001e e ready to rock and roll everybody is here woot good Jobo all right Jeremy ready are we ready all right let's do this good evening my name is Jennifer prebble and the Sako School Board chair I'm calling this meeting to order on um this Wednesday December 11th 2024 would you please note that all school board members are in attendance please join me for the Pledge of Allegiance I pledge allegiance to the flag of the United States of America for stands all all right moving on to item three we are looking at approval of school board meeting minutes dated November 13th 2024 do I have a motion chair Preble uh Schoolboard member Truman I move we approve the Schoolboard meeting minutes dated November 13th 2024 all right I have a motion by School Board member
002trumman do I have a second second second by School Board member Johnston any discussion on the meeting minutes for November 13 2024 seeing no one is seeking discussion move on to roll call vote School Board member waroff approve uh School Board member Richards yes I vote Yes School Board member roach yes School Board member Ker abstain bear with me a second Schoolboard member Truman yep and Schoolboard member Johnston yes all right motion passes six with one abstention okay got it all right moving on to item four adjustments in the agenda I don't think there's any adjustments that I'm aware of this evening all right moving on to item five correspondence um I was not made aware of any correspondence this evening um so we can move right on to item six which is um public
003session please feel free to come before the school board and state your name and address for the record you have three minutes to speak and thank you okay seeing as nobody is seeking recognition for public session we can move right on to item seven the super superintendent the report superintendent Ray take us away all right is that kind of like cal gun take us away or one of those things um yeah dating myself from a commercial I guess um I do like how couple couple of couple of different things um first and foremost we entered our weather season for school cancellations or delays um the other morning and I'm not sure that what I see outside will make hopefully Powers everywhere in the morning time for us um we'll certainly have to go around and
004check schools first thing and uh see what's uh going on but it's always important for um parents to make sure that we have updated cell phone numbers and email addresses because when those calls go out in the morning time our ability to call is only as good as the information that we have uh in our Student Records in addition to that for people who may have gotten a call and said well I don't have a kid in the system why would I get this call it's important to remember that cell phone numbers sometimes are recycled from people who were in our system and then a new cell phone number comes and they give that out again and so if you were someone in the public who got a call and said hey I don't want
005to hear from Meg parur at 5:00 a.m. in the morning uh just give us a call so that we can search our system and see which student um that that is uh tagged to uh so just very important uh pieces for us as we think about winter operations as you know we started the school year with um kind of a back to school theme based off Survivor TV show and we've been trying to carry that out throughout the year um all of our schools have uh quickly on some were a little longer than others found their hidden immunity idols that we put out there and our staffs are going through their uh group rewards that they have uh made it through and I know that we've uh we had Bagel Bar the other day at
006Wendy school we had a cookout lunch uh I know we've got a pizza party uh coming up and we're scheduling those out into all of our departments our transportation department wanted a Sunday party an ice cream sunday party uh so that's going out as we start to think about um our winter gifts before the the holiday seasons to our staff members they will continue around that Survivor based theme uh and we'll continue to do that throughout the year um of you know what our comfort I will'll give a clue Comfort items that you may want back at Camp uh and so it's just been a lot of fun to uh try to keep that going a little bit throughout the year and we'll have some other fun things that come out in the next uh
007quarter um I want to say thank you to the Girl Scout Troop uh 1274 comprised of 11 students at CK burn school who donated $94 to their art teacher uh to purchase essential art supplies for schools students raised the money by hosting bake sales at the Pumpkin Festival as part of their uh Journey uh Agent of Change leadership award uh and I really want to uh thank you uh to that group for uh recognizing and uh donating to the school that's a great thing um each and every year uh throughout our community especially at this time of year uh many organizations step up and help fund many different items uh and specifically I want to thank the bford Sako Rotary Club uh in the rotary clubs in the area for their continued support of adopting
008nearly 200 students between bford and Soco um to brighten the Christmas season uh that's a pretty big task and the number grows um and then just also the number of Staff people uh and staff members that step up to help in that in that drive additionally um we tend to get calls several times a week from other organizations something like kns of Columbus or uh things like that that will just say hey do you need boots do you need hats do you need mittens clothing what are the supplies uh that you that you need and sometimes um it's great when they come and they meet with us because they may have one idea of what needs are when really we may be experiencing something sometimes certain needs Rise Up from time to time um and
