USD 270 Plainville Board of Education Meeting February 9, 2026

001Roll call. >> Lori Austin >> here. Jared GD >> here. >> Chris Hansen >> here. >> AC Bolina >> here. >> Christine Newman >> here. >> Cassandra St. Germaine. >> Morlene Whitney >> here. >> Chris Reinhardt >> here. We'll stand for the flag salute. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right, time for open forum. It doesn't look like we have anybody here tonight, so we'll move on to approval of the agenda. I just have one uh amendment 14A approval of certified staff resignation. Other than that, I'd look for a motion to approve the agenda. >> If there's no other, >> we're adding a 14A. >> Yeah, adding a

00214A. >> I'll move to the agenda. with the addition of that >> Christine. All those in favor say I. >> I. >> Opposed. >> Motion carries. Raise my voice went really high. All right. Consent calendar. Uh have the minutes from the previous meeting were sent out. Uh as well as payment of the bills and transfers if there's any questions. >> Um I would like to >> or clarifications. Yeah. Yeah. Um, yeah. I'd just like to request 50,000 from LOB to vocational ed. All right. Look for a motion to approve the consent calendar. >> Make a motion. >> Maisy. >> I'll second. >> All those in favor say I. >> I. >> Opposed. Motion carries. All right. We'll move on to number seven. PKNA. Nothing. >> Nothing. No communications. We'll move on to number eight, reports.

003uh Smoky Hill Service Center. Uh our meeting is Thursday. I don't think we've had one since our last meeting here. Uh so I don't think I have any updates till next month. >> Special co-op. >> Uh it was a short quick meeting just uh few resignations and approval for hirees and then just dyslexia training that's required of all works in the which is a good thing. Um that's always a good thing and u so that's it. All right, we'll move on to board of education member reports if anybody has anything to report. If not, we'll move on to principal reports. We don't have much this month. Um, our lower elementary students celebrated the 100th day of school on January 28th. Last week, our K6 students participated in Global Play Day on Wednesday. Um, they enjoyed

004karaoke, puzzles, art, trivia, card games, dodgeball, you name it, it was happening somewhere in this building. Um, and then also last week, our fifth grade students began their DARE program with Deputy Ramirez. The program will last nine weeks. And last week, PTO coin wars began. Each classroom has a jar to collect change, and the grade level that collects the most by March 31st will be rewarded with a celebration. The money collected will be used to fund current PTO projects. That's it. >> Perfect. Thanks, Okay. Uh I'm going to start mine with a uh and I know they probably don't want me to do that, but just kind of a staff shout out. Uh we had uh some inservice training um where we had sent some teachers to the KPA training in I think Salina. Um

005and uh there was some stuff with that where you could do some um formative assessment using that program. They went and learned how to do that, came back and uh uh helped not only our high school staff but our elementary staff too in math, science, and English. And that was uh Miss Crow and Miss Infield. Um so we're happy that they were able to do that to give us some um you know, some things just to put in our toolbox to try to help students out. So uh student shout outs. We've got uh Reed Stamper and Owen Brewster were both elected as officers in FCCLA District B. Reed was elected as the district president and then Owen was the vice president of star events. Um FFA meet judging. We went up there Saturday. um had

006an interesting start to it. But um we had uh Alexis Biggie, Quinton Maddox, and Elijah Slayoff both qualified for state in the senior division. And then in the green hand division, we had Natalie Garcia, Addison Bacon, Corbin Meers, and Kendall Gone all qualified. And then we had Ben Holmes won the Brooks County spelling bee for us. And we'll move on, I think. at >> so he'll be going there to represent county um events we have uh we were discussing our final schedule where we've got most of that ironed out we're just trying to figure out how those days are going to piece together so then we can let everybody know um how we'll do that the seniors we figure out senior's last day is going to be May 11th um and they'll do their finals

007you know before that uh I wanted to make a comment about Rachel's challenge. I know we had some people in the room that went to it. I thought it was a good event. Um, you know, I know when we some sometimes when you do those things, it's kind of you wonder how students are going to participate and interact and and if they're going to take it kind of seriously, but I think you some of you guys can say I thought we our students represented themselves really well. It was, you know, they jumped right in and interacted and and got as much as we could out of that event. Um, so I was proud of kind of how we all handled ourselves. Um, FCCLA Star events, we're going to have those in Stockton this week on

008February 11th. Um, that's where students will get an opportunity, our middle school students get an opportunity to they've made little businesses and and and they go up there and showcase that. Um, and then we have National FFA week coming up. Uh, I just had a meeting with Miss Little about that and kind of what we'll be doing that week. That'll be February 21st through the 28th. And then our sports, uh, girls wrestling, we had, uh, three girls place at the MCL. Lillian Garcia and Kaylee Klein both got first and then Alia Becker got third. They'll be wrestling in regionals this week um, in Trio. And that's with the the new format of the super regionals. We'll have eight that will make it out of that that regional um based on weights and everything. Uh boys

009wrestling, we had four boys place in the MCL. We had Rick Beth and Brewster both got second place. Uh Traxxton Smith got third place and Zanstall got fourth and then their regional. We don't have a lot of information on it right now, but we know it's in Norton. Um and it'll be the 20th and 21st. I think it's up to them on how they do if it's a one day or two day event. high school basketball. We're currently 12 and six. For the boys, they were second in the MCL tournament. They play in Ellis tonight. I'm not sure how this might be, but the girls are probably right in the middle of it. And then girls are three and 15 and they play Ellis tonight. Uh junior high wrestling, we have a pretty busy week.

010We've got Russell Smith Center in Philsburg. Uh, and then they'll with that season it'll go we'll do those three events and then they'll have the MCL wrestling tournament at Ellis on Thursday at 1 p.m. And then the final thing I had was we had one fundraiser request. Uh, they've done this I think for several years, but I know we did it last year. Uh, it's a FFA fundraiser for the beef raffle. Um, and then they announce the winner at the FFA banquet. Um, and it'll be used entries, clinics, etc. And it's what they're looking at is five for $5 for one ticket, 20 for five tickets, and it's two quarters of beef that they're wrapping off. >> All right. Thanks. We'll move on to superintendent report. So, you're more than welcome to follow along just

011up on the screen or you also in your in your drive folder, you've got the superintendence folder there and then I've got my report and then some other things that I'm going to I'm going to pull up as well. So, you're like I said, you're more than welcome to watch on your screen or the one up there. So, the first thing let's go ahead um was u the accountability report. uh so take some time to so if you're um maybe you can just depending on your familiar familiarity um this is a report that is posted on the KSD website and then we are also each district in Kansas we are also required to post this to our home our own district so um giving a snapshot of just all things that are you know we

012have going on here at planeville so definitely some things I want to you know bring to your attention Uh this is a report that we we discuss at our in our DT meetings every year. In fact, I'll share a little bit more about that here in a little bit as well. But I had the opportunity to take this uh to our DT and and talk about that. Um let me see if I can Are you guys were you able to get it up on your screen? I can see a little closer. I might I'll make mine a little bigger here just see there. So, um, one of the bigger discussions that I had with our DT is the the academic prepared for post-secary success, uh, data. There you can see where our district data is

013compared to our state when it comes to science, math, and and language arts. Um, you know, I when I look at that, I I see some things that we need to have some conversations about for sure. And and and the the members of our DT um, they agreed. I mean, that was something that caught their attention as well. and were you able to have some some good conversation about, you know, obviously things that we are currently doing and um things that maybe we can look for as we're as we're moving forward, but you know, we we need to find a way to to move the move that bar for sure. So those that's going to be some just continued conversation moving forward. Um, I always when I see that these are released, um, I always

014like to then to go down to the bottom right hand corner. Uh, you can see where our what our current graduation rate. Um, of course, again, I'm jumping ahead of myself. I should have pointed out this is for 2425. This is data from last school year, of course. So, we're just looking back. So, our last year's graduation rate 96.8, our attendance rate 93.3. And you can see kind of where the state is. We're we're just above that state average at 92.8. Um chronic absenteeism. This has been something that's been brought up in in recent conversations throughout the years. Our chronic absenteeism rate is is higher than where we'd like to see it, especially if you're comparing it to the state. In fact, last year, I believe we were at 24. So, you know, I guess

015we, you know, we did bring that percentage down. >> Even higher than that the year before >> before 20. Yeah. >> So, we've that's been something that's been on our on our radar for sure. Um I I do like to see that it it's come down, but you know I I would still like to continue to get that trend going a little bit further. Um and then of course in our our dropout rate um you know we >> and 10% of days is is it for right around 14 days? How many days approximately that? >> I sure remember what the 10% equals to because it's you know who missed 10% of school days. I think it's like right around 14. >> Yeah. Um you know the thing of it I guess the number that I

016going back to again just being >> building principle is that I think it's what 16 days. >> So it' be 16 days. Yeah. So it's close 14. >> Yeah. 14 to 16 somewhere around >> the number that we talk as you know with as principles and stuff though too is that um and this was an eye openener for me as well um I mean this is several years ago when I when I came across this but you know that there's there's research out there and you know statistics show that even after a kiddo misses day eight just how much instructional time is lost and how much you know the gap that increases and things like that. So, you know, even when students are hitting that, you know, sixth, seventh, eighth day of absence, you know,

017it definitely it it catches our attention. It definitely, you know, as a building principal, you know, we we start seeing that. And of course, we we're reaching out to families and and that's the thing is we we've talked um over the years is that we feel like, you know, that's something maybe we can we can help educate our parents about and we can explain to them like, yes, even missing eight days of school has an impact. you know, we we have some kiddos that they miss eight days very quickly, you know, um sometimes they hit day eight and we're still in the kind of beginning stages of the year and you know, so it's just that idea of like we do we we've got some kiddos that by the time they go from a full

018scary school year of August to May, I mean, they they're well beyond eight and we get I mean, you know, families are busy, schedules are busy um you know, but if there's anything we can do to just help educate, you know, our families and our community, our kiddos about just keeping kiddos in the classroom, you know, getting there. And again, I mean, illnesses and things like that obviously are going to take you out. You got to be smart and understand when it's a time to be here and when it's a time to not, but >> um you know, it's just it's just that that time in the classroom is truly valuable and we got to have kids. >> It just compounds. >> Yeah. Yeah. >> Because if you miss something Yeah. >> If you miss

019something that then they're they're already building on by the time you come back, >> right? Yeah, it compounds. >> And I will say, you know, that's the thing that I noticed as elementary principal is that, you know, we'd have an elementary kid miss and and absolutely. I mean, parents would be calling and can we can we come up here in a few hours to pick up the homework or we'll be there at the end of the day to pick up and we greatly appreciate there there is an effort there to keep kids, you know, completing their work and getting things turned in, which is great, but that's only half of, you know, it's that instructional time, of course, that's that was lost, you know, and to me that that's the bigger piece of it. I'd

020rather them get that instructional time than just, you know, turning in the work or, you know, whatever. So, um, but, you know, things that we can always keep an eye out and watch for. So, anyway, this is, uh, the reason I bring this to you is just because it's on our board, um, monthly business calendar just to go over and and look at that. So, we'll definitely we'll have this again next year. Um, you can see, of course, we were we celebrated earlier in the year. we got the gold star for high school graduation and a silver star for post-secary success. You know, and that that was a conversation in our DT as well is that, you know, we we knew we got these awards and we got the commissioners award of highest distinction, but

021yet, you know, then we have some some data like this that definitely catches our attention. And so, it's not that we wanted to, you know, not celebrate our our successes, but, you know, we we also definitely want to keep an eye on the things we know we can improve as well. So >> I have a question. >> Yeah. >> Uh and I don't know if maybe that some of the principles can ask or answer this too, but like on the math, >> do we have a curriculum that everybody follows or is it each math teacher allowed to teach what they feel will best be suitable for the students of their class? So I think you want me because I I think when we switched because >> well so it would have been my my my

022first year as principal the elementary we we focused and dug in on reading. So then it would have been year two. Um so now we're going back um would have been four years ago, five years ago. That's when we we put our focus on math and we did um our current math curriculum. it's u into math right now. And at that time we were we were looking for a K8 um curriculum that we knew we could get us up to eighth grade and Mr. Osmire came over and and he joined us in those conversations and and you know it was it was a good collaborative effort. Everybody felt the only thing that Mr. Osmeer, you know, kind of question and worried about is that, you know, over here, um, you know, we do everything to

