to hang our hat around this conversation. Um, at the time we had 9% of students in the district were in the program. We're at 10, pushing 11 right now. Um and then it breaks down same thing on the other side for the elementary. Kingman Kingman Elementary and Norwich building wise are our biggest biggest utilizers of this program. Um we don't have to go

019forward, but I will let you know I recently reached out to a few other schools that are about our size district-wide um and are also in the program. And I said, "How many years have you been in the program? How many kids are in your program? How many therapists are you working with?" I wanted to get a feel for if this is normal or not. Um, if that's what they see. I've only had one response so far, but it was from Haven, so nearby place, kind of similar area. And they also use Horizons, which is one of our primary ones. We use four therapists across our three buildings. Um, and like I said, we're upwards of 90 kids in our program. She she was like 60some. They're six years in the program. They have one

020therapist that they use multiple times a week. So we are exceeding at least what that's going on there. I don't know if that's similar across other buildings. So we have the need. It's absolutely being used. Um we are also in talks. We have three therapists through Horizons up in Kingman. They will continue services all through the summer at the Kingman office there in town. That's what they've done in the past. We will continue to do so. Um here in North we don't have a therapy office in here in town. We have one Horizon's therapist and then Carla Hins who used to be the counselor here. She's a private therapist. Both of them were just figuring out logistics right now. Um last year they continued services in building through the month of June because we have

021people here in the um front office to let them in and out and that worked really well. Last year we started back up in August. So there was a month off. Um during that month off families can still go to either Keeland or Anthony to continue that service but in the meantime having it available here made a big difference. They took advantage of that last year and we're making plans to continue that again this summer at least through June and we'll see how August presents when we can get people back in the lake. I can continue the rest of it and show you the rest of the numbers if you want it, but we don't have to. It's going to be kind of just the same thing. Somebody say something. I think we're okay. That

022is what I have right now. You have any questions about any of those programs? Thank you. Want to do some focus on learning? Hi, I'm Carrie Hansford. Thanks for having me today. Be man all night. probably get this paper. It's your fault. Another do you got here? I'm gonna talk about Relay for Life, which is an event that we had here at Norwich this last Saturday from 6:00 to midnight. It was sponsored by the um National Honor Society. I tried to get some kids to come with me tonight, but I was competing with the um FFA banquet, so I apologize. You just got um Go ahead. I'm just going to talk tell you a little bit about what REL for life is about. Um it's a nonprofit organization that raises money for the American Cancer

023Society. Um teams walk around a track to signify that cancer never sleeps. Um it also includes awareness activities, a luminary event, survivor and caregiver recognition as well as fun and entertainment. Um, we had, this is a picture of one of our dads being a really good sport with his daughter. Um, they have relay races, they have booths where the kids can raise money, yard games. We had a cakewalk, bingo, snack tables, food. Um, we had the barbecue truck from Norwich come and they gave back part of their profit to us. Um, our seniors sold hot dogs. Um, uh, Mr. Chad Turner cooked those hot dogs for us which we appreciate. Um, we shared a lot on social media. So, if you saw I I shared a lot on social media. Um, my colleagues at at

024school are probably tired of seeing it. So, it's finally over. They don't have to see it anymore. So, they're glad about that. Um, luminaries. This are two of my National Honor Society students, um, Cruz and Maddie Hoger. and they spoke at the luminary event. Um, you can people could decorate their bags or they could have students decorate it for them. They purchase it for $5 a bag. It can be either for a survivor or a loved one who's no longer with us. And the luminaries were displayed the night of relay and you can see it behind them. Um, survivors and caregivers. We had survivors and caregivers recruited from the community and they uh kicked off the walk with us and they did the first lab. Um and we have a survivor in our school, Madison

025Francis. She was in kindergarten when she was diagnosed and her mother um Jerica Francis spoke to kick off our event and she did a beautiful job made a beautiful speech. Um, every dollar is raised is helps research the for those affected by cancer. Um, we just ask the community to make uh contributions and we did a great job raising money. Um, Montana Royals was our marketing and recruitment person. She did a great job getting um people from the community to come in. And we they went and they talked to downtown businesses about it. They put out little jars to raise money. We we uh earned quite a bit of money from the little jars that they put out downtown, too. This was just the the where you can go and you can see our um

026website that we had for Relay for Life. Um this talks about who could register. So anybody that was in sixth to 12th grade could register and they could either be a captain or they could be part of a team and if they weren't on a team by that night I would just help them find a team so they wouldn't be by themselves. Um I also had some adults that were part of teams. So that was great too just community members. Uh, and then from 9 to midnight, um, any team that raised $100 together or each individual who raised $50 on their own if they weren't part of a team, if they were not part of a team, um, and I just asked them to purchase or sell one luminary and then they got to attend

027just the fun events from it. And then our top earning teams will receive special recognition on the night of relay. And as of now, that team is a junior high team and it was called Wear Ribbons for Them led by Letty McIntyre. And then community and students that were fifth grade and under, they also took part. They came and had fun on the bouncy house and the food and bingos and all the other activities out there. Um, these are all my students that were took part in the event and that were the organizers. They did a fantastic job. I especially like to recognize um Kyler and Elena who worked tirelessly from the beginning to the very end of the event cleaning up just they did were fantastic. They're seniors that graduate first year and they're

028both going to Kate. Here's a few pictures of things that we did. Teams, the bouncy house. This middle picture is all the students that were involved. And then that picture is um National Honor Society students. And I just like we don't have a final count yet, but so far we've raised over $6,600. Um I just like to all these people contributed and more um to the event. And I just like to thank everybody for their time, money, and effort that they gave. That's it. Did Mr. Anzer do some karaoke? little bit. The kids took care of most of that. They were the kids and the cake block was really popular. It Oh, karaoke. There was a lot. There was a lot here. They did a great job. Thank you for doing it for those guys.

029Talking a lot. Yeah, they did a They did a wonderful job. They did a great job. Thank you. Thank you. financial report. Mr. Andy going to talk a little bit about uh the where we're at with the sale of district office. Uh they had the termite inspection, came back cleared. Um had ner up on the roof kind of looking at things and said the the roof was in relatively good shape. So, we're not expecting anything uh to come back from that. He said there's one area up in that northwest corner we might have to do a little bit. Um but uh other than that, it everything looked pretty clean. They did a whole building inspection this last week, last Friday. I don't have any information on that yet. Um you know, they they went through

030everything just like they do on a normal house inspection. So, we should get that door here hopefully in the next couple of days to kind of uh kind of get some information on that. And then the last thing that they're looking at is they're bringing in an engineer to look at that wall and kind of make a determination kind of where you know what the engineer says if it's going to be something that good to go. So, they'll that's that other piece that contract is. So, uh, other than that, we're things are things are moving along on the sale of the building. Um, we've been starting, uh, say the spring orders. We're getting in those new buildings. Uh, processing those here, starting things in before the end of the uh, summer with the building, they