009that's uh just something that we're thankful for um you may have gotten stopped in traffic the other morning when uh Reese across America made it through down Route One uh for several of us and made our um made the start of the school day a little bit more challenging that morning um um but they uh National Reese across America day will be held Saturday December 14th in which volunteers will be laying Rees to honor our veterans um if you're interested in doing that at some of the local cemeteries you can sign up at Reese across America uh website seven school days left until uh our winter vacation starts uh so that's just around the corner um and so other than that that's my update uh for this evening entertain any questions any questions for superintendent
010Ray School Board member roach is Meg's voice an angry voice at 5 in the morning or is it sure let's let's exp I can vouch that it's actually quite Pleasant I find it to be much more pleasant when I answer the Sako called and when I answer the bford and Dayton one and it's actually me you're like what I was like who's that on the end of the phone uh but that's always a just you know I think for the public what people don't necessarily realize about that is a fairly intense um 30 minutes of the school of of the morning of uh that you know that starts at that 4:30 news and I'm working the cell phone and chatting with probably up to 10 different superintend attendant throughout the regions you're CH talking with
011police force uh road crews um and usually that decision to cancel school is done in about a 20 minute period of time and then it's getting that information out of making sure that all facilities Crews know what's going on making sure all principles know what's going on um communicating with central office team to say okay who's doing the phone calls who's doing the message who's handling Facebook Twitter Instagram all of those pieces who calls all you still have to call all of the television stations and what people don't realize is that you would think that they would have one integrated system where you could put in one code but they don't you have a password and code to every single one of the stations that is different and so we do that for a three
012and then as soon as that decision or before that decision is made uh we're communicating with Thorton Academy and the Headmaster and they're groundcrew both of our transportation networks so it's a pretty intense 30 minutes and then your phone rings for the next 45 minutes with everybody's continuing to call and do those things so if anyone wants that experience on a snowstorm just come over to the house at 4:30 in the morning and we can set you in on that piece School Board member Truman quick question on that same vein have we inter integrated into the better system or are you still doing an hour of Hell okay that's fantastic I was hoping that you guys weren't up at 4:30 like typing it out and putting in it's it's a much better system now that
013is you know the the piece is is that there's no integration or drop down where in that system where I could select each and every school department and have them all it's still all log in to each one all Twitter feed all of those piece um and and everybody on the team has a certain role in that morning time once the decision's made uh and I think the other morning we were in pretty good shape because 5 o'cl we had the the information was out and the phone was ringing so it was a good one definitely woke me up the other morning it was wonderful though okay any other questions for superintendent Ray all right moving on to item eight which is the chair's report and I think it's already on the agenda but just
014saying we're going to review um going over voting for officers chair Vice chair nominations to evening further down the agenda and also looking at committee assignments and liaison assignments um so any questions about that okay moving on to item nine staff reports I did not see any staff reports listed this evening um so we can abs we move on to item 10 which is board subcommittee meeting minutes I believe um the policy and personel committee was cancelled this evening and will be rescheduled at a future date into January our finance and infrastructure committee meeting our next meeting is January 29th at 4:30 p.m. in our curriculum committee our next meeting is November 25th I'm sorry that was the meeting minutes for it next meeting will be January 27th at 4:30 p.m. any questions around the
015board subcommittee meeting minutes or the um next meeting times all right since there's no questions moving on to item 11 old business I don't really have anything listed for that category so we can move right into item um I'm sorry that was item 11 moving on to item 12 new business item a new hires um there is a memo in your packet and I have that no motion is needed on that this evening any questions on that okay moving on to resonations there is also a memo in your packet superintendent Ray do we need a a motion on this one no just informational okay um for review then we can move right on to item C which is the Sako nwea fall data um assistant superintendent parkur we look forward to your presentation thank you
016you moved so efficiently through the meeting it is preparing no worries no worries yay it'll all be worth it when we can see it perfect okay so um this evening I'd like to walk you through some of the information from our fall administration of nwa's measures of academic progress some of the introductory information will be a repeat for many of you but I think it's important for anyone listening to hear some of the repeated information about the standardization of the test the timing Etc as well as our two new board members who may not have had the pleasure of hearing Those portions prior so um the measures of academic progress includes two Assessments in math and in reading this year we've administered those Assessments in grades 1 through 8 in the past we had not
017administered the reading assessment in first grade we had started that in second grade because we had some other assessments but we felt like the continuation of that data over a longer period of time was helpful so we did include our first graders as a pilot last year in the reading assessment and then includ Ed them all this year in that assessment we administer this three times a year it's a slightly different test in the fall and the spring than it is in the winter there are more adaptive questions in the winter than there are in the fall and the spring the fall and the spring include more grade level questions but also have an Adaptive measure as well the students then receive a score that is normed against National Norms so they don't necessarily spit