023build our schedule around students getting 90 minutes of reading and 90 minutes of of math. Those that core instructional time. So, in an elementary classroom, you know, we can make we can get 90 minutes in. Of course, across the street when they're on a bell system and class periods are 48 minutes, um, getting 90 minutes of instructional time obviously is very difficult. And so, Mr. Osmire, that was one of the first things that he ran into with that particular curriculum is that the way it's set up and the way it's designed is that, you know, for him to teach 48 minutes, that class is out, here comes the next class, teach 48 minutes, and, you know, he would have to carry over, you know, to the next day. He was he found troubles keeping up

024and and moving through that curriculum. So, unfortunately, he he did have to modify um quite a bit. Now he he still has the standards that you know we there's still the the math core standards that he's teaching to but I would say Mr. Han is that would you agree he's just he's had to really modify and then >> you know then we have our intervention time um you know which I think sometimes that gets I don't want to say confusing but I think there's a misunderstanding of what fast bridge scores show and that's part of the reason we did the trying to show the mini tests and and to those things to help because Fastbridge is identifying what skills potentially kids are lacking, right? These are the skills. The KPA and the mini tests are

025going to identify what standards they're missing. And there's there's a difference between that, right? Like if somebody's has low skill levels, they have to build those skill levels. If somebody's not understanding something, then they're missing standards. And so then that'll allow us to then identify, okay, because some of these kids may not they may not show up. Their skills are good as far as math, science, whatever. But then we test through these mini tests. Then you can get okay, what standards are we maybe missing? Like maybe you give that mini test and then it shows, you know, 60% of the kids don't understand this. retach that standard >> to me and correct me if I'm wrong. It seems to me it's it's common u u common core math. >> Is that right? >> What the

026standards that were when we had co because I thought the state did away with that but yet my son brings a book home that's very difficult to understand and I thought we did away with that math. Um, and it's just to me it just like common core just takes you through so many steps that the way we learned it it's so much easier. So that's is why what I'm asking is it common core based? Is it I mean are the teachers free range to you know use what they want to use because it seems to me that we in my opinion should move away from that and go back to a simpler method of teaching math and sticking with common core >> which I don't know for sure because that was something you guys I

027know there are stuff there is stuff in there that's common core but I mean you >> I mean the book itself that I got for my son to help him with math is common core based >> and it says on there a common core based math curriculum Yeah. >> And then when I try to help them, >> I mean, I'm confused. >> Well, so several years ago, there was a what you would hear that common core, there were the common core standards. Now, all the different curriculum vendors out there, you know, of course, were they were doing their part to, you know, address that. So, for example, like right now, I mean, just what we're seeing with reading curriculum is that um and of course, you know, with with the letters training that the teachers

028had to do and you know, it's called the science of reading. And so, all the curriculums out there, you know, they're putting their stamp on it saying, you know, that the curriculum is been approved with with or it's got that stamp of approval or the seal of the science of reading. So we know that it's it's been tested or vetted or you know it's gone through a system to know like okay it should address then what we need to address um back then and that was kind of the thing again you there the state was adopting the common core standards and so curriculums were understanding that that was that was a direction that they were going um you know the the standards are always being not I wouldn't say they're not being rewritten but they're

029always you know being revised and gone through and you know you'll see some of the standards. In fact, I mean, I'm going even further back. I mean, even when I was in the classroom, standards that I taught as in the fifth grade classroom at one time, I mean, you would see some of those standards even pushed down into third grade just because, you know, they were they were trying to do that vertical alignment and trying to get, you know, kids, you know, just kind of progress through a little. So, there were there were things that once upon a time I remember teaching fifth graders that, you know, it's it's not a fifth grade item anymore. It's they got pushed down a little bit. So the standards are being always, you know, kind of rewritten or

030readressed and things like that. I don't know this anything to add to that. Miss Senator, >> what what I've noticed and we've actually had some samples sent where we're a year out still, but they were ready to start getting some things. But what I've noticed, what with what we're using right now is I don't know that it's so much common core, but they are trying to teach it a few different ways. >> Like where we just learned the one They're trying to teach it a few different ways so that this kid may want to do it this way and then the next day the kids may be learning it a whole another way so that in the end they can use whatever is best for them. But I I have noticed exactly what you have

031said like it's it's not the way we did it but it's multiple methods so that the kids can choose which one they >> could cause. Yeah. I was just looking at Roman's like first grade math and I was like, man, I'm gonna have to learn with you because I'm not going to know how to help you because get older. Yeah. >> Give me a day to read this because I don't understand. >> I had to like really look through it and I'm like, what what is this? I mean, yes, it just you have to learn with them. It is confusing. It looks like home. I'm like, I don't know how to do this. So, I had to like teach myself as I was hoping in one day. So, >> that'sing and I again I'm I

032feel like some of the conversations, you know, you where again For us in math it was it was more about the the arithmetic the you know the numbers where like now I mean kids it's more about you know diagrams and you know >> there's more logic basis to it. It used another term or another phrase that we we've kind of hear that you know math we used to teach well you teach wide you cover a lot of different things but you only go so far with it where now math curriculum is like well we're going to bring that in and only maybe cover this much but we're going to go we're getting deep we're going to dig in and really kids are really going to understand that whole process of you know why why division

033is the opposite of multiplication and so on and so forth and just so that's another kind of concept that we've had to get used to. It's like, okay, well, maybe maybe we're not going to cover all of this in a year. We we might only cover this such in a year, but we're really we're really going to dig in and kids are going to >> Yeah. And it seems like to me it seems like with the newer curriculum, it's more about kind of the logic behind >> math, which wasn't what we learned. like we just I mean we learned we learned how to well and we learned how to memorize really well and we learned how to >> you know those kinds of things but >> I think it's more and I think you know

034from a personal standpoint when I think about you know when you think about AI and different things that are out there and different tools that are available when you leave school uh it's the logic and the understanding of how things work uh is almost as important as getting the two plus two like understanding the logic behind and I think that's where it gets confusing because when you look at some because I I had the same issues is when you look at it it's like why are they doing it this way but but then you know eight years later another one of my kids is going through it and it makes sense to them which it totally doesn't make sense to me and I don't understand it that way but it's and I think that's where

035it comes in that you know different people you know learn different ways and so I could see it just amongst my three kids like you know you know one of them struggles the other one is like they can learn it any which way and the next one is like oh yeah this makes sense and I'm like well I'm glad it makes sense to you because it doesn't to me but >> so yeah But and to to answer your first question that you started with as far as you know what we've tried to do over the past uh the past round of curriculum purchases is we tried to align everything so that uh we were trying to use the same uh you know tech our curriculum from K through 8 as much as we could just

036so it was a constant you know there was the continuity from one grade level to the next as opposed to, you know, K through three using this curriculum and four through six using a different curriculum that has a different uh language to it and they reference things a different way different way. So, this is what we have now. We tried to create some continuity from K through 8 as much as we could. Uh but yeah, I I know where you're coming from >> and uh so hopefully that answers >> Yeah, it does. It >> hopefully it answers your question. But thank you. >> Basically at the end of the day everything that we choose ch that we have chosen for curriculum we were the main goal was to teach to the standards that the state

037board sets because they set like this is what a third grader this is the knowledge base they need to have and this is what a fifth grader should have. And so everything we select we is you know to work towards that goal. which is which is and I know I brought up in the beginning of the meeting the which is why I've been kind of pushing or trying to hey let's look at this is the CAP mini test because those go directly to the standard and we can start looking at more process and not worry as much about outcome and the outcome's going to be what it is right but if we can look at that and see where we're at in the process and work on it then that'll change the the outcome because

038I think sometimes we get wrapped up and I know I'm I too or you get wrapped up with you know the end number but really it's the process of what we're doing every day which is is what you're talking about too but that's what we've been pushing or what we've been talking about this year is you know with our KISA goals and and instructional practice and that was you know the CAP mini test and some of those things that trying to check understanding and see how we're getting um standards and what our understanding is so we can retach things. >> Thank you. >> Because one of the other things I always think about when I look at these numbers too is you know like when you when you look at some of these percentages you

039also have to remember how many students we have. So like if you move you know if you move two or three students from uh a level a level three to a level four that may be like you know percentage wise two or three students may be you know a 12%. Like it's not a like it's not an insurmountable task to move some of these kids from, you know, because the state has four right now they have four levels. You know, level one is is basic, level two is uh >> I can't think of what it is, but and now they're going to it's it's all changing. But in the past when I thought about it, it's like when I started looking at some of the numbers, it looks daunting when you look at the percentages.

040But when you start breaking it down, like when you look at the third grade class and you're talking about uh you know, changing that percentage by 10 or 15%, that's only like a couple students that we have to really help get from this level to the next level. And so it's not insurmountable task. I don't feel like to move, you know, to make a big difference in some of these categories. Uh, and that's kind of been, you know, we we adopted those new curriculums that are consistent. And then since then, our focus has really been on those interventions and uh, and trying to identify those kids that need the additional work and and moving them from, you know, one level to the next to keep moving them up. >> I do have one question, too.

041I mean, have you found that parents are able to help their kids? I mean, I've struggled as you just said you struggle. I mean, I was like in first grade math. I just >> Is that part of like maybe the issue? Because the parents, how do we how do we help our kids if we don't know how to do it as well? So, is there some way to help that? I guess. Um, >> yeah, that's like my biggest concern because I was like, I don't even know how to do first grade, math right now. I mean, I looked through it and I figured it out, but it took some time. I mean, and that's first grade. I'm just curious how parents um further along their kids are in school, like are they able to help

042their kids or >> if we can't support them at home? >> Yes. >> Y >> we don't know how to do the math. How do we explain it to them? >> That's why I got the book because >> apparently >> when I was in school, we would get assignments, get papers, you know, and and my son doesn't bring anything home. >> And so the papers they did bring, it's like, where's this coming from? And so I finally just bought the book so I could try to like help him stay ahead. we have to study too. >> So that's, you know, that was my whole >> Yeah. But I was just curious that is there like a disconnect between like parents and their kids and trying to help them with this and is that maybe part

043of an issue or I don't know. >> No, you're that has come to us before. You know, we've we get that call and that's nothing new. Um >> it's but I would say that probably again it goes back to I mean that can be something we look in as we're doing our curriculum search is like >> what that what that looks like because I would say that's the into math. Um, you know, of course, I've I've taught it myself, but I've also I've I get the opportunity where I could go and I can step into a classroom and I can see how that instruction is happening with the teacher, right? You know, and and yes, the the instruction coming from the teacher, yes, is great. And they're all doing a wonderful job of teaching and

044of course the the kiddos there, but then yes, >> our parents don't have that luxury of being in there and they're not video. >> They don't see the lecture. >> They don't Yeah. they don't see the lecture and we're not putting those on YouTube and you know it's like >> I mean our our the math teachers have been very helpful you know they say come in in a few minutes early be and and and and then we'll go over >> so they have been very helpful appreciate that >> we better get moving >> that's all but it's all good it's good conversation so everybody understands absolutely >> I had people ask about that too and just knowing that it is being looked looked into how to, you know, I think it makes everybody feel better.