031get things dispersed. So questions for me. Is that a fire inspection completed? Yeah. Thank you. Superintendent report. All right. I had a little presentation, too, but I Mr. B, you don't have to pick that one up unless you you feel like you you got it. It's in the agenda, but um but I can go through it. So, so the first update I just had is really just about um about KISSA. And so KISSA is the new accreditation model for for the state and we have our sixmonth review coming up here in May. And so on page take my glasses off on page 36 of the packet um you'll see there the fundamental that we chose. So that that first page phase 35 shows all the fundamentals and structured lead indicators that a build that a

032district could choose for focus areas. Our district leadership team chose to focus on structured literacy. um as you'll see there on on page 36. And then it really talks about uh along that right hand side what were our what were our goals and our six-month target was really to look at prioritizing budgets and exploring ways to incentivize and recognize participation for those who are participating in letters training and getting literacy trained. um that as you know as I shared in updates that has been somewhat jeopardized by the freezing of the extension of ESTR funds to the state right now. Uh we're being told by our service centers that we're still good to go for these next. So, anyone that's currently enrolled in a training um which all of our current staff that would um be

033teaching uh K through six or those that are that work specifically with literacy at the secondary level, they are all enrolled in letters training. And we're told that these and we have a Joanie Watkins is also enrolled as a uh certified local letters trainer. So we'll have our own letters trainer in our district to both train new people and support um th those who are or have already gone to the training. So we believe that these folks that are already enrolled will be able to continue and that the state will pay for that. Um but we have started to talk about what are the contingency plans in the event that that they can't and then also to talk about right now we pay them. Um so letters requires about 50 hours for each unit outside

034of so they have to do about 50 hours of work outside of the um outside of the normal classroom time that they spend in the training. And so we actually pay them uh the curriculum rate for that time. So they for every unit completed I think they get about $800 I think um for a total I think of 3200 when they're finished. I think a total of 3,200 once they complete the two-year training. Um, and so we are going to try and make sure that we can prioritize continuing to do that and pay them. A lot of districts are asking them to volunteer that time. It's a lot of work. I'm currently in letters training. It's very tense. It's very time consuming. Um, and so, uh, we're really looking at how to prioritize that. And

035then if you, um, if you look through there, it uh, talks about why we made that selection on page 37. And then that last question on on page 37 of the of the packet, they really ask you what do you think is going to be the next thing that you do. So the next step that we take for next year and what the team came up with is we really think we want to look at high quality instructional materials. Uh we're in a new adoption for CKLA amplified CKLA at the elementary level and still relatively early on in the my perspectives um uh with the my perspectives implementation at grades 6 through 12. So we're going to really look um to uh better utilize those instructional materials and then also make sure that our prek

036through 5 and 6 through 12 teachers that are responsible for teaching and supporting literacy will have access to that training. Um, and then have the local letters trainer work with those who aren't directly supporting literacy to not do letter training, but to better understand how students learn to read. So, if you have a struggling reader in your class, they'll be able to help them, as well as making sure that we utilize literacy specialists again and helping people. Um, you you know, again, I don't don't want to belver that, but we we've come to know over the past few years with this new science of reading that we now understand that the the reason that most of our kids aren't reading is because they are lacking skills. uh we did not teach them some things early

037on and so a literacy specialist thing can help um sec especially in secondary classrooms help kids get access um to to be able to read some things. So that's that's kind of what we're looking at in the next next year uh for Kissa and again we have a wonderful uh supporter from the state Minnie Bruce who I think used to be the superintendent maybe in Renwick. She's awesome. Um she's great to work with and our team really loves her. DT's been really strong. Next up, we have the Kansas CT scholar program. So, you can read there sort of what the qualifications are for that on page 38. Um, and we're really proud to announce that this year we have two uh CT scholars being recognized um through uh from KSD. And that's uh here at

038Norwich for both for comprehensive a here at Norwich, Chris Litiki and Kyler Murphy. Uh so, as you watch both of them walk across the stage, you'll see them walk across with a sort of teal cord to recognize themselves as CT scholars. a plot out of them, a lot of hard work put in so they can get those things um to complete those things. Uh page 40. Um this is something that uh I had hoped that the counselors, but I think Lydia was doing this this training. Uh so I'm going to introduce it to you and they're going to talk about it a little bit more um in the coming months. But there is a grant uh through the state of Kansas for this app called Help Me. Um and you can read there sort of

039what um what what help me entails but um it really gives ready access through this app to both national and local resources. So um again we can add resources. So for example local food banks. So if someone needed help and they had access to this that if they were in Kingman or Norwich they could actually hit help me. It would help them access our local food banks. It also has a 24-hour 24-hour 7-day a week crisis line. So, if someone needs to speak with a counselor immediately because of mental health issues, they can access someone through this app. Again, it's free through 2027. Um, we didn't see any reason not to um not to implement it. So, the counselors will be talking a little bit more about that and and what that looks like um

040in the coming months. Um the the one that isn't here, but is on that would have been on my presentation there, but Andy, it's it's fine that we don't have it there. So both both Cayman and High School um are 2025 uh high school allstars for the FAFSA event. So um they hosted FASA events, they do um career planning with students um and host a college night and so they'll be recognized at the Kore meeting uh on I think it's May 14th. Um so I believe this is the third year for Norwich and the second year for King High School. So in 2025 all-star awards. So those will be on our website here shortly. um as soon as uh we I we got a really late notice on King High School. I wasn't sure when

041it originally came out. I said I think we missed one and they're like I think we did. So we both schools will be we'll when they'll hang a banner they send us a banner. It's going to be um pretty amazing. So pretty proud of the work that they're doing around career planning. And then to conclude my superintendent report, I will just say that um thank you to the board. Thank you to the folks. I don't want to get emotional. On the consent night was my resignation. Um I would return to Kansas City, Kansas public schools where I graduated. Um so that is uh the place that educated me. I will finish my career as an educator. So it's pretty surreal and pretty exciting. Um little bittersweet was work to amazing people here and proud of

042a lot of things we've done. Same time I get to go home and be very close to my son to my mother who my father passed away right after I took this position and so be glad to get back home. So we'll uh be a bit bettering but uh I certainly am happy for what we've done and very grateful for the support I've had last four years. It's been pretty great. So thank you. Thank you. Written report building principles. Everybody got those? Any comments, questions or anything? 51 discussion of PBIS classrooms at KMHs and KES. Topaz Creable SC director is with us tonight. Uh he's going to go over some of the things that PBIS. So, thank you for coming down tonight, Topz. Thanks, Andy. Andy Dennis. Okay. My name is Topaz Crael. For those

043of you that don't know me, I'm a I'm an assistant director with SECK SEC. This is my third year in this position. Fourth year out of the classroom. I worked as a human elementary special education um early childhood teacher previously before I stepped out of the classroom. So, I'm going to talk about and I'm going to try to keep this short, but I could go on for 30 minutes, but I won't. So, I will just try to give you an overview. I want to share about um special education and least restrictive environment and what that is. It's a key part of um of IDEIDA and what we're doing in special education. give you an idea of what our PDS classrooms look like as well as kind of the processes that we have built in place