018out a score that says whether a child is at grade level or not though Maine has created a scale that kind of Associates with the scale what they do is create a score that compares to students at that grade level across the country and says whether they're in which percentile so think of it as um when you go to your pediatrician and you see where your child's height and weight is you're really looking to see if they're following the the same trajectory because if they're in the 25th percentile you wouldn't expect them to jump into the 75th percentile but you might want to be seeing if they're at least following that trajectory in the 25th Andor moving slowly in the case of this kind of assessment beyond that as we want of course all students
019to make at least a Year's growth in a year's time especially for those students that might be below our benchmarks it's also Al important to note that the normative data so when we compare today's scores to those percentiles those percentiles are not every student that took the test nationally this fall we're still using normative data from 2015 to 2020 which is all preco data and the studies that they've put out since that time have shown that there have been declines in those scores everywhere since covid and so that means that we're still comparing our averages to the averages that were determined with the preco normative data and then another um important thing to understand is just the difference between Norm referenced which NWA now kind of straddles these two but I still like to talk
020about the differences between the two a norm reference assessment is simply saying if you gave this test to to a number of people what is the bell curve or non- bell curve that would occur as with those results and then where would each student fall on that curve in terms of their score it is also adaptive so the test is actually designed for students to get 50% of the questions correct because as you answer questions correctly you're getting additional questions that are above the grade level that you're in and if you are getting questions incorrect it then knocks it down and it's doing that consistently throughout the assessment to try to find that like sweet spot of where you are going to be to get 50% right and 50% wrong a standards reference assessment which
021the one that we take at the end of the year includes more grade level questions is one that I think we think of as a traditional assessment where like at the end of fourth grade every student needs to take test that has only fourth grade questions on it to see if they pass the content that we teach in fourth grade so though that spring assessment has more of those test those questions on it it also still has some adaptive questions so I think it's just important for us to keep in mind that um when we look at these percentiles of course we want high achievement scores and we always want to be increasing our achievement scores but this isn't a scenario in which you can have everybody above average so to speak so the two
022things that we're going to look at are um cohort growth over time though it's important to note that when we look at a cohort like the class of 2030 that class may not be the same exact group of students but it's a little bit better to compare that class over time than it is to just look at first grade overtime which is a totally different group of kids each year so there is some consistency in the groups moving forward and then we'll look at the average historic scores as well so to begin with reading this just shows in that fall assessment the percent of kids in each performance band and down the left side in the yellow you'll see the median percentile rankings you can see that the median achievement for all of our grade
023levels is just above average and then we have variance of course grade level to grade level in terms of whether we have a larger band in that below the 20th percentile or how it's distributed across each of those percentile bands per grade level and here you can see those cohorts over time the small X or Gray Line in each of these graphs shows that 50th percentile or mean RIT score the RIT score is the score that is spit out for each student so we've taken the average per grade level and just compared that to the national average so our um first grade students in Reading are slightly above average second grade you can see where they were in the spring of first grade and then where they are in the fall of second grade and
024that um pattern follows so just to kind of get a sense of what each of these means when we see that Gap close between if if we're starting below that mean score from one year to the next we want to see that Gap get smaller between our mean and the national norm and if we were already over that we're looking to increase that Gap that shows that we're growing more than a Year's growth in a year's time and if our distance between our score and the x is the same that means the average is growing a Year's growth in a year's time so on this chart um our fourth grade is our only grade on here that where we had a discrepancy in kind of falling below where our achievement was relative to the mean
025from last spring and here you can see fifth 6th 7th and e8th grade our um fifth and sixth grade grade were pretty consistent in terms of their scores from last spring with seventh and eighth grade um closing that Gap a little bit towards that median or um mean sorry national average and this shows over time the average scores in terms of how above or below the 50th percentile all of our grade levels were um from Spring of 2018 all way through to fall of 2024 so just to summarize a couple of the key points the median scores are above the national median in all grade levels our growth is below average from Fall to fall for all grades but when we look at that Spring to Fall we did have some um good scores there