045So, >> yep. Absolutely. >> Parent approved math. >> Parent friendly math. >> Math. >> Yes. >> Old school math. >> Okay. Um, back to my report. Uh number two, I think I was just basically just uh was passing on or sharing with everyone that we did receive um we received a note from the KSD. This is from Frank Harwood. It just says the application for the board of education of Unified School District number 270 Planeville to hold the bond election on the issue of suing bonds in the amount to exceeding the district's general bond debt limitation. Um, it was approved. I think I shared with you last last board meeting that I had joined that meeting via Zoom and, you know, had to walk through that process with them and answer some questions, but this

046is just the confirmation letter that we're we're approved on the state side of things. So, we're we're good there. I guess like I said, we'll we'll continue doing the work and take the vote in March, but we're good there. Um, couple things I had to add. even even as uh early as today. Dave informed me today that we are experiencing some issues with our HVAC system. I guess along that conversation of school bond here we are uh we had some issues happen with our HVAC system across the street with the junior high school. Uh I don't know if you guys if maybe you were around or town. We did have a transformer that blew pretty close. I mean it caught my attention. and I heard the bang and then >> my computer and the lights

047flickered in my office and it didn't I don't think it necessarily impacted our building as much but it did impact u parts of the junior high school. I think we're even we were down power over there for a little bit. Thankfully they they got power restored and stuff for us but of course after that happened Dave noticed that uh there were some glitches and things happening with the HVAC system and he's noticed that Mr. Resh's room is um took the bigger hit. Um so Glassmans were here today. Um I got I got the notification that they were they got us back up and going and and we're we're working again. But um it's just again those are challenges we face. Even when something like that happens or a glitch in the electricity or something, it

048it kind of puts the system into into a into a funky groove there. Um I think Mr. Han, I you were I think you kind of shared that just so you're aware, we we're down a vehicle currently right now and Mr. Han and some kiddos were traveling to an FFA event and thankfully yes, absolutely nobody was hurt, but >> we did uh we we had a vehicle that we we hit a deer and so um thankfully, you know, it did cause some damage of course, but thankfully not so bad that we were we were able to get the the vehicle and the kiddos back here and then we brought it >> I think three miles hour. three miles. Yeah. So, it's currently sitting in the bus barn. Um they jumped into another vehicle and were

049able to to get to the event where they needed to be, but Mr. Irby and I even talked today. Um we've already reached out uh to insurance and he's reaching out to, you know, places that we can we can get it fixed as soon as we can. But we're unfortunately we're down we're down one vehicle in our fleet. But just thankful that that was >> all that all it was. I'm okay with >> I'm okay with a a bed bumper. >> Exactly. >> So, um on January 28th, I traveled down to Witchaw for the Kansas Superintendent Links meeting. Um so, I was able to hear about, you know, just current things happening in the legislature and and goals and things like that. It was a it was a great time to just go down there.

050I also they scheduled my uh Kelly link or Kelly mentorship meeting in that same time. So, I was basically able to kill two birds with one stone by making that trip. So, that was the one I think I just took a quick picture and snapped it to you just to share, you know, kinds of things that were going on. It was it was a good good time. >> Um, our 26 27 uh insurance application, our the kicks insurance application that was due and and it's due February 13th is the deadline. I've already submitted that for us for for next year. So, I'm just waiting to hear back for approval of that, but I think it we're we're all in good place. And a reminder, this is just our this is our first year in that

051new kicks insurance program. So, we're kind of experiencing all that for the first time as well. >> So, kicks is it's a pool. So, it's a it's mostly educational entities. uh it started with just school boards but there's like Smoky Hill Education Service Center uses them for their insurance as well but basically our property and casualty insurance uh we had been with uh EPCO >> no >> um insurance was it oh um is it EMC >> no >> I totally drew a blank >> I too >> I feel like it's yeah >> uh but basically they are getting out of the school district insurance business uh writing writing policies on these big buildings and >> EMC is who it is and they had so >> our uh >> like our deductibles and things had had

052risen greatly. Uh they were almost per building what they used to be for the entire district and and things like that. And and ours were low compared to some districts. I mean, there was districts that had like, you know, hundred to $150,000 deductibles per building. Uh and anyway, so this uh we've been going through different things with with them previously and so uh this insurance pool is just within the state of Kansas and it's uh there's I know the director from Smoky Hill sits on the board uh for kicks and uh so it's yeah it's just a a pool of insurance and so uh they have a whole bunch of different it's super complic licated. They have a whole bunch of different levels of uh reinsurance and underwriters that cover, you know, for the for

053the catastrophic events and and uh and that kind of stuff. So, >> a couple people ask about that after the bond meeting about the insurance and what it covers and how >> how we got into that part. >> Yeah. So, I that that application process was quite the because I mean I had to go through and thankfully you know, they they took all information and just kind of rolled it over. However, I had to go in and and and review and and just check the box of yes, this building is still here and yes, we still use it and yes, it has a this one has a metal roof and this one has a this one's a steel frame and this one, you know, I mean, it just it was every detail and then of

054course I go through all the buildings and then it was then it was the vehicle fleet and yes, we still have this vehicle and it has this amount of miles on it now. I mean it was just it was it was quite the process. So >> we have fairly comparable I mean insurance through that compared to kind of what we had before like what they'll cover and >> things like that. >> Yeah. It's it's very it's it's extremely comparable to what we had before. >> Yeah. >> Uh it's just uh >> more affordable. >> Well, it's more affordable and and basically the other companies just quit writing it. >> That's why I didn't know far as cool if there wasn't as much money if something major did happen if they would be able to come.

055>> Yeah. it's still covered and and they do that through uh you know through those different levels of reinsurance. So, >> they have uh there's a there's a brochure that kind of lays it all out, but >> uh but basically at at different points there's different companies that that kick in and >> and so they buy so they go buy insurance for the whole pool >> uh in these secondary markets to cover those catastrophic events. And so we're still covered to the same limits and everything that we had before. >> Uh and everything's fully insured. Uh it's just in a different different method. Got >> with the pool if uh based on your claims. So like you know with EMC we would get when we did our renewals you know our increases would be less

056because we didn't have a lot of claims. Well, with the pool, uh, if if the pool does well and we don't have a lot of claims, we can get dividends. So, we can get rebates back from them because, you know, the pool is funded by the the people that are in it. So, any savings that the pool uh has at the end of the year, those dividends can be paid back to districts that don't have a lot of claims. >> And that kind of stuff. So, and and if you have a lot of claims, like if you have a building that gets destroyed or whatever, you know, you can be assessed increases based on on those losses, too. So, but but yeah, it's kind of like we're just kind of all in the boat together.

057>> Uh so, yeah, might be a good topic for one of our >> Yep. Yep. >> Uh let's see. uh our food service team and our daycare uh directors both of them uh they went through their what's the the school lunch program that SLP and then the um the CACF food service audits uh that was just this was that just this past week or was that two weeks ago >> two weeks ago darn it just seems like it was >> it was intense uh but but with that being said uh Miranda and and Jamie of course were were huge pieces in in in getting through us through all that. And Miranda, she was happy to come to me and say, "Hey, they they found nine items that were identified for 2526 and we're down because

058they she found a document that we were there were 13 items that were identified that in 22 23 and it it's every three years. So I mean it they were back, you know, for this year to do it." So she was proud that there wasn't as many items. Uh, and then I just made some note, you know, a lot of it was really very just little minor things that we've even already addressed and and done. But what I guess I feel like probably were the maybe some bigger items that we that we'll we need to put some work into is what they were calling the bad debt practice and policy. So, what what they're referring to is is, you know, if we have a student who comes and uh you know, they they rack up

059a a lunch bill, you know, that's in the negative and then they move, you know, we we're out that money, you know, we're and you know, sometimes some of these families or the kiddos move and we don't know necess I mean, we we'll transfer the records to their next school and things like that, but there's really no way of us getting that money back. And so we they just wanted us to create a practice and procedure where we can document that and know, you know, how much money that needs to be because then we will um you know, we'll when we're making our transfers, I mean, we'll we'll transfer money into the food service um account that will it will cover that, but we just need to know like how much that is covered each

060year. It's not just being in the mix of just all the other things that were, you know, in the food service. So we I I feel like again that's we can do that for sure. I mean that's as simple as as I think getting us a spreadsheet set up and and of course Jamie will know when when kiddos move. We'll we'll we'll track that. And then also too uh you know we just have to be careful with with fundraisers and things like that. you know, going throughout um you know, the the school day. Um you know, we've we do have a vending machine in the library um where students can go in and just get some small snack items and things like that. We got to make sure that they're under certain sugar levels and

061and things. And so there was a couple items that technically didn't meet they were over the market in terms of their sugar and things. So we just had to pull those items out. So again, I I didn't think it was necessarily anything big. Um we for the most part they they did a wonderful job and Jamie Miranda kudos to them for all the work that they did. They they spent a lot of time getting things prepped and prepared for that. >> So we're they're already on to the next thing of getting these items now addressed and corrected and we'll we'll turn that in and be on our way. >> Uh February 2nd. Uh that was our opportunity one of two where we had the community engagement uh you know bond information night. Um, so obviously

062Chris and Marlene, you guys were were here and um, so you there were several of you that you guys were you came. So I feel like that was um, I feel like it was it was great. We had good turnout. I feel like there was great conversation again and so um, the next one we'll have on February 20th. We'll we'll probably speak we're going to kind of direct traffic um over there to the junior high school just to start off there, but it will be the same idea. We just want people to come in and get their eyes on the building and and see the things and and so you're more than welcome, of course, to come and join us again or help spread the word. But we'll we'll have our team here and >>

063yeah, definitely if people have questions and stuff, encourage them to come, you know, even if >> whether they're for it or against it or but just to come tour the buildings, it's a good opportunity to just >> see it firsthand and >> and get to walk around because everybody goes to the Cardinal Gym and the football field and >> some people go to the high school gym every once in a while, but to actually go to the classrooms and different things, it's kind of a once in and I think our tour, I don't know if we had more questions or what, but ours lasted longer. So, it >> lasted a while. >> We sat there and kind of talked afterwards, but did they you guys do kind of a question answer when the other groups

064got back afterwards or just kind of >> It was just kind of informal. Yeah, just informal conversations and let people ask questions. >> We were kind of last group. Yeah, there's a few things that came from that night that we were putting on the website and >> uh so yeah, but just yeah, feel free to encourage people to come and >> uh because that's what that's what it's there for and and just like I say, it gives everybody an opportunity to see what what's going on and see like you know like the library and some of the classrooms, the things that we've done. It's really the only time they get to see it. Uh so yeah. So yeah, just encourage anybody to to come participate. >> Yep. Yep. And then my last item then and

065uh Mr. Han, I don't really think it was necessarily she was bypassing you by any means. I think it was more I just happened to be at the right place at the right time and she knew she wanted to make sure it was getting covered. But Alyssa Styer caught me at a ball game just last week and and asked me um they would like to do a the cheerleaders would like to do a 50-50 raffle for the Darnell family. Um of course with everything that they've got going on. So like I said, I just happened to be there and Alyssa caught me. So she just said, "Hey, can you please can you please take this to the board?" And I said, "Absolutely." So I I just made sure that I I brought that to you.

066Um, you know, I obviously the the Darnell family's got a lot going on. >> See any issues with it? >> Yep. Yep. So, just wanted to make sure I brought that to your attention as well. >> And I think All right. So, we'll move on to F. So, F's kind of a new item that we came up with last week when we were talking >> looking at like how did you come up with that? >> One of our other uh I thought it was a good title. Okay. >> We didn't have a name for it at the time, but one of the other boards I'm on uh for uh the workers compensation pool uh every month or we don't meet monthly, quarterly, we uh kind of talk about just an educational topic uh like some

067training and and just better understanding a deep dive into certain things. Uh because there's a lot of acronyms like we I mean like not to pick on John but like he kept throwing out some little threeletter AC acronyms in his report uh and there's a ton of those and you have that little book that talks about it. So, uh, the idea was if we just pick some topics, uh, each month, uh, to discuss. And so, it looks like this time Chris has the the DT, the district leadership team, just to kind of explain what what that is and what's involved and and how it works and and kind of that kind. So, it's just educational. Yeah. >> Uh, for new and for old board members as a reminder of what >> I know what it

068is, but do I really know what all they do? So, >> Yep. kind of what the idea was. >> So, just to I guess kind of my motivation then behind the leading to a lifetime of success. I mean that that's our vision. Um and you know that's been what some you you'll notice well even like on the little the cardinal logo there. I of course I got my title blocking of it. You know we have leading to a lifetime of success. I mean that was something our um we had community involvement. You know we we we brought in and we did that strategic planning and at the end of that you know that was the vision. And so just as as I'm stepping into this role and as as I feel like again as we're

069we're we're moving through this and navigating all this together, you know, if if we're going to be leading to a lifetime of success and living up to that vision, I mean that I think that was a great opportunity or something to think about like it it starts here. I mean it, you know, at the board we could we have these conversations and it filters down with everything we do and I just feel like this would be a good title for that. you know, we're we're we're having the conversations of doing the things we know that to lead kids to a lifetime of success. So, that's that was my reasoning with that title. Okay. So, DT uh district leadership team, I pulled this from the the KSD website. So, the district leadership team is the driving

070force behind the district-wide improvement. The DT is charged with developing implementation capacity in schools to establish and sustain teachers use of evidence-based practices with fidelity. The DT is composed of people in the district who have implementation or who drive, excuse me, who who drive implementation for the system. So, I know that's a that's kind of a worded definition, but it's just basically it's our DT DT team or district leadership team. I mean, these are these are the people that are coming together um taking on that kind of that extra leadership role and having conversations about what what do we need to do at Plain Bill USD270 to to just keep again moving the bar and and and addressing the things we need to address. So, I pulled a quick um in fact, this page comes