044for referral and continue on with services. So um the first okay so here I'll sorry so the um Mr. transferred shared the the thank you the the PDS program description and so it was two pages and so you may have already read all the way through it. I'm going to kind of touch base on just some of the main highlights for what that classroom looks like. Um so that that classroom has purpose and structure. It is highly structured. Um and it is a special education classroom. I know that was a piece of um education in our buildings that they thought well if a student has behaviors behavior is PBIS and that that's not true because a student could have behaviors that are not special education. Um so they do have to qualify to have an

045IEP. They have to meet one of the exceptionalities. Um and if they're having behavior structural struggles, sorry, it's related to their exceptionality. it is it's on it's it's as part of their IEP. So, it is a special education classroom designed to support students whose behavior disrupts their access to the general education curriculum. Um, it provides individualized support. So, the program addresses missing or lagging skills and focuses on teaching specific skills and strategies in a highly structured environment. So, something that we wouldn't necessarily be able to do very well just in the regular resource room. And it also has a focus on inclusion. So the PBIS classroom f focuses on developing the needed skills to self-regulate and cope in the school setting with the availability to then once they can be successful to go out and

046practice those skills with peers, whether that is during gym or whatever whatever the IEP team determines. It could be gym, it could be um they're they're going to they're going to start in science to see if they can be successful before we would would move them back into the general education environment. And it's also data driven and evidence-based strategies. Um there if you if you look at the data, the amount of data that that the classrooms take, it's huge because we want to make sure that we're making decisions off of data of what the student needs um and and how we're determining their placement. Okay. So, the other piece that Mr. Hansford had sent was it was a section from our special education process handbook. And so, I want to talk just a little bit

047about um the least restrictive environment. So, this is directly out of out of the process handbook. Um and it says least restrictive environment is to the maximum extent appropriate. Children with disabilities are educated with children who are not disabled. So when we're looking at this and this is I'm specifically I'm talking about PBIS and some of behavior difficulties. This is across the board. So if a student has um has Down syndrome, it is more it is we want them to be educated with their peers at the greatest extent possible. Research is clear that they will have greater outcomes um when they become an adult if we're able to do that. And that is important and it is very researchbased. It's true with students that might have behavior difficulties also. Okay. So, currently our PBIS classrooms

048that we have within our cooperative, we have 15 districts. Um, three of our biggest districts are Pratt is our first one, Kingman Norwich is our second, Chapperel School District is our third. Um, so this year we have Kingman as the K6, Kingman has the 712. So, it's the first time we've had the full continuum of grades. And Pratt has a um four to eight eighth grade at their Liberty Middle School. They would like to do more. They're struggle with space um as most districts districts buildings do. Okay. Okay. So, when I'm when we're talking about our continuum of services, so this is what we have available within SCP SEC. So, and when we're talking about least restrictive environment, the least restrictive environment for a student would be number one in general education with supports. So,

049they um and when we're looking at that, least restrictive environment says what environment can they be successful in. So, it doesn't mean that one student's le least restrictive environment is is everybody is here. It all depends on where they can be successful. But our goal is to try to have it as close to this side of the continuum as possible. So when we're looking at a student with behavior difficulties, um general education classroom support would be the least restrictive if they could be successful. That could be they may just need to have an accommodation that when they become um um escalated that they might need to have a chance to where they can go take a break, um take a walk, go get a drink. they might have be able to use the resource room

050to um to calm down, complete an activity and calm down and then come right back out into the classroom. So then as we go down, the the IEP team is is who determines the students least restrictive environment. Um and so as we're going down here, if if the student can be successful here, then that's where they're going to stay. if they're not being successful, the team is going to going to discuss what other things can we do to help them be successful. So, the next step might be, and this is a pretty simplified view. There's a lot of other things that can go into what the the IEP team is talking about, but the second piece would be the general education with some time in special education. elementary student really struggles with math math small

051groups math math they struggle with small groups um independent work time we we see with data that that we have more issues during that time the team might determine they need to be pulled out for that hour so the student is successful this is their least restrictive environment if they're not the team will go on down um they might cons might determine that they need to be pulled out for maybe half of the day and they'll determine what what times a day that looks site if they're successful that's where they stay. Um the so then the next step would be the majority of the day in the special education classroom. This does that we we do have students we have students in all all parts of this continuum. um this is very difficult for our

052resource teachers to maintain and so a lot of times with if they get here and this is where they can show some success we may determine that a PBIS setting is what's most important because that's really what they're doing in their resource room. Um they may get to hear and they put some things in place and they try to push back. So this is a continuum that goes that goes back and forth. So the PBIS classroom type would be the the next piece. Um and the biggest difference between here and then taskins which are day school is these students have the opportunity to learn those skills be able to regulate themselves and start participating with their peers. If the the team determines that this is not successful, they will we'll have an IEP team to

053discuss a change of placement to a pas day school. Paskkins are day school is in Pratt. It is only for um students who are identified. So they don't have access to any general education peers. It is because the level of their of their special education needs are at the point to where they need that structured environment. Sometimes there's a lot that goes into it, but one of the key questions with this is um is this is the student safe? Is are the staff in the in that building safe? And that may determine a change of placement to Hassins. So, as when we're looking at this in the last I I have worked um with a PBIS classroom all three years I've been assistant director and I've seen students go from one end to the other.

054So, this year we've had students that have started in the PBS classroom type that's currently in general education with just some time with with special education. Um, we have we've had some students that have been in the PBS classroom type that that may be exactly where they need right now and it's not looking like we're going to make making any any changes. Um, we have we have had the case to where if they can't be if they're not being successful within that PBS classroom type that we have the IEP team need meet and they determine that we need to make a change of placement to Haskins. So it is it is that continuum of services with the importance of trying to stay on this side as much as possible. And then just to touch um

055just a highlight. So when we're talking about change of placements, when we're talking about continuum of services and what the student needs, those decisions are made by the IEP team. Um it includes the child's parents, the special education teacher, general education teacher, school representative, which is usually the principal unless they designate someone else. Um and then and then if needed, someone who can interpret evaluation results, and when appropriate, the student. I do want to highlight that with your PBIS programs, the school district representative, if it is somebody that is not in this district, this principal is involved in the IEP meeting. So they the the incoming principal will be invited, but either Jamie or Jenny will sit in on that IEP meeting because they are part of that of that team. And then just to

056just to kind of wrap things up, um our referral process, we do have a specific referral process in place and we take those decisions very seriously because that it's a big change from being um in especially if you're not from Kingman um if you're not it's easier when it's within that building. but taking them out of of their home building and changing buildings. Um that that decision is is very um is very serious and we expect a lot of things in place that have been tried before we would make that that change. So when we're looking at this the the the very beginning if if a if a team reaches out and say hey we're really struggling um I think the student needs to go to PDIS. I get that call um at least once

057a month from from somebody of saying of saying they want to start this process. So the very beginning is we look at behavior initial review and programming. We look at reviewing behavior documentation. They have to have documentation. They have to have a current functional behavior assessment which um the school psychologist completes and it helps us know what the function of the behavior is. a current behavior intervention plan that's followed with fidelity. Um, and that they've gone through that continuum of services. So, they have to have been beginning to pull out into the special education um resource room before they um they would even consider a change of placement into um a behavior a PBIS classroom. um as well as they have we have a um multid-disciplinary support team which is similar to the school sit