026more than we would expect to see across all GR levels vocabulary is the strongest subscore which is a pretty interesting pattern to see when you see like something that's that consistent over every grade level it tends to mean that it does have something to do with what we're doing in our classrooms more systemically and um foundational skills is something that's only measured in our K2 assessment for reading and that was the weakest subscore area by like a pretty recognizable difference in second grade so we will definitely be looking at that and have spoken a little bit about that in our curriculum committee as well in our schools we do review individual student scores including growth over time for individual students we look at the subscores for individuals as well as grade level bands and classrooms
027to try to determine if there are specific strengths or weaknesses that we could either capitalize on or remedy and then also looking at those from a curricular standpoint to see if there are shifts that we need to make in our instructional resources and practices to support areas that might need additional support taking a look at math we um have a similar picture in terms of achievement with only one grade level falling below with in the 44th percentile in fifth grade and again you can see that distribution is pretty different grade level to grade level in terms of uh what portion of students we have falling along those bands from the lowest 20th percentile to the Top 20th percentile in the blue and here we have the uh bar graphs to just show over time where
028our achievement is with those X's representing the national norm and the bar representing sako's average score and here we show that same data for fifth 6th 7th and eth grade um good data again for our seventh and eth graders in terms of kind of closing that Gap a bit from prior testing as compared to the national average and here you can see that overtime score again and the certainly in both the reading and the math you can still see that preco postco those scores are not we have not recovered from that but we are kind of still growing kids a year's rate at a year's time from where they were that's where we are at that average but we're not at the achievement levels that we were prior to covid so as I shared all
029grades except for the current fifth grade are at or above the national median growth was close to average from Fall to fall for all grades except for 5ifth to 6th which was actually well above average and second to third which was also well which actually was below average though we switched tests in the K2 band to a separate test that no longer reads it to students so we anticipate that that challenge of reading some of the math questions versus having the ability to have the math questions read to you can significantly impact a child especially when you're talking about a fall assessment where they haven't experienced that kind of test atmosphere before and there were no substantive patterns across the grade levels in subscores so each grade level's highest and lowest subscore was kind of
030all over the map so we can't necessarily draw any curricular conclusions from looking at that again we look at individual student growth and achievement and um we have made a decision as a curricular team to look at fluency and operations despite not seeing that in the subscores we feel like looking at both the testing times and the way that students are approaching that test that additional support influency and operational computation will assist them in increasing scores um this is kind of a new lens that we had not looked at prior to inako and we pulled this data for the curriculum committee and felt like it was really interesting to share with the full board even though we haven't done that in the past what this shows is that for all students across all grade levels
031if they started last fall in the first to 20th percentile what percent of them met or exceeded their projected growth targets and the patterns were pretty consistent across all grade levels even though these show average scores it was pretty shocking to see how consistent this was at all grade levels and really what this shows you is that we're doing a pretty exceptional job with our very lowest students because we have well over 50% of them meeting or exceeding their growth targets so that means that they are if you were at 50% that that would be the norm so anything above 50% is like above average in terms of making your growth but then when we look to some of our higher percentile students we aren't getting to that 50th perc Mark of growing a Year's
032growth in a year's time so that kind of tells us as we look at our our good news is our intervention programs and our support for struggling students are working really really well but we also need to make sure that we're paying attention to the full spectrum of students and making sure that there's enough challenging work for students who may be above grade level to continue to grow a Year's growth in a year's time or more that's all I have but I'm certainly happy to answer any other specific questions about any of the slides any questions for assistant superintend end parkur anybody yeah oh School Board member roach hello hello um on that last point about um the higher achieving students um that's been a little bit of an issue over the years um in
033Middle School you have the gifted and talented to address but you know the spending the budgets just aren't that was like one class or like 100k put it that but um but yeah that that you know not not you definitely focus is to get Rising tide lifts all boats but but um yeah to expand that program to get the get those High achiev to the very very top and then you that's that's definitely a priority too I think to uh to see I don't know I don't know have an answer of what what to do except resources money right yeah I mean I think it's we do have gifted and talented services for our fourth and fifth grade students as well but when we're looking at at those students or groups we're talking about a