071directly from the DT bylaws and you'll notice that you know every single year our DT DT team will come together and and go through the bylaws and we we approve them um as a group and then we also bring them to you guys as the board and that's usually a November item. So, those were approved this last November and then you can see the people that we have serving on this year. Um, I was the chairperson for um when I was in my principal role for for many years. Thankfully, Mrs. Rudman had stepped into that role for us this year. Uh, Mr. Dixon has been our vice chair secretary now for for quite a few years and and Melody Mushker is our PDC rep. And then you can see we have representatives from both the

072junior high school and our grade school. And then of course our three administrators are all part of that. Um you know Mr. Bresh, Mr. Dixon, Mr. Wyinners, Mrs. Crobe, um Dana Friend, Jenny Hov, Dette Karns, you can all those names that those have been some individuals who've been been on this for for many years. And so their their experience and their leadership is very valuable and we appreciate that. Mr. Smith, uh Mr. Flax, Miss Breeden. Um, you know, they're they're some of our newcomer uh newcomers that have joined us just here recently, but nonetheless, um, you know, they again, they just bring a great insight to the table and, you know, they bring a lot of good questions and good conversations. In fact, the I I mentioned, um, not too long ago, this was the

073group of people that we were having that conversation about that accountability report and having that talking about those math, science, and reading scores and things like that. So, Anyway, you can see it's not just our core classroom teachers or we've got a mix of of everybody. And then I also um just to give you some insight on just this is our just a snippet of our business calendar with the DT coming up and and some of the items that we we're covering throughout the months. Uh here in February, we'll discuss sharing data parent teacher. We'll talk about what we're going to have like with parent teacher conferences and of course our accreditation or ksa is always a a common conversation with our DT a there you go curriculum standards we'll be having that conversation in

074March so definitely will be taking notes of the things that you guys have even talked about tonight we'll be carrying that on with our DT our textbooks purchase review that is always a March item and then our family engagement survey I will I will probably have some some data or something I can pull for you guys for our March uh board meeting as well with that. So, I mean very much so. I mean, you know, for us as administrators, I mean, we're here at board meetings and and we're having conversations, but you know, there's a lot of items that we talk about here that we'll go to DT meetings and or vice versa, you know, it's just it's just a matter of again that the things that we know that we need to address and

075talk about and make sure we're we're talking about those things. So, um, you know, that's, uh, we do have a textbook, um, calendar or textbook curriculum calendar. Again, we're we've got those spaced out where, you know, we're we know what grade levels and whether it's math, whether it's sign or reading, we, you know, we're we've got that on a schedule. So, where we know we're not we're not going to hit a year where we're going to be buying math, K12, or we're not going to be, you know, we're we've got it in a in a plan. So we're, >> you know, and of course that with conversation was taking place earlier this year to let let all those teachers know, okay, this is your year. Um, you know, we need to start doing the research

076and looking about what where we're moving to next. So I think I didn't mean to have that slide on there, so sorry about that. I think that's just just what have there. Any questions or anything? DT. Okay. If there's anything you guys as far as topic wise you want to shoot for me, I can send those to me and we'll make that >> next month. >> If it's good with everybody, we'll keep it >> keep it moving forward. It'll be a little >> just a little snippet of something to >> a little education in the middle of it all. Just >> just because there's I mean there's just a ton to >> and it's a good refresher for >> I was going to say it's good >> even even for the people that have been

077on here. That's a good refresher. So, I think it's important. So, >> yeah. >> All right. If there's no questions for Chris, I'd look for a motion to approve reports. >> I'll make the motion. >> Easy. >> I'll second. >> Marlene. All those in favor say I. >> I. >> Opposed. Motion carries. All right. We'll move on to presentation and approval of the 2425 audit report. Thanks Tom. >> So you most challenging audit this year with two accounting systems. >> So it was quite interesting. >> Uh I've got two letters in the audit report. We'll kind of run through you. The first letter as part of the audit we have to look at your internal control and there were no material weaknesses. Uh the only significant deficiency was inadequate segregation of duty due to small

078staff size which is true in any any uh entity this size. You can't afford to have five people in your accounting department to just spread all the duties. So that was the internal control. The second are just matters that uh are not addressed in the audit report itself. It's just a letter to governance. There were no difficulties uh in encountering performing the audit. We did uh and this was due to the change over in your accounting system have to uh move some expenditures back into the prior year out of the current year. The biggest ones being the bus and another one was Tacoma for 70,000 and some which I believe was computers or something. I can't remember just what that was for. What kind of caused that is the school used to do POS purchase

079orders and by doing a purchase order when you uh approved a bid or you ordered something you did a PO so it got into the correct year well the new system they were saying well you don't necessarily have to do POS well that caused us to miss a few things uh the school the bus itself was 398,862 and the cone bill is 70,76. So there was about 400, you know, over 400,000 that we had to move from this year back into the the 20 24 >> I think you've gone back to doing some POS. >> That's what Sharon Sharon said that she was going to start doing, which >> we were kind of happy to see. >> Uh that will kind of eliminate that problem. So there were no disagreements with management. Um there's really

080no other issues. Uh the audit report. Let's kind of jump in. I'll highlight the key things in there. If you turn to page one is our independent auditor's report. There's a lot of information there, but bottom line is the third paragraph down. This is an unmodified opinion on a regulatory basis of accounting. In our opinion, the financial statement for above pre presents fairly in all material respects the aggregate cash and unencumbered cash balance of USD 270 as of June 30th, 2025 and aggregate receipts and expenditures for the year then ended in accordance with the financial reporting provisions of the Kansas Municipal Audit accounting guide. So this is a clean opinion on a regulatory basis. Now let's jump forward to page four. This is an overview of all the funds of the school district. This is

081also what uh the state uses to see if you're in compliance with the cash basis law. So you see we started out the year with 2,271585. We had receipts of 10,881554 expenditures 10,327163. So we ended the year with any ending unencumbered cash of 2,825976. Now unencumbered cash is cash less any commitments which be incumbrances or accounts payables. Uh so you have your cash less those payables or incumbrances. So then that's why we add back those uh incumbrances and accounts payable. They were a million429639. course the reason that's so high was one of the reason was the school bus and that is is in there. So so your actually cash balance at the end of the year was 4,255615. Now the state uses the Indian unencumbered cash figure for compliance with the cash basis law. You

082see under federal funds we do have a deficit of 35,955. Now I uh refer to note five. That's not a violation of the cash basis law because you are allowed and especially with federal programs. They have you I mean the commitment for money is there but they make you expend the money and then be reimbursed. So that's why you have a deficit but that's not a violation of the cash basis law. And that's why I refer to note five just to explain that. Uh, any questions on the overear schedule? The next page is where that $4 million is located. You have several accounts at the first aid bank and several accounts at pull out the agency funds which are the student activity funds because those aren't district monies. Those are student monies. Uh, so that

0834,255 615 ties out to the front schedule. Any questions on that? on the notes to the financial. I'm just going to highlight a couple of these. If you want to put yourself to sleep at night, go ahead and grab that. Start reading that. Uh I'd like to cover on page 8. Uh the note two on deposits and investments. Uh on June 30th, uh we had that 4,334673 in the bank. the actual bank mailing uh balance of 4,392 813. Of course, that difference is outstanding checks. So, the bank's always going to have a little bit more in there than what what you guys are going to show. Of that bank balance, 474,537 was covered by FDI uh insurance. Uh and there was 3,5672 collateralized with securities. In that paragraph just above that last sentence, deposits were

084under were undersc by 351,104. Which means if the bank would have gone under on that day, there's a chance you might have lost that much money. But upon discovering that on July 1st, they covered it. So you you weren't at risk very long. So fortunately, it got taken care of pretty quickly thereafter. In fact, there's a whole new thing coming out now, I think, the state's going to handle on this type of thing. So, I haven't had a chance to really look at it very close myself yet, but uh but the state's going to be handling some of this. >> Yeah, but I got an email just today. I don't know if you did that. They're having a uh kind of a webinar, two different ones this week, >> which should be fun, but that's

085going to go over that. >> Right. >> So, >> okay, let me jump to page nine, uh, note five, the compliance with Kansas statutes. That first paragraph there is just to explain that about the the fed funds and that not being a cash basis violation. The next one is a statute that requires uh financial institutions to be adequately secured. And again just mentioning the fact that we were under secured at uh by 351 104 but I did want to go ahead and put in additional securities were pledged on July 1st to cover that deficiency. Uh note six is all your interfund transfers between various uh funds. Um the rest is mostly uh retirement and capers notes. Um on page 12, that last note that had to do with uh subsequent events, there is a note

086there that has to do with the safe routes to schools just because of the size of that grant. Thought it was informational to to have that in there that you do have a material grant that uh uh was coming up in your current year. years. On page 13 is an overview of the the debt of the school district. You have the one go bond. Uh you started out the year with 745,000. You paid off 240,000, ended the year with 505,000. You paid interest of 19,700 and you only had two more payments left on that. One in 26 school year, one in Any questions on that? Okay. On page 14 is what the state uses to make sure you're in compliance with the budget law. So, we we start out with your uh approved certified budget

087and then any adjustments uh that the state uh gives you invitations. Uh so we have to pull the budget down by that, but you can add back any budget or any reimbursements. Uh you're allowed to increase your budget authority by any reimbursements. Uh so you can see to the far right, you fully expended your general fund and supplemental general funds and you were under budget on all the rest of your funds. So you're in full compliance with the budget law. Any questions on that? Okay. The next um I'm just going to go through just a couple of these funds. Uh the general fund just to show you how these are set up because there's a page in here for each of the funds. The general funds made up of four pages. You see the first

088column are the actual numbers, the second budget, and then the variance. Uh so your receipts in the general fund were 4,538 796 and how that's broken down. And then the expenditures are each of the uh expenditure departments that you have with the school. that goes on for several pages. So you get to the final page on page 18 of the general fund and you can see we had expenditures of 4,538796. So we fully expended our budget and fully expended our cash and that is what you like to see in the general fund because if there was any cash left over the state's going to hold that back the next year. Uh the next page is supplemental general and there's two pages of that. Uh if you turn to page 20 at the bottom, you'll see

089how this works. The receipts in the in the supplemental general receipts exceeded expenditures by 107,263. You started out the year with 70,352, ended the year with 177,615. So, that's how each of these fund schedules are set up. I don't think I'm going to go through any of those. I think they're all pretty self-explanatory. Um, I might mention the capital outlay. And reason for that in page 24 is because you had expenditures over receipts of 523,503. The biggest reason for that is encumbering that school bus. But I know I think you uh approved some uh debt. So that'll basically replenish a bunch of this cash in here as you're financing some of this school bus. So I thought I would mention that. The other fund I'd kind of like to mention is back on page 35

090just because it's kind of set up different than the than the other funds that we have. But it's all your federal funds and all your different fed federal programs that you have. So you can see for the year you received 363,955 in in these various federal programs. Uh and down below we had a few of those. Well, main one being that uh small rural school achievement grant had a deficit of 37,441. I mean the commitment was there um for that. So again you had to expend it and then you get reimbursed for that. Any questions on this schedule? I kind of like to show you that just because it is a little bit different. Then on the page 37 are the various student activity funds which total 75,848 receipts of 91,262 dispersements 88,052 and ended

091with 79,058. So those are all the student activity funds. And then the very last page are the various funds at the school building levels uh that the district has control over. You see all those various funds totaled 103,466 and then we ended the year with $17,100. Now anybody that's kind of new to these financials, we're just kind of highlighting everything in a hurry. But if you'd like to understand anything in here in more detail, my door is always open. More than happy if you want to come in sometime and just go through key things that you'd like to understand better. Uh sure be more than happy to do that. Unless somebody has a question, I think that's all I've got. >> Thank you. >> Yeah. Thank you, Tom. >> Appreciate it. Thanks for thanks for

092coming and presenting. >> If there's no questions, I'd look for a motion to approve the audit report as presented. >> I'll make a motion. >> AZ second. >> Lori, is that Lori? >> Yeah. >> Oh, okay. All those in favor say I. >> I. >> Opposed? Motion carries unanimously. Thanks again, Tom. >> Tomorrow. >> All right. Thank you. Thanks. All right, we'll move on to item number 10. Uh review and discussion of district calendar for 2627. So this is the the draft the first the first read through. >> Yep. Yep. So let me you do have a there is a document in your folder there if you want to again giving me the option look it up on your screen or you can see what I have going on there. So what you're looking at