058teams um that we that they also have to um fill out a form and they have to be on our agenda that we meet every month to discuss. So then after they've done that they have to review that that FBA if needed. They have to update the behavior intervention plan and put in new suggestions that the MST team would um have come up with for them to try and they have to give it some time. We say four to six weeks. Sometimes it may not be four to six weeks, but that's typically what we look at for behavior change. Um so we look at data. We look at data to see if we need to make adjustments. Um then if it's they they're still struggling, they still feel like that PDIS would be the the

059the best um placement for them, they can fill out a referral form and the the MST team will review um to determine what it what we recommend. And so it does I put who it includes. It's all of our SK coaches at le um at least four school psychologists, at least one SK admin, and I'm the one that's on that team right now. um the Haskins principal and our SCP nurse. And so then if depending on what we recommend, if we recommend that yes, they could be a candidate, then the team will have sit down and have an IEP meeting. We'll invite the the PBIS classroom um classroom and the principal to that meeting to determine that IEP team will then determine if this is the change that um that will take place or if

060they'll continue with what they are doing. Okay. So, I know that was a lot of information. I tried to keep it brief, but do you have any specific questions? So, is the co-op required to have a PBIS classroom? So, I would not something the co-ops choose to do. I'm just I would not say that that like PBIS is not laid out in law. So the like PDI's classroom the continuum of services is required under IDA um that we provide that we provide that continuum of placement um what that looks like can look different for for different um cooperatives districts and it does it does quite a bit um I can say everybody does have a continuum of services though okay and then we all know and this is not a date we just know education

061doesn't move quickly in general either general education, special education, none of it. So when it gets to a point, how fast does it move if they say this student is no longer successful in the PBS classroom, the student's not safe, our staff isn't safe, how fast does it move to remove that student from that situation out of those schools into hazards? Like what is is it another okay well let's check it for four to six weeks or take a temperature check and come back. So it well and I would say it depends. This is not the classic um answer. Um it it it depends. I would say when I when I we're talking about safety, it moves pretty quick. When we're truly talking about safety and I check in with our with both of the

062principles in keep and I I have a gauge of how things are going and so if it's something that that and they feel could be maintainable, like we want to keep um trying different interventions, then we'll keep doing that. um if it if it becomes truly a safety issue, we can we can turn around and have an IEP meeting as soon as as a parents or educational advocate is able to um if it does get down and that is a 10day we're supposed to get 10day notice. Now granted, a lot of times in these situations, parents hold a way to to wave them. If we got down to a manifestation, a whole other piece for 10 days, we can hold it within 24 hours. So I would say I would say quicker when it's a

063safety issue. It's a quicker quicker rather than so there's continued open dialogue between Mrs. Campbell, Mrs. Tilton, and yourself so that there's not a a delay just in case they feel it's not safe for the teacher that's in that room or Yes. And I would and both of them have my cell phone number and if things have and when and when we've had some concerning situations, we've had direct contact. And I think this is probably more my comment just for the general public and the board. So their their funding for the funding for that student, their count day, they count towards the district they come from. We don't get any funds for that. We get a sty bend of like $6,000 for administrative support, but their their count stays with them, the enrollment stays with

064them, all their weighted, you know, their weighted funding and stuff stays with their home district. So the benefit is just that we're one of the bigger schools that has space, I'm guessing, because Jeff used to have it. Correct. Yes. Yes. And I um really careful because about confidentiality advice because there's it's not a it's not a large number but um half of the students that are PBIS students in Kingman in Norway right now not being served are districts. Yeah, I was just it was just more understanding that we're there's no financial benefit for us to have this classroom here. It's just open to everybody else. You're correct. But my question does it rotate because this is our first year, right? the first year. So, will it rotate or does it does it depend on children

065in the program or how does that So, there there are some pieces that that come into it. It's a districts having the space and willingness to be able to open up this program. Um staffing is another piece that goes into it and currently our our elementary PBS position is open. Um so, it's we haven't done it rotating. Um, a lot of times when you're when you do set up those classrooms, it is helpful to um for it to be in the same spot because you can put you can set up the classroom, but it needs to be set up as that principal. Jamie has learned so much this year about PBIS and and how but her role is in supporting it and that is a learning curve and she's done a fantastic job. Um, but

066I mean her knowledge has gone from from this on this to to this. So, it's not it it can change it. That's not typically the model. So, with the district office transitioning to the elementary school and that not being right down the hallway from the office, how does that look? So, I know Jamie has a plan for where the PBIS classroom would be housed at the elementary school. I know she's I know I don't know specifics and I don't think specifics have been determined, but I know she has a plan for Yeah, she does. I know. are really well laid down and they went Yeah. and they went to um Newton so Newton's PDS program which is a very well-run program um and observed and I know they came back with a list of things

067that um they wanted to to adopt and improve and and Jamie went our coaching specialist went as well as our current PDIS teacher. What happens if we don't have a student? So that's and and we have ran into that at at our our middle school high school. We have not had we've had a lot of students on this process to where they've been working through the process and they've been on the radar. But um so if there's not somebody if there's not a student in that program um we still want to make sure that we're using those resources. So they may be used somewhere else. They might be reassigned temporarily or used within the building, their sped um program that's in the building, but we want to make sure that that they're still being utilized.

068And what that looks like, it may depend on the needs of the needs that we have at that time. And who's working at the elementary school now that we're she's still there? She's just in PBIS room. Like I I think it probably varies uh by by day. I think it, you know, sometimes none, um, sometimes the entire day. It really just depends. Um, and if you were, I know several weren't on the board. So, we when I originally, so we actually asked to have this program brought to Kingman because we had a number of students that could qualify for the program and were really hesitant to agree to go to other places. And so what what happens in that is the principal is still overseeing that student, but there's a special education teacher that can

069no longer see other students because they have to stay in the classroom with that single student because we do have to provide them with the appropriate educational setting. So in the absence of a PBS classroom, we would just say to a sped teacher, one of our special education teachers, you're now this student's teacher all day. You can't leave this classroom. U because we are always required to provide those services. And so that was why this was advantageous for us. Um and and again, while it's um you know, it can sometimes be it's it's easy to notice the days that don't go that are that go badly, there are lots of days that go really well where that that go very much unnoticed and it is the right placement for but essentially if we didn't have

070this ability to place a student in that classroom needed it, just using Jamie for an example, she would be dealing with that student's behavior whether they were in PBIS or we had to keep them in a special educ education classroom. So it's really because we have to provide that continu half of those are our kids. So she's going to spend half her time if we send it to Kaiwa. I mean it's she still has to take care of in all honesty the parents may elect not to send them right then that's the thing is they may and so they would be with us um and so we would you know again be serving them but without the the benefits of this program to to have them be self-contained which is what they need in that

071moment. So I think the other thing too is a lot of people sometimes um look at behavior. So imagine behavior like an illness, right? A lot of times people think this behavior should be fixed by some sort of disciplinary action or something like that. These are students that have a a disability, an inability to manage behavior. They need specific instruction in that. So in the absence of this program, they wouldn't get that. And again, they remain in our school. um we would just have to find other alternatives and means to providing them that which would be taking a special education teacher out of rotation to do that which would be torment which detriment to every all other to every other student. So, and I knew and I know Kevin can explain it so much better