034very very small percentage probably less than 5% so you're talking about like the 95th to 100th percentile for those kiddos and I think it's a matter of really ensuring that a our instruction is differentiating in the classroom for students that are struggling as well as differentiating for students that already have that content and it's also about looking at our curriculum and saying if a student already knows how to do X Y and Z what are we providing them to do instead and and is it a valuable use of that students time to prove day over day that they already have that or or do we need to put some alternate programming in place with some pre-tests and that sort of thing to really push those students further um couple questions on Co the co years
035um the standards are still from 2015 2020 we're going into 2025 do you think next year there'll be the year we'll have enough years from 2022 to 2025 as a standard or yeah it's it's NWA that puts out the the normative data so they do a huge study that the full study I think is like 200 and some odd pages with all their statistical end values and everything like that so I I think their intent was to do another 2020 to 2025 band but I'm not sure that they'll do that because I think that they're concerned that some of the immediate postco data might skew I would their averages being statistical I I would just I would just eliminate 2020 and 2021 and just go to so it's a fiveyear ban though they want they
036want five years yep they want five years and so if they decide to do that that would mean they would wait till 2027 to put out the new Norms but I haven't heard a release date on those posted anywhere when you had the uh yellow bars um of the 52 to 59% as the as the median um the the lowest grade was the current second grade but going back to co years the first and second graders in covid would be now fifth and sixth so it looks like those grades are doing pretty well I I feel like that like first through third the formative years that would affect your your base skills reading and then so it looks like that cohort cohorts have done reasonably well yeah okay I think it's interesting when you start
037to look at these scores that like our fourth graders weren't testing yet in covid so even though we have their scores now we don't it's not until you get up to the current seventh and eighth grade when you look at these graphs that you see that empty bar that's the covid year and that was their second and third grade year respectively so it it doesn't feel feel that long ago to us but in their like school age careers it was quite a long time ago and I think that you're right there's some good news in terms of closing that gap for students that we've had since then time to be able to make up some of that La last question let um all right this a little bit sensitive but um you know the PO
038poverty and health effects for kids testing and I want to talk individuals and about there might be two ways I don't know if the testing you guys capture this but one is everyone gets free lunches but some kids might be not having say breakfast but my assumption is if they're going for breakfast too that they might be on the more need scale um is there any way to track like nutrition that to test scores of who's taking the test is that involved at all we do still collect like socioeconomic status from families even though it no longer qualifies families for free or reduced lunch so we do have that data and I could definitely share with the group like the average percentile of sces students versus average percentile of non SCS students statistically that is
039the number one predictor there's no teacher quality what assessment you use anything else nothing is as predictive of student achievement as socioeconomic status like statistically on a broad scale so we can I would assume that we would see some of those same patterns and we can definitely pull that out another pattern that we um Mandy over and bford started looking at with their data that was pretty interesting which we could look at as well is the student test scores and the attendance rate and there was a pretty strong correlation in that data between students who had like a chronic absenteeism meaning 10% or more days out of school for whatever reason doesn't matter if it's because you're truly sick if you're not in school you're missing that instruction and that missed instruction did correlate with
040lower achievement scores and lower growth scores okay and then um we do have um we do have two schools for K through two and this is not to compare the performance of the schools I don't want Jeff and Wendy fighting here but um but um Fairfield I think is has has a higher rate of poverty of of kids going to Fairfield and young so do you do that comparison again not to compare for the schools but compare for for you know um income situations achievement of test scores we I mean if if we were to look at it and present it I would probably do it for grade levels as a whole not by school but I think that they're fairly close in terms of their achievement I won't say who's slightly above cuz I
041don't want anything to break out behind but there it's like a it's probably not within the margin of error of the test score it's like a point or two in terms of the average score per grade level okay in terms of differences between those two schools despite the fact that the free and reduced lure socioeconomic status qualification number is substantially different in both of those schools yeah we just talk a lot about you know support of households poverty rates nutrition whole nine yards so now we get test scores the correlation that's what y interested in yeah okay and and just to jump in I would find that being very interesting to look at on a smaller level because strategies may be different uh that you use in schools or programming or pieces but like one
042of the things that Meg talked about you know and I think this is a testament to our staff and to our teacher into our you know Community as a whole is that when you look at the growth piece of percentiles of a couple of points back in 200 uh 18 they were like above we are a very different Community than 2018 that has had substantial change in the socioeconomic status homeless status elll status experience of covid um that I think that when you look at the the work the that our teachers and staff are doing I hope that the tap hooy could be is you know you've got different factors and they're doing an fantastic job with those pieces combating some of those factors the piece that's uh the other piece Kevin I think is