093if the draft one what I did was um I just simply took this year's calendar the 2526 and uh you know again just based upon you know starting school day and ending school day. The draft one is pretty much a spot mirror image of what we're doing this year. Um hardly any changes whatsoever. It it just kind of worked out that way where it it seemed pretty seemed pretty easy. um Thanksgiving breaks, you know, still the week, the two weeks for Christmas and and just all the different things that we've incorporated in the calendar. Um there really wasn't a whole lot that I really even needed to look at as far as adjusting or anything like that. So, that was the first draft that I took to our calendar committee and they were all very

094much in favor and and kind of had the opinion of if it's not broke, don't fix it. And you know, it was good there. However, uh the calendar committee, we we just continued some conversation. And so what they did bring to the table, which I I very much appreciated and I think they're they've got a lot of strong points is that they notice that if you look at um here I got my notes here. If you look at go to draft two, go to February 22nd. Uh if you look at February 22nd on draft one u typically this day has been a full day of inservice for us and it and it is for this year. Um we have an inservice coming up scheduled. So what they what the calendar committee wanted to suggest is

095rather than having a full day of inservice on that that week of February and this was kind of the real driving change of it. If you look at March 5th and also look at October uh 9th. So what we've been traditionally what happens there is on October 9th we have kids come till 11:30 and then we dismiss at 11:30 and it's a teacher work day that afternoon and then it'd be the same thing that we're doing on that March 5th. kids would come uh to school for a half day and then it's a work day in the afternoon. Um 11:30 days really uh I would say in the elementary building we can have you we can have an 11:30 day in the elementary building and we can do just fine. I mean obviously we only

096get through partial of our day but it really doesn't necessarily I think put our schedule too much in a complete tail spin. It's across the street in a junior in high school where what they've been trying to do is, you know, it's a half day. We're dismissing 11:30, but they wanted to get every class through in a short period of time. So, you know, your 48 minute class period drastically shrinks down to what is it again? >> A lot shorter than 48 minutes. And so, you know, unfortunately those days just aren't as productive in the junior high school. So what they would like to do is rather you know just we're thinking we said how can we just get rid of some 11:30 dismissal days the the 1:30 days are a different story you know

097we can we can get through a good portion of the curriculum and and those are still productive but rather so what they wanted to do is we will we'll turn the February 22nd into a full day and then what we'll do is we will on that March 5th and the October 9th is rather than kids coming to school, um teachers will come. We'll do a half a day inservice in the morning and then um what did I put there? And then it's a work day in the afternoon. Is that so we're taking that full inservice day and just splitting it into two half inservice days. Does that make sense? >> But then kids will have a full day on that 20 on that 22nd. So, I feel like that um I mean I I feel

098like that to me is that's a positive move again just because we're we're not we're not um we're not losing that full day of inservice on what would be the 22nd and we're we're really we're not losing I I say we're losing. It's just kind of thinking of the idea that we're probably not able to be as productive on those 11:30 morning times as well. Mhm. >> So, um, that was the only change that they brought to the table that they would like for us to to recommend or look at. So, I I liked it. I agreed. So, I went back and and just made the adjustments and then, you know, of course, just double checked and made sure we were meeting the marks in term of our contract days and student contact days and

099all that and and it, you know, it it works out. So, I feel like, you know, we'll, like I said, this month we're just I'm just bringing to you the the conversation of what's what's what's there and I'll I'll get back in touch with the calendar committee again and I'm sure this is the direction they were going to go, but we'll we'll look to approve in in March. any questions or anything that that you guys are and I know my what my color coding system is there is is just the yellow days are the contact days with students, you know, the the blues are your inservice days and the reds are the the work days and different things. So that that's just my madness to make sure that we're we're adding up to the what

100we're supposed to add up to. So >> I have a question. When this is all finalized, could is there a place that you like post it so people can see it? Um because I feel like once we get to like the middle of summer, everyone's on the community page going the first day of school. >> So I didn't know if like when this is done we post it to like on like the website or like the Facebook page or something. That way everyone just kind of knows. Yes. >> Yep. >> Cuz I'm one of those parents. I'm like what is the first day of school? >> What are we looking at? >> You get farway through something you're like when does it start? I mean you have an idea but it just be nice to

101you know have something in front of you like okay here it is. Y so >> Yep. Absolutely. Yeah. I I think once it's once we get there, once it's approved, >> next month after it's approved, >> it's approved, we we can, >> you know, that's the other thing is we've each summer it's it's kind of a a interesting task to, you know, we we go through the we do everything we can to put oursel in the best position to get the the community calendars, the details and everything in there. And you know, we had a we had a summer where we thought we we had it all ready to go and then of course they got printed late and it wasn't anybody's fault. It was just that calendars were much later than what we're typically

102used to. So everybody's like, "Where's the calendar?" >> You know, so again, we try to adjust and do things to put oursel in a better place. And then you know so >> we we do everything we can to try to >> I think just having like I mean just so they can first day last day breaks and all that. Yep. Absolutely. >> The fair is the first week of August. >> Yes. I believe the fair is the first week of August that third through the 7th. >> Seems so early now. >> Yeah. Yeah. Oh, I guess I forgot to point out um Easter next year. This year Easter falls in April. Next year Easter falls in March. So you can see next March of 2027. Um we're we're going to be here a little bit.

103March >> but pretty sparse days. >> Yeah. March is kind of looking like this this February. >> Right. Right. Yeah. >> Yeah. >> I didn't even notice that. >> Yep. March or Easter will be a little bit earlier next year. So we'll and that's one too we've we've uh the last several years we've taken that Monday off before and then or excuse me the Friday off of course is Good Friday and then the Monday after Easter. Other than that, yes, sorry, that was that was the only change there. More than likely, I'll probably just be bringing that same calendar back to you in March and we'll put the stamp of approval on it, but we'll wait till then. >> All right. Okay. >> All right. If there's no further discussion, we'll move on to number

10411. Uh discuss discussion and possible action on school vehicles. Okay. So, I mentioned we're down a vehicle, right? All right. So, Mr. Irby, uh if you remember last month, you know, we >> Is that sold? >> What's that? >> What do you think on that top corner? It says sold. Well, it says yes, it does because it's actually on hold for us. So, that was their way. I said this. I'm like, uh, >> I don't think this one. >> What are we doing? But the reason it's it's because potentially might for us maybe. So, yeah, they they're on hold um for us. So, that's I guess that was their way of of >> doing that, you know. >> Yeah, I know. I was the same way. Okay. Um, so I did take I went back

105to, you know, the the guidance you guys had directed me, you know, last month was, you know, finding something with uh decent miles and of course with with price. Uh Jared, I I can't remember. I think were you the one that mentioned that kind of the miles? I can't remember kind of what was your number. Maybe. >> Yeah, I think it might have been me. >> I don't know. >> We kind of whole talked about it. Well, whatever that number was, I remember I talked to Irby and of course then he reached out and he and basically we were told like, "Yeah, good luck trying to find something with that low mile." So, um, >> Irvy, I think he he did he did a good job of just I feel like finding is two examples

106that I think are in conversation. So, this first one is you can see it's um it's red. We're we're up around 69,000 in in miles. Price weight range, you know, we're at the 28,000. Um, if you have that, if you want to click through the pictures and and look more at what's there. I was also going to jump over and pull this other one up as well. This one. So, that first one's a Is that a Chevy? >> Yeah. >> And then this other one is a is a Dodge. Now, the other thing to keep in mind is that it says capacity 10, but that is that um is only counting like the seats in the I don't know why they do this, but that's the seats in the back. So, it's actually this van

107and actually both red vans, the the true capacity, it's it's 12 because it's not counting that front seat and the driver. Now, to meet the state regulations, you know, we we can't be at 12. We have to we have to drop down. So, what Mr. Irby wanted me make sure to inform you guys is that th this place that we would potentially purchase these from, they are certified to pull out the seat that we would need to pull out to keep us in regulation with with the transportation. Um, we were told that if we buy both, they'll wave the the fee. >> If we buy Yeah. If we just buy one, then there's that there'll be a conversion fee of it'll be about $3,000 for them to do what they need to do. So, so

108we what it needs to be is it needs to be a nine passenger plus the driver is what where it needs to be so we don't get ourselves into the you know, that that's what allows just any a regular driver's license can can drive. You get above and beyond that, then you get into the conversation of the CDL and everything else. So, >> so with that being said, just keep that in mind. If you want to save yourself a conversion fee, we can we can buy them both. >> Sold. Does it have to be done by >> I'm thinking on this qualified or could you just unbol say as I say on this Ram can Jared and I just pop that seat up >> it's just one seat right there and it's like and that

109one's all by itself. >> But the Yeah, I >> I I see what you're saying. However, that the reason why it it takes that certification is that >> yes, >> you have to have that little label. Um in fact, is there a picture Uh maybe is I don't know if that's I don't think that's it. I don't think I've got a picture. >> Yeah, but I know there's a specific they they modify the capacity. >> Yeah. And if we would happen to get pulled over that's going to obviously that's going to be one of the thing or for it to pass inspection. >> A local mechanic could do it and label it or not. I that I don't know if I could I think it I think it has to be done by somebody that's

110certified and >> Yeah, >> because they change the capacity of the vehicle and then >> Yeah. >> because he'll have to have it inspected before he can get it on the road, >> right? It's got and it's got to have that specific >> right label on there and Yeah. So >> Allan has lots of stickers, >> right? >> I'm just saying. And I've got wrenches, so >> we've got a welder. >> I know. It's always something. >> So the Yeah, exactly. The the Dodge um mileage wide 67,000. It I mean, the price goes up there to the 33. I mean, it's a little bit more. I I don't know, guys. It's um I don't know necessarily if I could tell you which one's necessarily >> well with a with a Chevy we're we'd be in

111compliance with the seating, right? >> No, they're both the same. I think they're >> I think they would both they're both >> 10 capacity, but they're two front seats. >> Yeah. So, they're m I did and I called to confirm that with Mr. Irby before the meeting. I said just make sure I'm I'm understanding correctly and he said yes. They both of them would require the >> two what one thing I just thought of is I mean they're two >> if we did decide to go with something they're two pretty similar compared to price and miles. I mean >> for the most part >> I didn't know if something like whoever we use for a mechanic asking if they know engine wise which one has more troubles, you know, as far as >> they all

112do. >> It'd be a good That's right. Exactly. Well, >> I know. Well, it all probably depends on the mechanic, too. They're going to tell you different things, but >> I know as far as ease to work on compared to cost, >> it's over my head. I'm notic I guess I hate to even say it. I mean, knock on wood. I mean, we've >> pretty >> when it came to the the the band that we currently have right now, >> It's a Ford. Well, there you go. I don't know. For those of you are Ford >> fans, >> I mean, we've, knock on wood, we've had pretty good luck with them, too. But, you know, >> Yeah. I just You always hear stories of some people say, "Don't buy that engine. Don't buy this engine."