072because you you have I think you have a passion for providing these services to all students and which which we really appreciate that you can put it in a way that makes sense because it is our obligation to even again a lot of these behaviors are explosive and and difficult to deal with and we are obligated still to provide services to those students. They are to be served in their in a school environment that provides them access to general education students to whatever extent possible as it says in that special education. That is our legal obligation. Well, I think it's pertinent to make mention that as a public education system, you cannot deny a student for any reason of an education whatsoever, regardless of behaviors or not. And so contrary to some things that have

073been put on social media lately, um certain schools get certain privileges that we don't have. And so just want to make sure I I think we just want to make sure we understand the need that the purpose of it, how it's in Kingman benefits, you know, the principles are spending as much time as they would if the student was in a regular class that had to be pulled out for sped anyways. Um, and we do have that happen like when I talked about those the continuous services and if that happened now we've had that happen in Kingman where we have a student work their way through and they're pulled into the resource room for the majority of the day and the teacher is still trying to provide I mean we have to I mean we

074it makes it very difficult we end up having to spread spread services out to other providers and so and I may be speaking out of turn for the rest of the board. think maybe the biggest concern is that we want to make sure that this isn't something the board just stuck on the school principles and that there's a continuous open dialogue between the superintendent and the special education co-op so that if there's any issues we can address them as soon as possible so it's not like this well tough luck Mrs. Campbell, the board said you had to do it type situation that you know we want to make sure that that dialogue stays there and it's not just the board said do it. So and I will ask and and I will ask with principles

075you know how they feel. So like we're looking at for where maybe behaviors ramp ramping up um you know how are you feeling? is this, you know, is this do you feel like like we can keep pushing through? Um, keep trying interventions and and so hopefully they feel like they can communicate that with me. Um, because they they're the ones that are there every day. I'm not. So, um, I want them to to share kind of share their thoughts on that and I feel like they do. Is that how many kids in my elementary school? And I I know you can't say not a very big number, but but there's but but so total this year we have served a total of five in the elementary school. Okay. Total at the middle school, high school,

076we have we have supported three. Um it's it's been there's been ones that have moved back into the general education. There's ones that have that have moved. when they're in that room, they're just with the one teacher or are like so it's a self it's it's a self-contained classroom but um so they have the teacher and there's two pairs at the elementary school teacher and two pairs um and so they they're in there for the majority of the day unless they can get to the point to where and we've done it. I mean that's that's part of the process of it that they can start pushing out to where um like like a student started pushed out into the science um science time during their grade level to see if they could be successful. So

077so that that a lot of them right now are in that environment the whole time always with that push towards inclusion. How do you do that with a kid that's not in our district? like do they go into our classrooms then like they are serviced through our classrooms that and what's the what Pratt had four through eight and how does it determined how if they come to Kingman if they go to Pratt is it certain types of behaviors maybe or certain where who might have the stronger it may be the the best it may be distance maybe distance from the the school it may be the best fit um we You know there there could be there there was we have had this to where there's a conflict a conflict between two students and we

078move them to two separate two separate buildings. There's a lot of that distance that um the students that answer questions that were come out. Thank you. action items establishing enrollment capacities relating to non-resident enrollment. So on page 70 um you have um the what I propose uh we would uh post as our available um spaces available for uh transfer for non-resident transfers. Um you can see those calculations on page 71 um that were used Um so we run these numbers out of Skyward and then um confirm with the principles uh uh anything that they know about moveins, potential moveins, move outs, transfers, those things. Um and so these would be the numbers that I would propose um would be posted. This would be the actual web page what you would see there. Um we're actually

079already taking the transfer requests currently because we're required to keep that open now all the time. So, we're actually taking the transfer request right now. We I think we have about six of them um that have come in uh since uh March. And so, um with the board's approval, we will get this posted up. It's required to be there by May 1st. And we will update that web page and it'll be available. So, do we take I've heard not just us, other districts, do we take mid semester transfers? No. No, they have to be at the start of unless they're a bonafideed move, right? Like they unless they're a bonafideed move, we don't take any transfers after the official count date. And most people don't. So you said you have six current for this next

080year like to come in next year already. So because of this, they don't have to have board approval anymore. Sorry, I did not mean that is correct. They don't need board approval anymore once we've approved these capacities. That is correct. The six are they ones that are already here? Do they have to request every year or if you are currently here, you no longer have to request once we once you're accepted as a non-resident transfer as long as you stay in good standing, you can you can have continued enrollment until you uh graduate. Um so and this has this follows the same rules. So if we have if a student I'm just using a name a student gets a chain as long as there are reasons we do not have to take there from another

081district we cannot do. Okay. Yes, we can or we don't have to. We are not allowed to take students that are expelled from other districts. Okay. That are currently under expulsion. So once they're past their expulsion, once they're beyond their expulsion, I suppose they could apply. They won't meet our good standing requirements. Okay. Um for discipline if they've been expelled. So go Kevin, the six that are now did you say are they are the ones that are non-district kids now are they grandfathered in or do they they ones that have already been so that that list of of whatever was 34 54 those are current and they will continue they are current and continuing um and then all the these will be new that come in for this year and they would be then under

082those same um under those same parameters once we once we've said we have capacity and we determine they meet the good standing requirements and we approve them enrollment. They can continue to enroll until they graduate. And if it ever got to a point of transfer student, this is my understanding because I had a transfer student. If they get expelled from our school, their home school does not have to accept them back. Is that still the same? That's not until after their expulsion is expired. Expired. So they're it's in their best interest to stay on their best. It it is definitely in their best interest. Sorry, last question on the high school numbers. Did we take into account the change in like because I know these were kind of brought out before. Yes. So this this

083accounts for that. Um so what we So what and in fact I I think that the BLT at the high school actually asked that we increase the number just ever so slightly because they thought it would take more. So yeah. So that does they've already they've actually reviewed and given feedback on what the number what that capacity number should be because it is a little more difficult at the high school because you it's easy in elementary because they're looking at three two teachers and but at the high school it's spread out but they have looked at these numbers and affirm that this is what they believe is a reasonable number to post as open slots for but even with shared teaching certain teaching positions there's still adequate space within those certain Oh absolutely yes% yes

084we space within almost every plenty of space. Just out of curiosity, say you only have one or two slots, but you say you have three applicants. How how is that determined? Uh the order they I think I think we're actually I don't think it's order anymore. I think we're required to hold the lottery. Um I think we're required to hold the lottery in June. Um I believe I have to look up the statute for sure. We haven't had to do that, but I know there's a lottery process if you have more requests than spots. So I'm just curious. That's this year's when you had these numbers up. That's 61. You had these numbers. Um there's probably a number under the black there somewhere that I'll have to fix. um that is all and that none

085of that will be on just this page 70 and so those fix those but you'll see just the open spots for enrollment. Um, so it's interesting you can see where the large classes are and where they're really small. And it's just interest to approve. Oh, sorry. Okay. This this might be a really question, but okay. What happens if you vacate with an out of district person and then you get someone that moves in district that wants to go? So our bonafide moves always take precedence over a transfer. Yes. So we would have to reduce the number of transick. We have to essentially say so we wouldn't have to kick out because we had because we've actually set this number so that we really wouldn't overload. Even if we filled every one of these spots, we