043you could spend a lot of time just talking about options is that when you go back to Meg's graph about um you know the different achievement levels and where there is growth throughout those and you talked about um gifted and talented or money for program I also think that and again this will be a personal opinion that that I tend to wonder about at times is does the structural makeup of our schools combined with the changing demographics in a classroom make it very tough on a teacher to manage the different levels that are within that classroom and so that structural grade level piece sometimes gets in the way of doing other things that doesn't necessarily mean that you have to have a different program or spend additional funds but can you imagine your organization structure
044being a bit different in order to meet some of those needs and you know a larger School may handle it in one way a smaller School may handle that in a different way um but I think those can be fun conversations to see what can you do for a kiddo um you know when I grew up in a very small one grade level School you took math and if you did really well in math you might have gone to the next grade level and if you were in eighth grade you lucky enough to have algebra with the principal in their office um and so I think that structurally we have to think about some things and have those conversations because the job of a teacher can be so challenging with all of the different levels
045in needs coming at them do we have a an ability to give ourselves permission to do something a little bit differently to allow some of that alignment in skill set and or interest to occur maybe it's for the older grades but you know it's P public school all for one you know can you know GI T talented kids with with the kids that you know are coming in New Or struggling or English Second Language or whatever is there kind of like putting them together is like a is there a mentoring where where kids together can can one can feed off another kid I I you know with with these different challenges now I just we're still a public school so I mean I you I don't want I don't want too much segregation of of
046resources but you still got to get a classroom taught for the day and all that yeah and I think the key with that is when we come up with Creative Solutions or different things to differentiate is it flexible enough that kids have opportunity to move when they do or don't get something in the next unit like we don't want kids stuck in one track or another or not able to access a track and then I think the second thing to consider about that is just do we are we making sure that if we are separating kids or moving kids around that there is more support for kids that are lower so we're not just going to split kids up up and do the same thing for each group we either need more time a different
047teaching style or a lower number of students for a group of students that is struggling and I think that's what we're seeing with kids in our first to 40th percentile is that they're getting that additional time through other supports and maybe we need to think about how to be more creative on that with the other end any other questions all right moving on then to item D Transportation update superintendent right okay um just wanted to continue to keep that Transportation piece on the front uh burner for us as we know that we were able to solicit some feedback um from parents and and community members who brought some ideas to us and certainly as a school committee you took some actions of some short-term pieces um based off some of the recommendations and suggestions of
048ordering a couple of Vans and trying to get them into play to look at solving some of the longer runs and and students getting on time which happy to report that one of those was delivered yesterday so now we have to get it into play uh in the the second van should come after the holidays um but we also went and started um looking at the data that's in bus right um and you know working with the company we found some very interesting um interesting data and I want to walk through um the current situation and Meg feel free to jump up to is as you a big part of this um when you look at the total number of stock stops that we have um and we talk about stops and then you talk
049about students I want to kind of explain that and um Carolyn asked me a good question today about that just because that seems like well you have more stops than students so students are counted as one meaning that each student that is on that list of the 2357 is someone who says they may take a bus or has been assigned a bus route that would eliminate anyone who's a walker uh from that or someone who just has said hey look I'm never taking the bus we have kiddos and in the example I gave Carolyn is my own kiddos who probably are they're assigned a bus rout and a stop but tend to hardly ever ride the bus unless it's weather like today for my high schooler and then he still got somebody to take him
050to school uh or my daughter who may only take it on the way home let's say when we look at the number of stops that is not per afternoon or morning that is combined and so when the other piece that makes that number high is there may be families who have split households that would have a a stop on some weeks in the morning time and afternoon time and different stops on another morning uh Another Day morning and after school that includes students who may go to a daycare some days um and after school on another that includes parks and wreck so there's a whole lot of information in those stop in that stop piece so it's a bit of a confusing information when we look at distance um this is an interest interesting one