113That's, you know, that's something we need to look into before. >> Yes. >> They all break down. >> Yeah. So, how do they take seats out of the red one, though? How would you >> They almost have to take a >> They'll probably >> Do they put like a different one in? >> They'll probably remove and put a two seat version of that in there. >> You almost Yeah. Looking at the seats. >> I can't tell if the Dodge ones look comfortable. The little skinny seats separate. I'd rather have just a bench seat. >> I know. I was looking at the same thing. >> That back row and a Dodge. >> I'm not so sure. I was I was >> I almost had to see a person to know what >> Well, the thing I

114was thinking of is like, God, those seats look like those would be fine for an elementary kiddo, but I'm not putting elementary kiddos in this, you know? Like, I'm going to be putting some >> potentially we could have some bigger bodies trying to go somewhere, and I'm not so sure that's where I would want to sit. >> It's just hard to tell in the pictures how narrow they actually are. >> I think a bench almost Because the Chevy has does it have three rows in there? >> That's what I was. >> So it'd be more like the It would be more like what we have now >> with the Ford because it has three rows. >> Is that I'm trying to That very back seat. Is it actually two? >> It looked like it. It

115looks like there's that split right there. So, I wonder if >> maybe they could just take that back >> section out of there cuz I'm thinking if if it's they take the back section out that would just create some more storage space for >> You said we got to get down to how many seats? >> Under 10. >> So, yeah. One, two. So, actually that I think if that back section was out that would that might do it enough to get us where we need to be. And where does the money from this come from? >> What? What account? >> Capital. Oh, it's like we're missing a missing a little dial thing up there. >> Oh, yeah. which I don't know if something like that can be. >> Surely you think they fix something like

116that before they sold it to you, >> right? >> Yeah, that dodge that row with four. >> Yeah, that's what I was saying. They look like they would be too comfortable. That's Yeah. My concern is when we bought the bus, we were good on vehicles and I know things happen. So, we spent that money on the bus. Now we have the bond coming up. I kind of I mean I know it's only $30,000, but some of us are finding out the science lab has not been operating for a while. So that it kind of concerns me. And then we're down one because of a deer >> which happens. >> Which vehicle was that? Was that one of the bigger? Was that the smaller? >> No, the 22 like Suburban. Not the not the new. >>

117Not the new one, but the >> I mean, how does it work to like sell things? I guess. So if we don't So like next year we get all of our bus drivers hopefully hire some and we have like fully staff. I mean, could we just then sell this? >> Well, how how do you go about that? I guess >> probably >> or just keep it still. >> I would say this we would keep, but you know, it's it's the two red Suburbans. They're 2013s. >> So, they kind of >> I would say those would be the next two vehicles that we would be >> looking >> to get rid of. Yeah. Yeah. So, you know, the one I we we call them what? C4 and C6, I think, are their numbers. and I can't

118remember which one, but one of them we just recently replaced the transmission in. Um, and so it's it's running fine now, but obviously, and I couldn't tell you off the top of my head where they are in miles, but obviously since we've had them since 13, they're they're getting up there. >> And you know, we're >> we don't utilize those. I mean, it just kind of depends. Um, you know, if if we again, we've had these days where we have just about sent every vehicle out going some direction. you know, we we try to keep those back, keep those here as much as we can. We're we do utilize those for >> a couple different routes, you know, like you said, we with the the CDL licensed bus drivers, so we're not sending the yellow

119bus out on we're utilizing those as a route vehicle to bring kiddos in. So, >> but it's just the idea that those are the oldest vehicles and, you know, they would, you know, they would be the first to go, I would say, for sure. >> Yeah, that makes sense. I did notice that the uh the red one is rear wheel drive whereas the Dodge is frontwheel drive driving in an inclement weather. That's the >> that's going to be better safely >> compared to real oil. >> You're looking at a hydraulic brake system on that one. >> So, they both do have three rows. That's the There I think you were saying if that was the direction we would go to that seat that's just basically right there. Yeah. Would be the one that we would

120>> almost the Dodge looks nicer. I just don't like the seats as much. >> Yeah, >> it looks a little more updated as far as the lighting. >> Yeah. >> If we could take the seats out. >> Yeah. >> And like you said, that back row, if you to take a couple seats out too, it's going to give you more leg room instead of having four people crammed together in there. I don't that was something I did not the real real rear >> I know >> rear wheel drive that's something I didn't I didn't notice >> I know that's first thing I noticed too I think the same thing front wheel >> weather it's going to get around a lot better >> the frontwheel drive one >> which is what the Ford is that we

121have >> it is >> yeah it's frontwheel Yeah. I just don't think they charge us so much. Just take a seat out. >> That's crazy. >> I know, right? >> Seems pretty steep. >> Yeah. >> Take a seat out and stick a sticker. >> I don't know if those have any occupancy or occupancy, you know, like It alerts when somebody's seen, you know, it's in the new vehicle. I don't know if that would or not that they'd have to disconnect wiring or anything to them. >> I think on these it's just the front seats. >> Beep. Yeah. If you're not buckled I don't know that one of the comments that I made to Irby right off the gate when he he showed me this the red one I was like red we don't I'm like

122I thought we were trying to get you a lot of our fleet now we're kind of moving towards the white or of course that that Chevy traverse is silver whatever but you know I just >> we got these red Suburbans and >> but we were just trying to And they're like a maroon. >> They're a darker maroon. Yeah. >> That that red was not a red that we've seen in a while. >> But I think between these I prefer the front-wheel drive. said and I think these Rams are pretty similar to the Ford the way they drive and stuff and that Ford's that we have is pretty nice to By looking at the shape of the bumper on this thing, that deer wouldn't have stood a chance at all. I'm just googling it says that

123they are going up to 200 to 300,000 miles or for longevity. >> The Dodge. >> On the Dodge. On the Dodge. >> Says they have electrical issues. But >> what doesn't? >> As I think those gremlins come >> Yeah. >> in all shapes and colors. I'm sure doing their research on new vehicles and every single one has something that people come up with just >> like I say between these two I mean I'm I'm good with my main thing was I didn't want something with like 70 or 80,000 miles already. Uh, and then the front frontwheel drive I think for me is the And I don't it's something about the Dodge and the Ford, they sit lower. The Chevy Express seems like it sits higher too, like higher off the ground. I think that lower

124>> for being a year newer vehicle, it looks like an older >> vehicle almost outside and inside don't have the I notic had extra charger ports and stuff in the back. >> I just found one for 12,000, but then it didn't have any seats in it. So, >> there were no seats. >> Well, worried about getting rid of >> Now, I don't know what that conversion cost. >> I don't know. >> I'm thinking that cow seats. We can put in seats. >> You just need a bucket. >> Yeah, bucket. takes me way back to travel. >> Everybody hop in, sit down. >> We may have had one of those >> as a kid. >> That vehicle that we're out now, is that more used for staff and stuff like that? Well, >> and events >>

125or a little bit of both. >> Both. I mean, it's just the position we are right now. I mean, we're and I think that you again when we get into the spring, we're we're going to be sending it somewhere. Um, you know, we were talking Mr. and I were talking though if if we did have something like this um because again, this was something that I had noticed is or what I would like us to do is the either one the that 2022 or whatever of course that's out right now and then of course the 2025 suburban. I mean, um, you know, maybe reducing that for, um, student use maybe a little bit and, you know, obviously for for teachers and things like that that need to go, but if we can if we can

126kind of just pull that one off to the side, you know, and and maybe not putting so many miles on that right now, kind of slow it down a little bit for teacher use. And then this, of course, would be it would be the first go-to for a student transportation. I mean, it was just it was just that conversation. what we could do to, you know, what another gain that we would get, you know, by just trying to slow down a little bit because it again, I can't tell you what that where that 2025 is, but we've we've already put some good miles on it already, you know, and you know that even that might even help us too with the same thing with that other Suburban once we get it back up and going,

127it might, you know, between this van and our other van and um well maybe even like what would be a better idea is the the Chevy Traverse again still one of her it's a newer vehicle and I mean didn't have as much seating capacity so that would be one that we could pull back too for teacher use as well >> you know it's teacher and it's just that we're we're utilizing it to pull kids around too you know for different things I mean cheerleaders will hop into that run the games and different stuff and you know >> which was which really wasn't the intent when we bought the traverse >> necessarily for moving >> people as much as the price >> we got a really good deal on it at the time or I don't

128know about really good but we got a good deal on it at the time >> and uh it was basically the same price as what we were looking at for a car >> for got >> for admin and for teachers to to move around and then it it can double as you know, like like in this instance where one of the Suburbans is down, you can still use it. It just doesn't haul as many people, but it's not as it's also not as convenient for getting in and out some of the bigger vehicles. But >> but uh >> you know, I don't know that the Suburbans are I mean, they're good vehicles, but you know, I don't know it again, we something to just keep in mind moving forward. It's that what's irritating is that,

129you know, we we see the evidence of, you know, kids climbing in the back seat but not taking the time to just move the levers and slide the seats forward and get in. They're they're climbing over the top of the seats. So, we got shoe marks and Yeah. So, just the Suburbans, even though yes, we can get bodies in them, >> they kind of take a beating from, >> you know, putting putting kiddos in them. Now, something like this, the you know, just we're not having to slide a seat around. I mean, >> yeah, there's there's pathways through >> there's pathways and things get in the back. >> And there's more room in the back for >> Yeah. >> like doing wrestling for their bags, gear and that kind of stuff. >> I mean, we're

130we're several years down the road from from that. But I just for me, I'm kind of just thinking, well, maybe maybe that's maybe the direction we go is we maybe go something more like these for student travel. And, you know, maybe we don't need as many suburbans. you know, we don't maybe we don't need two suburbans in a traverse or you know that may be something as we go down the further in the road we're >> Yeah. move more towards this instead of >> Yeah. >> suburbans. Y. But I think the real and I think the conversation about this kind of started because the more the requests started coming in for use of vehicles for the spring semester because FFA they have a lot of events in the spring. And so um I guess I

131there was that document that I had created. I think I had shared with you guys and you know we were you know we fully anticipate yes that track will be on the you know once the new bus gets here it's we're telling you know they're telling us we'll be here in April. So track will be our largest teams of course when we're sending both boys and girls. So we fully anticipate yes the bus will be able to handle our track teams but then again it the other we'll have boys golf we'll have baseball um >> softball yeah you know we've just got these other we'll have you know of course junior high track will also be that won't be happening the same now here's the challenge is what has their and we do it it

132works but you know They they have their junior high track meet on the same day as their high school track meet because they just they basically just cancel school and have all their work teachers work track meets that day. So we'll we haul all the kids there for a junior high track meet during the dur the day. It comes back we pick up the high school kids. We go back to wa and so so you know we'll >> we navigate that every year. It works but you know it's just the the bus driver will have getting in their miles on that day for sure. Again, it's just we'll we'll have days like that where it's going to be that big bus is going to be somewhere and then we're going to need to get baseball

133team more than likely off to a different direction and golf kids, golf boys are going to be throwing golf bags and you know >> it'd be nice maybe something like this where they had that space in the back they could put golf bags in and go. So, um, springtime again will be the I I can almost assure we'll have an elementary field trip going somewhere. And, you know, >> I don't know necessarily know if the I don't know if the elementary kiddos will get the the new Ultra Coach Liner field trip bus. I don't know, but I'm sure they enjoy it and will love it. Yeah, we'll be there's potential that that could be happening on a day that we need to. >> Spring is always fun with transportation and events, but >> does it

134come with a warranty? Was it sold with a warranty? >> Transmission and anything? >> You know, I don't know if I've seen anything on that yet? >> If it doesn't, maybe they would trade out the fee for retrofitting the seats into a warranty and not charges for both. unlikely, but I don't see anything on warranty unless it's under the actual >> company itself has a vehicle >> Carney. I think they're both at the same place. >> Yeah. Yeah. Carney, thank you. Yeah. Before the white one, if it comes with a warranty, if it doesn't, say, "Hey, include us one." And it's we'll purchase it for you. I know. I mean, the Dodge seats aren't spectacular, but if you are going to take it for like all, it looks like the space in the back would

135be like perfect for that. >> One of the one of the rear views like you can see over the top of the seats and they look like they may look a little wider than what they do in the other views, but it's hard to tell. Yeah, I'm guessing it's very similar to what we have though. >> Yes, I've never >> which I'm trying to think with >> I've written in the I've ridden in that middle row that one before. >> I've driven never ridden. >> Yeah, I think there was there was a trip that some of the sad men went to or something and I I wrote back there. If I fit surely somebody else surely. >> All right. Do I have a motion? I'll make I'll make a motion to purchase the uh Dodge

136Ram and check and see if we can get a warranty prior in addition to uh the final payment. A second. Second. Thanks, Jared. All those in favor, uh, raise your hand. Opposed. Motion carries. 51. All right, we will move on to number 12. Discussion and possible approval of KSB recommended board policy updates. The fun stuff. >> The fun stuff. >> Yay. >> Okay. >> Totally forgot to >> Okay, >> got my second win. >> Just in time. She's been waiting for this all day long. >> Just in time. >> All right. So, again, just effort to try to keep things clean for you. There is a uh number 12 item KSB policy folder there. So if you want to open that up and then you'll have you'll have them all in order. Um so we'll

137just go through and we'll start at number one. And there are some of them that I think will be super quick and easy. Others that I think we will have a little bit of conversation. We'll just tackle as we go. All right. So number one um uh some changes to policy over executive session. So uh just so you understand the color coding um if it's blue that is what was added >> real. Oh there >> so on the outside when you're in the share drive it's number 12. >> Sorry. Nope. You're okay. Yeah. >> So, it should should be a number 12. >> It might be the first one. >> Yeah. There it is. >> Good. >> Okay. >> All right. >> So, as I was saying, then uh >> if it's blue, that is