086would still have some reserve spots for local ends. there's always that Ed probably needs to talk because that's there's always that potential and so um so we've set that number below our actual capacity in that grade level um to leave a little bit of space just that we get okay throughout the year because in regard to your question Christie if you move here we take you anytime if you're a transfer we would only enroll you priority make a motion to approve the 2526 enrollment capacities as presented Second been moved by Christ, seconded by Angie. Any further discussion? All those in favor? 70. Consideration of KSB membership renewal for 2025 2026. Motion to approve KB membership renewal as a minute. Moved by Christie, seconded by Eric. Any further discussion on the KSB membership renewal? All those

087in favor? 70. Consideration of KASB legal assistance fund contract for 256. Motion to approve legal assistance fund contract as presented or higher on amendments. Second. Moved by Christie, seconded by Angie. Any further discussion on the legal assistance fund contract? All those in favor? 70. Consideration of JAG partnership agreement. Motion to approve the JAG contracts for 2526. Moved by Christie, seconded by Eric. Any further discussion on the JAG partnership agreement? So this on the end is our cost. Is that right? Correct. Okay. The be an estimate as they look at the CPI for the region. um that will but it's going to be fairly close. That program has grown so much. It is awesome to see and kids actually want to join it now. Yeah. All those in favor. You got it second. Good. Oh, Eric

088got it. I'm sorry. All right. All those in favor 70 roofing project. It'll be the Norwich PreK shop building. DCS has gathered bits to replace the Norwitch PreK roof. Due to the age of the roof, insurance uh of the building could be lost if the roof is not replaced. Andy's discussed all of that. Uh got recommended approval for DCS to contract. Thank you for living in CMI for the total project of 70,84789. Motion to approve DCS contract as presented. Second move by Christy, seconded by Angie. Any further discussion on the roofing project? All those in favor the roof going to be replaced in kind with metal. No, it's covering covering. Okay. Good. Good. Yeah. Okay. All those in favor 6 not paying attention. I grow the brains right. you come up. Hey Erica, he's in

089the small hall. District office relocation in order to ensure the relocation of the district office can be completed prior prior to the start of the 2526 uh school year. We recommend the transfer of 150,000 from the unused bond and interest fund to capital outlay fund. This will allow us to get started on the project until such time as the funds from the sale of the current building are available. Transfer's got a hand out. lockers. It's nostalgia. Pick money on you, man. So, we've actually you can use it for all the files. We actually demoed the the the lockers, I think, ourselves. They're already out today. I was up there. So, I'm assuming that that they've taken out that that bank of lockers. So, what you see there on the on the plan that um we're

090I don't think DCS is quite ready for us to to to share publicly, which is why I'm I'm sharing this with you so we can kind of have a view here. On that front section, that is the the low building. That is the the unused classroom space. And on the far right there would be the entryway and an entry um and uh a reception area right here. Uh that's where um Angie would post up. You'll notice the boiler room over there to the right. They'll actually put a sliding sort of barn door type thing over that. So, we're not looking at that. It looks like a If you've been in there, it looks kind of like you're going into a old bunker. And so, um it's the most if you've never been in that boiler

091room, it's one of the most interesting spaces because it has a bank of windows. It's sort of beautiful in there, but it's a boiler room. It's very strange. I'm not sure about the design. Um so, that's where Angie will be there in reception. And then right around the corner, that first classroom on the front, that that would be um that would be the boardroom. Um and those first two classrooms, you'll notice those first two rooms, you'll see um the uh indication that we would would tile those two classrooms uh those two rooms uh for the purposes of sound um and an aesthetic. Um the Now, Andy, you might correct me if I'm wrong. So this um the little space down that back hallway there uh so where you see two and three that's a little

092storage area. Are we putting the glass doors back on? No. No. Fire fire marshal things. U if the room if the room is longer than 20 ft you have to have two exits. So by and that's by occupancy. So, we are going to actually make on the on the west side of that hallway, we're going to actually put in a wall so that there won't be a door there. And then we'll make we'll cut that hallway in two so that we have a storage area and a computer the computer or not computer the printer area. So there there's a little bit of change on that because again the fire marshall was be able to come in from the back to come in from that door. Okay. Well, that's interesting. It'll be a wall because otherwise

093we have to control access for uh being able to because remember the whole purpose of that was to be able to keep people from having unfettered access into the elementary. So if you have a door there, it can't be locked from the inside because you got to have egress. So there would have to be additional money spent to put card readers and tied into the fire alarm system so that it would open automatically or be unlocked automatically. So to to kind of mitigate some of that cost, we decided to just go with the wall and make the half of that and then close. Okay. And then close storage there. And then um and then as you go uh to the left sheet, you'll see uh there's a break room. There won't be anything but paint

094um done in that room. Um there's a then 113 that's a storage. We have tons of files that we are um required. We're purging a ton, but our required files are still pretty substantial. And so that that will be a a storage area. Um, we can't call it file storage because um, fire marshall doesn't like that word, but it is going to be storage area and there will be file capture. You know how to get rid of that? Take everything. Well, perhaps. And then to the left of that 112 is Diana. That that's Diana's Diana's office there. Um she um actually um if you've ever seen her do the budget, she has to spread out um all over the place in that in that office of hers. And so that'll give her lots of space

095for her files and and the ability to spread out and also to um to uh have sort of a reception area so we can come in and a lot of people come in and out of her office and so so she'll be able to to work with them. So you see the boardroom again. Um they are moving that bank of lockers and they're going to fur the walls there in the front. Um uh so that they they uh we're we actually like the floor so so we're just going to polish up the floor but they will fur the walls in the front to cover up some of that old tile so it looks like a professional reception area there. Um then again the boardroom uh the uh 103 office that would be where Darlene Megan

096would be housed. uh they want no walls and so they they like an open space. So so there's um Darla Megan and then a little farther to the left there are two offices. They would break that classroom into two offices with an entry space. Um that would be uh Amy and would leave us a space so we do sometimes still have virtual students that have to come and take tests and things like that and so that she can host them in there. Um also allows will allow some conference space. She meets with counselors and food service often. So, she would have that space. And then further to the left at the end, those two offices in that little conference area, that would be Andy, Andy's office in my office down there on the end. And

097you can see there's lots of different doors that has to do with fire marshall and requirements. And so, they've done done a lot of the work. And then you'll see the wall there numbered I believe that's numbered is it nine? Okay, nine and 10. Thank you. Um so that's the wall that gives us then access to those to the bathrooms and then still leaves those two classrooms for um for elementary space. [Music] Um and so um gives us I think gives the district office ample space um to do what we need to do. We also have some storage in the uh back of the uh life skills building uh over crossway. We cleared a lot of that out. We've actually cleared a ton. of of stuff. Um, and so the proposal here tonight is because