138what KSV KB is. They've added that verbiage. Uh obviously, if it's red with a strike through, that's what they're recommending you take out. If it's in black, that means it was it was already there in the in the prior policy. Okay. Um so on this first one uh BCBK executive decession if you kind of scroll down there towards the very end of page one um it is a policy about um not recording executive sessions. So they do that unless recording of an executive session is required by law such as when conducting a a student disciplinary appeal hearing. Therein any recording or live streaming or broadcasting of executive session using any medium is strictly prohibited and the board is or excuse me and the board or its administration shall press criminal charges against the offender for

139breach of privacy and other applicable of the law. So please don't record during executive session. That's pretty straightforward, right? So, I would recommend that we approve that one. >> Okay. And if basically as we go, if you have concerns and we can talk through each one and kind of come up with an approved >> way to move forward and then we just vote on them as a as a bulk. But if there's one that you want to pull out, we can vote separately on one of them and do all the rest of them as a bulk. So, just so you guys know where >> as we move through these uh number two, the BG membership, they're just recommending that we strike out um there was in the prior policy it was uh I guess a

140they kind of looked at that as a as a prerequisite. So they were just taking out that the board, you know, may maintain membership in the Kansas Association of School Boards and they want to take out and if a member of the KSB may join and participate in the activities of the National School Board Association. So just striking that out. I'd recommend approval of that one. Number three, graduation requirements. Um, the board may adopt graduation requirements exceeding the minimum set forth by the state regulation unless otherwise provided herein. In order to qualify for graduation, students must earn academic credits meeting state and district uh requirements. This credit requirement um shall apply beginning with those students who will enter the ninth grade and in the school year following the effective date of the additional requirement. So,

141Um, I guess I just made a note on this one. The state requirement is 21 credits. Uh, plain Billy um, for us it's 28. So, we're we're above what the state requires. And normally what they when they a requirement when they pass their requirements. It's, you know, for that next freshman class that's starting. The same way with us, we >> So, you don't change it midstream when they their jun halfway through their junior year and change the requirements on. So, >> basically the requirements are whatever it was when they entered as a freshman when that when their class entered as a freshman. >> Grandfather pretty much. >> Yeah. Yep. Yeah. Whatever we set that year for them is that's their requirement to get through four years. I believe we've been at 28 for quite some

142time. So, >> and for us, I was um you know, I was looking that the state only requires six um six credits of your uh gosh darn it, what what's the term I'm looking for? Your >> Electives. Thank you. Yes. Six hours electives where we We require 12. So does there's any questions or anything on that one? I move it on. I just would recommend approval of that one. Number four, uh the use of artificial intelligence. So this is one um this one obviously I spent some time going through. You know, currently right now, we do not have um an AI policy, nor I mean there there are a few schools out there that have adopted something, but this is the first this is a brand new one to come from KASB. So, um as

143I was scrolling through, I think you guys have the same highlights right on yours. I was just noticing, you know, some of the things that were catching my attention, of course, that I feel are important that obviously our approved use of AI, you know, we need to make sure that we're following FURPA and of course no approved AI application, you shall collect, store, or transmit uh personal identifiable information without appropriate authorization. Um, it's not at all that any of these I didn't feel like were important. I just felt like there were ones that I think for sure it's good to have in there. >> Um, you know, and of course there has there's there's lots of questions as far as like using use of AI, you know, like number one, demonstrating honesty, integrity, and responsibility.

144You know, I mean, that's that's what we're trying to teach our students is as this new thing is upon us, you know, we're there's there's a smart way of using AI and then there's obviously other ways. So, I don't know. Like I said, I was just highlighting things that was catching my attention so you guys Let it go. With that being a new one, is there any questions or anything you guys are You know that's law. Well, how do we go about enforcing something like that? >> Which one are you? >> The AI and academics. >> Was there something specific on here that you were >> number one? Violate academic in integrity. >> Violate acade academic integrity by generating or submitting work without appropriate authorization. um create something. >> Yeah. So, I know we're going

145to most likely adopt this, but I guess is we adopt it, but how do we enforce it? >> Because it's been going on >> for years. So, in my opinion, if we're not going to enforce it, why adopt it? And then it'll be in there. It'll kind of go back to like our sports thing. We're going to like say, "Yeah, we're going to adopt this rule of law, but we're going to turn a blind eye to what's been going on for years already. I'd just rather not accept it and leave it as being currently. I don't know if they use anything to check for >> check GBP to >> I mean I know the English department does I can't remember what it's called but it can detect how much of it is% >> we have

146send it back to and say hey this is generated >> sense would you have to adopt some sort of thing to do that >> I mean we're already doing that it well and that's that was that software um you know it it it's able to tell us like how much you know is plagiarized but then of course I I don't know I guess it would have the same capability of >> I mean I know we've had >> identifying the AI >> whenever it comes up and somebody's I get a copy of like here what's going on and it gets sent back to the student says okay this is plurized put it in your own words or it's not being accepted. >> But I feel like this policy I mean that's no different than you know

147anything that's I mean plagiarized or anything else that we've dealt with academically. I feel like this talks more about setting guidelines for, you know, if if a teacher or a staff member, you know, if we're going to have something available to students, you know, it has to meet these requirements. Like it has to it has to be something that's like there's certain AI tools that are on the market that are locked down. And so because one of the things about AI like this chat GPT and stuff that we use in everyday life, all of that data is collected and they store it and they collect that data on you and it influences what the information you're going to get in the future. That's what >> I mean whether it's Groon or you know any any

148of those >> they're storing that data related to you and they're using that you know as part of the learn learn learning model where a lot of the AI tools that uh are geared towards uh schools and student use and are more locked down and so they they can't collect that data on the specific user searches and those kinds of things. And so I feel like this is establishing some kind of uh parameters for those kinds of things to protect uh student data and uh those kinds of things more so than and I think it also makes a statement as to uh you know it's like a lot of things we do with students we're trying to teach them the best way >> we can't control everything they're going to do, >> practices, >> but

149we try to teach them how to properly use tools. So, I think, you know, that's I think that's to me that's the purpose of it, not so much the, you know, day-to-day implementation in academia because I feel like we we kind of already do that. you know, before AI, uh, we used tools that, you know, looked for plagiarism and things like that, scanning, uh, reports and different things from students. And now, you know, it comes back with not just plagiarism, but it looks at what, you know, >> if it was AI generated. >> I mean, I got one of the 100% AI generated. >> Yeah. Okay. This isn't accepted. But and I'm not by no means am I trying to defend this particular policy because we don't have to adopt them, >> right? >> And

150I do believe I mean even if if we did adopt this policy, I guarantee in six months when their next updates come out, there's an update to this >> policy. Yeah. >> So, if we want to hold out >> and discuss it again next time, I'm good with that, too. So, >> I don't it's not a to me, it's not, you know, necessarily a do or die. >> Yeah. >> policy and like I say, I was in no way trying to defend it so >> or take a big stance on it. So, like I say, I'm if the majority wants to push it off until the next round. Like I say, I'm I'm pretty sure this one's going to be in every round of updates that they have for the next. >> But you said

151we don't have one yet for this, >> but currently we don't have a policy. Yeah. >> I mean, at least it's a start, I guess. But I get what you're what you're saying, A. It's just like, yeah, how do you implement it because it's so new still? But at least it's something to kind of go off of like as a guideline initially. >> I think it defines what a it tries to define what AI is and it tries to set some kind of >> sort of say there any negatives of >> some kind of expectation at least that we expect people to >> respect. My even you're talking about the negatives. I don't I mean I'm I'm hearing what everybody's saying but when it comes from KASB, I just I'm my trust iss, you know?

152I mean, they're they're the ones that are putting the time, effort, and energy of, you know, really looking thorough into it. And, you know, I I guess that's just where I probably got to land. I mean, that's not to say that I'm always 100% going to agree with everything they put out, but I think it's just every a lot of the things I've been to with that involves KSB, I've I can lean on that for sure. So, I if I'll throw my opinion in there. >> Yeah, >> it does give us some backbone to to refer to to have it, you know, where it's even has use approved AI tools. Now, that'll be up to your, you know, you guys as administrators to kind of figure out what >> so >> what your >> um

153tools are. >> Was that gosh, was that back in August or September? You know, we do have we do have a just a one-year license with school AI, which again what he was referring to. It's it's the closed it's got the parameters on it. So, it's and that was what we were steering teachers towards to to using that. >> Okay. So that it it does you know we know we have those safe parameters around around what school AI is providing for us. Now um >> you know again you had kind of asked like well is which comes first the chicken and hand is it was should the policy have come first before we got into school AI. I mean, I was kind of looking at, you know, let's give the school AI, let's give it

154an opportunity to see how it's used and and of course, I'm able to go in and see how much how many times teachers are going in and utilizing it and what for. >> And so this and this is actually more based towards of what we're using in school, not what the kids may be using outside of school, too. >> Yeah. Yeah. Yeah. So, you know, it'll just be interesting, I think, to as we're kind of taking it through this, I guess I call it like our pilot year of kind of just seeing how we're utilizing that school. I mean, I may come back to you guys later on to say, "Okay, >> school AI is just >> I don't know. It's >> not benefiting. >> It's not benefiting. I'm not saying we're going to stick

155with it forever, but >> or it might be something where we we got we get some feedback from teachers and they're saying like, yeah, it's it's useful. It's given us some good things. Okay, now we've got a policy now that also helps guide us through that as well." So, I could go either way too if I could. >> Yeah, I didn't think of it how you thought of it. I mean, that is a good thought. When you said it, I was like, "Okay, yeah, that makes sense." I didn't think of it that I didn't see the name that concerned me, but then I didn't know is there any the only reason why I brought it out is because I know it's been going on and and some teachers may overlook it and others say, well,

156you know, it'll get them in the end when they go to college. So, that's what I was saying. >> Why? >> That's a good point. >> Now, just food for thought. >> We can move on. All right. Well, I'm just going to put a question mark by that one then. Sound all right? >> Okay. Let's go to number five. IKB, controversial issues. Okay. So, when a controversial subject arises in the classroom, teachers may use the opportunity to teach about the controversy. that shall and of course please take note this is what was added but shall take care to ensure that curricular content delivery remains the focus of the conversation. Teachers shall ensure that various positions concerning any controversial subject are presented and that students have the opportunity to freely discuss the topic. Teachers are discouraged

157from expressing personal viewpoints during the discussions which would violate any board policy or Kansas law such as engaging in a pro in prohibited political acts, using a district, time or property. I'm okay with that. >> I mean, I feel like our teachers I feel like our teachers >> do a good job of that. I mean, they understand that there's >> there's boundaries in a line and everybody's got different opinions. I don't feel like it's necessarily anything that we I don't know. I >> I don't feel like I think our teachers do a good job with >> Okay. >> Yep. Okay. Um ICA, human sexuality and AIDS education. Uh really just looks like they went through and they just pulled out they're just pulling out the AIDS term. Um I made some not notes on here.

158Edits to this policy focused on the removal of references to AIDS and the removal of the language uh regarding public notice of the availability of your of human sexuality and AIDS curriculum goals and objectives. So uh in fact I don't miss Mr. Han, you can correct me if I'm wrong, but I don't even feel like the curriculum that we use has anything to my knowledge. It doesn't even we don't go down the path of teaching with the aids or anything. So, >> not to my knowledge. Yeah. >> So, >> my recommendation to approve that one. Mhm. Yep. >> I think then that 6A is it's just a form, you know, that if the parents wanted to opt out, it just took it just cleaned that up to make sure it was matching the policy. So

159that's that one. Number seven, IKD. No religious belief or non-belief shall be promoted or discouraged by the district or its employees. Students and staff should be tolerant of each other's religious views. Students and staff members may be excused from participating in practices contrary to the religious beliefs. Staff members are responsible for ensuring proper notice and opportunity for opt out is given in the accordance with the board policy ID IKDA as applicable. And then they want to Unless there are clear educational issues of overriding concern with that will prevent a type and then I noticed uh nope sorry this is not the one there's one I think there's another one coming up later on staff members are responsible for ensuring proper notice and opportunity to opt out I didn't okay everybody good with number seven Okay.