098we do need to get started and we don't have any of the funds available from the sale um that 150,000 of government money use bond and interest money that we've had for many many years unused. Um, and um and would allow us to get started with some of the construction so that we can have it done by the time that the school year begins. Um, as you know, I I proposed I I think since we're we're redoing the space, I think it makes sense um to give uh work spaces to the uh to the office staff that are more functional. So, we've looked at some some of those. Um we don't believe that the amount would exceed 150,000 total. Of course, that would be an investment of less than 20,000 when you factor in the

099sale of the building and the fact that that a lot of the HVAC work we would have been doing in this building. So, um we'll be investing in a district building as opposed to putting money into a the downtown building which is significant in the next few years. So, that is the proposal so we can relocate the board office. Um we think that gives us a better a more sustainable plan moving forward for the district over the next few years. That yeah that is actually um when you come in that door is right there and then it's it's like three separate rooms that that front room they I I think it No, it's actually where um you think where Bowen was right when you walked in that I think um I think maybe Brandy is

100in there somewhere in the back. Is it our therapy room? Um, it's that three rooms. There's a entry and there's a back and a on the the one that's the whole length of that room. That's brand special. And then there's a resource room and then in the back of that is where I work on there or we have Yeah, that's that room I'm it's split up. It had to been split up for some purpose at some point, but that's how they're using right now. Yeah. Yes. Absolutely. So in that space what's that I know we have some parents that have their own classroom which is not needed and it's not necessary for them to have their own classroom and so um I think it's there's been some conversations publicly um with within the public andor

101people who work for our district that we are not displacing any potential classroom rooms. There's pairs that have their own that don't need them because they should be in the general education space and the teachers classrooms. Um, we have space for Is Rachel's closet still at the elementary school? Anybody Rachel's closet? Yes, they have a plan for that. They have a plan to move that and it won't disrupt anything else. Um, I think he probably hears more stuff than I do, but with the elementary school, I don't have a kid down there anymore, so I don't hear. Does that seem like it kind of covers that we are not displacing anyone? Um I know there's I mean just in just in a a few because Jamie and I have had this had this had this

102conversation. I assume that her she and her staff are having as well. So there's a van room that sits completely unused which is of a little bit larger than this room we're in right now. Um they have the the behavior classroom. I think each special education teacher has their own classroom currently. Um the literacy specialist has their own classroom. The title one teacher has their own classroom. Um those are highly unusual for service providers. Service providers usually don't have an entire classroom. They have they share a space. Um we've just had the luxury of having so whenever you have room you fill it. Um but that's not space that is actually needed. That space we're using but could be utilized um could be utilized differently. And so it will it will require some change. Um

103and there may be some that are are maybe more resistant to that change. I I wouldn't be surprised. Um but again, I think what the perspective they don't have is what is the long-term benefit for the district. That's not something they really have to consider, right? And so we're not the only district that has the board office attached to the high school or middle school or elementary school. This is pretty common like and so bigger districts don't have it. Like I said, that is unused. that space is not needed to do the things they need to do in the elementary school. In fact, if I'm correct, I think that space was slated for demolition at some point in time during a bond proposal because it was unused. Um, that building is designed for about 800

104students and now holds half. And so, again, it's there's plenty of space. it will require some some some change and you know attitude change is good and and so uh but again I think for the long-term benefit again our carrying cost on our current building because if we did not make this move and so again I want to be clear without some additional funds to do so like HVAC upgrades that we were going to have to do anyway those things we won't be able to make this move so in the absence of this move we would stay in our I guess current spot which would then require significant um investment over the course uh the next few years. Um which again from in our estimation was not great use of money since that really since

105there is a space in a building we currently own on a ground that we're going to maintain forever. Um so that really is our our recommendation if what's our insurance savings estimated to be? I think it was insurance was 89 9,000 but it was utilities all that utilities insurance maintenance it was I remember the number around a 40 sounds like a number I remember for some reason she's shaking her head so I'm not too far off y but so annually and we will not exceed 150 No. And actually our like I said our our actual investment from capital funds will be somewhere again our the estimates for costs are estimated right now because there's like Doug and and Mike and we're still looking at what can we do internally um to save money. Um and

106so um you know it our actual investment for for the actual renovation of the space capital moneywise I don't think would be $20,000. Yeah. In addition, which would still not exceed the 150. Absolutely not. I feel like my motion not 15 in total. Yes. And the reasons have to cut their feedback by Well, we'll be looking at trading. We'll be looking at trading labor costs. be things that will, you know, like I said, they've already they've already removed whiteboards and bullet boards they can get into. So, there's some things that they'll be going in and doing. So, then that will take off. So b which is why we haven't shared their original bid tab because figuring out what exactly we we are going to do versus what they're but this this transfer of funds will

107help us because for the things that we know for example creating the entryways if we can get those blocked off they can start doing anything they want um once those are built as soon as school is out they can close that off and get started inside. Um, but if we don't have them sort of laying some of that foundation right now, it's going to be really tough to get done over the summer. And I really don't want us to be interrupting school. That's what I was going to ask. There's nothing worse than like, oh, hi, back to school night. Don't park in front because we've got trucks safe out there trying to do work and that just isn't a way to start the That's the hope um with this proposal. I guess my only concern

108is when we discussed this, we said that it was going to be a wash and so I feel like we we you know, kind of voted the district office to be sold and all that stuff with the thought process that we were going to just use what we made. And I understand getting it started and moving the funds that we know we're going to get off of this per the contract. I guess I just I'm concerned about the additional. Well, I think originally when when we talked about a wash, I think we were looking at a a sale price that would have sort of we thought equal the the the bid amount. Um the sale price isn't quite what we had hoped. Um and so but you know again then from our perspective really the

109only choice is to make a small investment and capital investment on our part um to to actually be able to complete the project. So I I second what Lisa is saying to the point that I wish it was presented and this is not this is this is all a learning process for sure that maybe we should have presented with the fact that we want to say we have 150 and we'll replace with whatever funds we won't exceed 150 but we'll replace the funds with what we get from the sale. The sale is already in motion. Um the staff I know at the board office has taken numerous steps to already shrink their inventory of stuff. um and to pay for some hoarding sins of the past. And so I have the exact same reluctance that

110you do, but it's already in motion. I So I'll make a motion, but it not to exceed 150,000 and those funds get replaced with the sale of the building. A motion by Kirsty. I'll leave a second. Yeah, the only thing I was going to say was I was just on the facilities and tab you said there too on our DCS reported all the stuff that needs to be done. Andy, are you comfortable? I mean, you saw all that list of DCS and I mean for us to spend for this I just don't want to be It's a good question. It's a fair question. I think it in terms we didn't put anything on that list that wasn't an attendance center. Uh you know that that's on the DC DCS's list. You know where we had

111our facilities assessment, right? We don't have anything on there that's not an attendance center. So if we're going to continue to be in the district office, there's going to be some significant costs that we're going to have to plan for down the road. Sure. That take away from an attendance center. Take away from attendance centers there, too. So yeah. Yeah. It's we we have a we have a considerable list that we are looking at. This would be a less expensive way to take care of some of that. There is going to be some some additional costs, but I think the cost down the road could be significantly higher. Um, you know, and I think that's that's the way that I that I that I'm looking at it. So it said we're pulling it, we're transferring