160Eight. Uh, was there Oh, there's a 7A. So, same thing. There's a there's just a form that they cleaned up to match match the policy. So, >> move on from that one. Number eight, religious objections to activities. A lot of new addition to this one. The board recognizes parents have the fundamental right to direct the religious um upbringing of their children. Furthermore, Kansas law supports the ability of a parent or person acting as a parent to request their child not be required to participate in a school activity which is contrary to the relig religious teachings of the child. To assist district staff in consistency accommodating these rights, the board adopts the following policy. So, there's quite a bit more there. Again, I was just highlighting some things that caught my attention. Parents or persons acting

161as a parent shall be notified in advance and given the opportunity to opt their child out of an activity addressing topics that are known to be or reasonably um ascertainable to be contrary to the religious beliefs of the parents, person acting as parents or the students themselves. So they can just simply opt out of anything. And then this is the one down at the very bottom. I highlighted this where it says nothing in this policy policy shall be determined to allow a parent person acting as a parent or adult student to opt a student out of the entire course. So sorry, they can't just say that math is against their religion and get out of math >> or >> That's right. Right. Nice try, >> man. I would have totally gone for that one. >>

162English four is Yeah. Sorry. That's Yeah. Yeah. Especially Math, right? Yeah. So, they did thankfully put some guidelines in there that nobody's nobody can pull that one. I mean, obviously, if there's something specific, if there's a lesson or something that might >> you I don't know. Again, I I just feel like our teachers are very knowledgeable and know that this is >> now I'm just wondering who actually tried to do that that they had to put the >> right >> well and so on the part >> one person >> just hypothetically like if it says persons or persons acting as parents. So what if you have two people both involved in the child's life who are involved in trying to tell you as administers and principles no I don't want my kid learning that who

163trumps who I mean who you know who >> well I guess the first place I'd be going to just see who who truly has >> guardianship guardianship guardianship or custody >> custody So yeah, >> that would be my first place that I would go. >> Does it say anywhere what person acting as parent falls under? >> I think it did in one of them because I was confused about that. I was like, why does it say this a thousand times? But in one of these it it describes it and it says like guardian or >> something. So it's basically just like describing it a little bit more. I think it is in one of these. I saw it >> I've probably seen it and seen it so many times that I >> Yeah, >> I

164think it's like later on, but I think I saw it somewhere. It was noted like what it actually meant. I was like, "Okay, if it was in >> I don't remember where it was either. It was in there somewhere. >> It's somewhere." But I was like, "Why did >> it defin." But then it made sense. So >> hard to read through that a thousand times. It's in the next one. >> Oh, is that where it's at? >> Yeah. >> As in number nine. >> Yeah. Number nine, the enrollment of non-resident students. So, if you can remember a couple years ago, the the state kind of flipped the whole um rules on us as far as you know, in district and out of district enrollment. So, you know, we we we have and we do we've

165we've got kiddos that come to Planeville that you know, their their residencies outside of the district, but but we as a a district through all that you we had to set what we our cap. Um, so we set at 55 is our cap for every for every grade level. We're underneath that. We still have seats open. So that means students can still can still enroll and come. Um, so along with that lines then they did um they added that the receiving district may provide transportation um from the students residents by notifying the sending district of the receiving district's intent to provide transportation. So, this one's kind of interesting because, you know, I guess even though the the enrollment um rules have changed, it really kind of just still been that that unwritten rule. I guess

166you could say that um you know, we I I don't I don't send the buses outside the district. We we have uh we we have a bus route that goes east and we have a bus route that goes north. And I take them I take the buses up to our boundary line and then we have pickup points. So those those students that live further east or further north, they come to our pickup points and then we we pick them up there and then we bring them we bring them in. And the reason for that is, you know, it's just the idea that, you know, um >> we don't feel like we're taking your deciding. >> Yes. You know, that's >> Chris and I talked about that the other night. >> How far can you go

167to like all these kids, too. >> Right. Right. You know, and that's just it. I mean, if I guess if if you guys would tell me to, but I could I could send a bus a long ways away. And >> but it's kind of been our policy that I mean, the people within our boundaries are the people that pay for the buses, >> right? >> They're the people that buy the fuel and pay for the buses and the maintenance and the drivers. >> So, we keep them within >> we keep our boundary. We service those. And if you're outside of that and you and you choose to come here, you choose to come here. >> Uh, >> so transportation is more on your plate. And it's kind of I mean, and historically, we've always accepted

168out of district students. Uh, and that's just always been the rule. So, yeah, >> we've just kind of >> Yeah. And it like you're saying, I mean, I'm I'm not trying to go out and I'm not trying to steal kids from the Stockton district or, you know, that's just if families and they choose to come to Planeville, that's great. You know, absolutely. You know, we that's if that's their choice. You know, I'm I'm not going to go out and and recruit and and pick up kids out of middle of Stockton or whatever. >> Fivear quarterback then. >> Yeah. So, so even though it's it's in there, I mean I don't necessarily I mean it just says that the receiving district may provide transportation. I mean it says I mean it's saying that we could say

169you shall. >> It doesn't say I shall or you know I just >> I would fight that if it said that we had to. >> No, >> I think it's I would say yes to I'd approve it but I I don't think it changes what we do. >> I don't think it should change what we do. >> Yeah. Okay. Yeah. And I think that definition I think it's you know I think it cl I think it is some students are in you know foster care or transition from you know or whatever their circumstances are. There's it's not necessarily that the person has guardianship always. So I think that's why they did away with the word guardian. Oh, got >> uh it may be just if the parents give consent that that person can be in

170that role or whatever and it's not official guardianship. So, all right, number 10. So, this one, lots of colors, lots of So, this one's uh um interrogation and investigation. So, building administrators, we're taking out school security officers. Building administrators and other designated by superintendent may conduct investigations and question students about violation of school rules and the student conduct code unless otherwise provided herein. Such investigations shall not require the contact of the students parents, guardians, or representative prior to questioning. So, if it's something where, you know, obviously there's just a discipline issue or something at school, you know, we can bring the kiddo in, we can ask questions, and we can get down to the bottom of of an issue that we need to solve. Um, if administration requests law enforcement, if it's something that's, you

171know, if it's something more criminal or we feel like maybe falls under those lines of criminal, and if we we feel like we need the help of law enforcement, then then yes. Then it says that including a school resource officer or school security officer or campus police officer for assistance in conducting the interviews or uh during the investigation administration shall contact the parent or guardian representing the student prior to the questioning. So, it's just a matter of like if it crosses that line of >> breaking the law, then yeah, if we got to we've got to contact the parents and let them know that we we must have something significant enough that we've we're bringing in law enforcement, so we need to notify him prior to um like I said, there's a lot there and

172I was highlighting as well just again things that were when a school resource officer or or security officer on campus um initiates an investigation um of a potential violation of criminal law by a student, the officer on the officer's own initiative and not on the request of the building administrator, the superintendent such as the officer will notify the building administrator and they took it out make a reasonable attempt. It's like no, we they will >> and then they contact the parent guardian. So, I think it's just, you know, and that's of course that's how we handle things for sure. I wouldn't say that changes or does anything different currently what what we're doing. I mean, obviously that happens on a very day-to-day basis where we we have to bring kiddos in and some there's something

173that we got to look into and investigate. So, but always if it on an event that if we feel like that something maybe more is If it involves getting a hold of police and we that's where we are notifying the parents. I would make the recommendation to approve that one. Uh really I think number 11 you see that there's there's no change. Well other than clear down there at the bottom they just simply took Kansas State Department of Ed and just they want to take out the they just want to add KSD. So very minor change there down on number eight. Cultural awareness cultural awareness. developing understanding that certain demographic groups are disproportionately bullied at high school than their peers based upon sex, disability, social economic status, religious beliefs, gender identity and expression, and sexual

174orientation. >> I don't know. >> Looks good. >> Yep. Any questions on that one? Okay. adult students. This is a fairly easy one if somebody of course just wants to work towards some credits to earn their high school diploma, which you know we don't we don't see this very often, but placement can be determined by administration. So, I think it just, you know, maybe we're we would offer the opportunity for somebody to maybe complete a class or something to earn those credits, but probably wouldn't necessarily put them maybe right directly in the classroom. We would provide him an opportunity to do it elsewhere or something like that. So, easy on that one. Uh, KM visitors to the school number 13. If you remember this one back in the fall, this one this one caught our

175attention. And then lo and behold, look what shows up in in this one. But so they're adding uh >> school personnel may request to see the identification required by such officers law enforcement agency to verify that the individual is indeed a law enforcement officer. We talked about that one. >> The other one say that you couldn't ask. >> Right. Right. >> So they had a lot of parents complain. >> I bet that probably caught some attention all over the place, didn't it? So, do you like how that's worded a little bit better now? >> Yeah. >> Let's approve that one, shall we? >> All right. I think did that I think the those other documents in there were uh table of contents and just some Yeah. I mean, they're in there, but I don't think

176necessarily need approval. It's just showing that they're >> what changes were made. Yeah. So, I'm going to make those updates that we >> sorry including including number four the AI >> um I don't know consensus do we want to have something in place I mean I think it covers not necessarily the part that they've already kind of been using it, but it kind of gives guidance and yes, I imagine that there probably is going to be another update soon. >> I think it's like this next one. >> The thing I like about it is it defines >> like it has a definition in there. >> It's a start. >> Yeah, I'd say yes to include all of the ones that were just discussed. >> Start. Yes. >> Okay. >> Just clarifying. >> Yeah. No, I'm

177totally good with that. I think it is some work, but yeah, I think it's at least outlining what >> Yeah, we expect. >> Yeah, we will more than likely see it again, I'm sure. >> Yeah. >> All right, I look for a second. >> I'll second. >> Thanks, Stacey. All those in favor say I. >> I. >> Opposed. Motion carries unanimously. We will move on to number 13. Uh, I move we go into executive session with Superintendent Chris Reinhardt to discuss certified and classified staff pursuant to the non-elected personnel exemption under coma. The open meeting will resume in the board room. Do you want to do five or 10 >> 10 minutes? >> Give me 10. >> So, >> can we >> We'll do 950 to return. >> Okay. Yeah, >> that gives us a

178couple extra minutes. >> Swing to the bathroom. Just Look for a second. I'll second a. All those in favor say I. I. >> I. >> Opposed. We are in executive session. We go into executive session with Superintendent Chris Reinhardt to discuss certified and classified staff pursuant to non-elected personnel exemptions. Under KOMA, the open meeting will resume in the board room uh at 10. >> I'll second Z. All those in favor say I. >> I. 4 Z. Approval of classified staff. Uh make a motion that we approve Cassidy Stewart for the position of daycare provider. Second. >> Second. >> Lori. All those in favor say I. >> I. >> Opposed. Motion carries. All right. And then 14A, we have I'm writing to formally resign from the position of 7 through9 science teacher along with my coaching

179positions and all other assigned duties with USD 270 effective uh at the end of the 20 2026 school year. Uh this has been an incredibly difficult decision. However, it is one made in order to be closer to family for the benefit of our daughters. I'm deeply grateful for the opportunity to call Planeville home over the past seven years and wish nothing but continued success for this school district. Uh my family and I have truly enjoyed being a part of this community and we look forward to following and celebrating the district's future successes. Sincerely, Garrett Smith. Like to >> personally thank him for for everything he's done for the district and Yes, absolutely. I'll make that motion and second that too and tell him thanks for his years here and we've appreciated all he's done. >>

180It's been moved and second. I'll second. >> Jared. All those in favor say I. >> I. >> Opposed. Motion carries. >> All right. And Oh, yeah. Uh, and then I have uh I'll make a motion to approve uh Jenny Hobus' leave request for May 14th, 2026. >> Second. >> All those in favor say I. >> Opposed? Motion carries. All right. Number 16. I move we go into executive session with superintendent Chris Reinhardt to discuss employer employee negotiations under KOMA. The open meeting will resume in the boardroom in 10 minutes at 10:15 p.m. Second. >> I'll second a favor say I. >> I opposed. Motion carries. move on to number 17. Other items for the good of the district. I guess just a reminder if there's, you know, things come up and there's topics uh for

181future meetings, you can reach out to myself or Chris and uh and we can definitely look at getting information on the agenda. So feel free at any time if you have stuff. >> I'd also say if anybody's still watching online, don't forget that there's another bond engagement coming up on Friday, February 20th, starting in the in the high school at 6 o'clock. >> Y >> and I'll move to second. >> Thanks. All those in favor say I. I. We are adjourned. Thanks everybody.