112it from unused bond and interest fund. Is that currently gaining interest that the funds that we're pulling it from? Is that part of it's just in the bank? I mean it's just part of is it in a general checking account? It's not an interest bearing account right now. That's that's a tricky question because we have cash in several different places. Yes. likely it is gaining more interest than the regular checking account because it's it's just sitting there. This is from when we paid off the last bond. This was the this was the funds remaining. Correct. So, but we're going to be replenishing it from the money from the sale which we should be getting within 30 days. Correct. Yes. The vast majority will be replenished from the sale. So, can we not draw the whole

113150 and make if it's if it could possibly be an account that's drawing interest? Can we make the transfers in like tanches where it's, you know, there there's a in construction there's progress billings, right? So, it's like draw one, it's $20,000 and they they give you a tally of what that and then there's a draw two so that if it is in case in an interest bearing account that we continue to earn interest and just not pull the full amount of funds because construction is always a progress billing, right? So um that would be my recommendation is only pull as needed. Yes. Yes. That makes sense. We could we could also use the capital outlay funds that we have you know because you can replenish capital outlay at any time. Right. Correct. I mean what

114do we need to start the 30 days though? That's my other thing. Like is there really a point in pulling the wholeund you know what I mean? Like that's what I'm saying. So they pull on the draw as they the authorization could be to authorize up to 100,000 in capital outlay. Our this was um again as a an option for not using our current capital outlay and using what we had in reserve. Um, and again, I I would agree in hindsight, I I I certainly wish I had presented it differently early. I had I think we had a much more um maybe I had a much more hopeful outlook on what the sale price would be and and that we could get it through for that price. I think what is what has really pushed

115us at this point is the HVAC needs. And again, those HVAC needs we weren't accounting for in that original um when we said we could do this at a at a wash. And and again, I know that it it it doesn't seem that way, but those HVAC needs we were going to replace we're going to be replacing HVAC in one place or another very soon. Um and it just makes sense to make that investment in a building that we're going to occupy forever or for as long as this district. to Lisa's point, we just need to make sure that our money in the bank works for us as opposed to drawing it when it's not needed and let it Yes. What are the ways in which sent that up? Sorry. Go ahead. What are the

116ways in which the purchaser can not purchase sale not to go through? Is that what you're asking? Are we past the point where the sale is not possibility? Yeah, you waited. I can't come to an agreement on inspection other than them looking at the these things that they're having done. Can they withdraw for any other reason? They can only withdraw if we don't come to an agreement on inspections. They can withdraw. They would just have to fork over their us money. They would just lose,000, right? whatever they and that's that's all in the the contract because there's some things I've heard that make me a little bit scary about this sale. Just let you guys know some things that I've heard in town from some very reliable source. So there could be something coming down

117the pike that it might not happen because they've discovered how much everything is going to cost them. I'm not sure how they discovered it if there's no inspection report done. No, like their insurance, their There's just a bunch of things that they Well, unfortunately, not having insurance isn't a reason to withdraw from a real estate contract. Last I knew, not being able to find reasonable insurance was not a reason to withdraw from a real estate contract. Yeah, but you're saying if they can withdraw them just and say they don't get fork, but there's still like you might check with Mike, but I'm pretty sure there's there are rules behind what they can and can't. They can't just up and say, you know what, I That's what I'm ask. That's what I'm asking. They might surely

118can. So, I'm just saying I just I'm from what I've heard it's been it's scaring me. So, I just want to know let you guys know that there has been some talk out there. I haven't heard anything from my employ on on anything in regards to that. June 30 closing date 20 20th 20th of this month got a motion by Christie. Does anybody want to second it? Is she going to revise it to where we don't pull or can we do that or I don't think it's is that part of the motion or is it just I think if you authorize if you just Diana says we can pull it in that way. So we don't need to make a transfer. We could just do it incrementally and you would see it on a on

119a financial report. I'll second Then moved by Christie, seconded by Jeff to use $150,000 for the relocation of the district office to the elementary school. Is there any further discussion? All those in favor? All those opposed? 52. Did you see that? No, I did not. 52. Lisa and Missy on the two, you're up. I uh have a motion to meet in executive session to discuss personnel matters for non-elected personnel. I move that the board meet in executive session to discuss personal issues pursuant to the non-elective personnel exception under coma. And I ask that we invite Mrs. Henry from KSV and um is it 7:37 return to the boardroom at 8:15 after a 5m minute break? Been moved by Christie. Yeah. Missy second go into executive session till 8:45 with KB or 8:15. Yeah, I'm glad

120you got that time. I got 8:15 and seconded by Missy with a fivem minute break. Any further discussion? All those in favor? Seven over Eric is going to turn to a pumpkin. Turn without gonna be back in regular session. Go back in. Just to go back, right? Yeah, we have one more. Erica, I move that the board meet in executive session to discuss negotiations pursuant to the employer employee negotiations exception under coma. And I recommend we invite the superintendent and super assistant superintendent and return to the board me whatever. Yeah, return at what time? How long you need Andy? How long you need them? return at 8:50 with no break. Sounds good. Been moved by Christie. Second. Seconded by Angie. Any further discussion on the executive session? All those in favor? 70. Don't want you.

121We're back in regular session. This is other make a motion to go. I move that the board meet in executive session discuss personnel issues pursuant to knowled to personnel exception coma and be back in the boardroom at 901. Damn, that's quick. It will be. We'll be right back. I need a second and a vote. All in favor 70 Lisa second. She's Same thing. Voting. Um, I will make a motion for that as well. Okay, we're back in regular session. Other actions if required. Um I make a motion that we um engage with KSB for the superintendent search in the amount of $5,500. Second move by Christie, seconded by Erica. Is there any further discussion to hire KASB for the superintendent search? All those in favor? 70. I make a motion that we have a special

122or special board meeting on May 5th at 6 PM at the district office to review uh superintendent candidates. 6 p.m. 6 p.m. PM 6 p.m. District special board meeting and second Monday been moved by Christie, seconded by Angie to have a special board meeting on May the 5th at 6 o'clock at the board office to review superintendent applicants. Any discussion? All those in favor? 70. Absolutely. One request. Um, so would you would the board consider uh a special meeting for the purpose only of personnel like around April 28th? We slice some of positions to fill. It'd be nice to be able to approve those teaching positions so that they can if they need to resign, they can resign at a May board meeting. If you consider it just mean for that too. You can you

123can have you can you just have to stick to the agenda. You can't modify it. We could do multiple. We just do it on the fifth and just that's fine. That's just I'm just making sure it's it gets it gets everybody before the second day which is okay. Otherwise we just need four for a special meeting to do that. So if it we have anyone that comes push come show I can say let us know and we can try to just want I don't want to hold them up. No, for sure. We got several there. We still I think there's enough of us that can do a quick special meeting prior to the 5th if we need to for HR stuff. So, let us know. We'll do that work, Kevin. Yes, that works. So, we'll

124add that to the agenda that I have. Nothing further to come before the board. The next meeting will be May the 5th at 6 o'clock at the district board office meeting. Special board meeting. Yep.