051that uh looking at their Primary students home address 27% of our of our students are picked up under a tenth of a mile from there um or zero miles from their home and that it means that there's different parts of town that have different needs in them if you're in places like some of North Sako that's going to be a pickup right at your front door because there is no sidewalk or it's a long distance and you're not going to have somebody walk a quarter of a mile when the bus stop doesn't doesn't stop for a mile you just make the one stop at the house you also have different age groups of students that we program differently for that the walking distance for a prek kid looks a lot different than it may be
052for a fifth grade student a majority of our students are under a quarter of a mile uh 68% and then um 5% of our students uh are within that quarter of a mile to a half mile walk um and so that is something uh that we'll look at stop locations um Meg I need you to explain that piece a little bit more for us I think this could have I in hindsight could have organize this better because the stop location measurement aligns with that total stops of the amm 2568 whereas the stop distance analysis is the distance per student if that makes sense say that again me okay so total stops is 2568 and if you look at stop location measurement 16% of stops are zero mile walk for the students at the stop 70%
053of stops include a 0.01 to 0.24 Mile Walk for the students at that stop and 14% of stops require a quarter mile or more for the students that go to that stop the stop distance is for the individual students how far each student is walking to their stop versus the Stop and where students have come from to that stop yeah totally clear right it made sense to me crystal I got it Crystal Clear yeah you so yeah 5% of the students are utilizing 14% of that distance stop so even though 14% is over a quarter mile only 5% of students are affected got it okay and so when you you know boil it down more and you get the information you basically I I thought the the other pieces when the next one is that
05440% of transported students are picked up dropped off within 105 feet of their address that's pretty close we actually that's pretty good service for the most part of it um and then we look at this data and we take off all the feedback about late times traffic safety and all of those pieces and you know Meg and I wanted to kind of talk about like how we would see this review process continuing to to play out one of that uh part of that process would be creating um like a Sandbox route a duplicate route system where we would say okay here's all of our existing students and if we really 100% followed our policy on walking distance and going into CER Sachs or doing those things what would it look like for people um because
055I think that's an important picture to paint for a school committee and for the public to fully understand that while a lot of the suggestions would be combining routes um changing the walking distances Etc until you see where your child or your neighbor's kids or wherever is how that affects that's when you're really going to get feedback about any changes you have on your policy and what we don't want to create is a situation where it is September 5th no communication has been put out of what this would look like and we're having a school committee meeting and we have a a lot of people who now are very passionate about where their bus stop is or their ride time that might be very different than the feedback you got because it's easy to say
056have kids walk longer don't go here worry about traffic let's see what the impacts are going to be so what we want to do is based off the current situation is create that sandbox provide it some of those mathematical rules then also look at the situation where what it may create for routes Andor timing I suspect that our drivers and our transportation director now have some realworld application to put to a route an example being a GPS map and routing software may say to go down this street but our transportation director may say you know what in the snow I know we can't go in that direction because it is more dangerous or we know that we can't easily have the bus take a right turn off this small street because of whatever so looking
057at that sandbox looking at each individual route and then taking our real world evidence and experience into play to say no the stop can't be here because of X and adjusting that situation and seeing what our timing is while on top of it then saying in that is okay you have a result then you could say okay what if the what does this look like if the walking distance is slightly shortened Andor expanded at each grade level what does it look like if you added another route into the situation if we have the ability to use a couple of vans in situations uh a computer program can tell us that but also relying on Genie to say no this is more effective if we do this um and run some of those options so that
058by spring time we're able to generate what that may look like for a family and have that discussion this spring that we can present to you get to the public and before you make it any final decisions um because we don't want to start the school year um with anyone feeling like this was a surprise that makes some sound like a reasonable process to you guys I think it'd be helpful to have a little bit more data as far as like number of buses like the exact routes that they're taking and just be able to see you know a more thorough kind of picture of everything yeah and I think that we'll be able to I mean theoretically we should be able to even present that information um that's out there as like bus routes
059would be this I think there also um you know some considerations that you as a board have to understand is that you may have a more efficient model based off the data from a GPS or whatever that could change the the historical route process which means that if you are a parent of an eighth grader and you've only had bus driver Jeremy for all of those years and you also have a fifth grader who's only had bus driver Jeremy you have this awesome relationship with them that there may be a routing system or passage that says hey that family doesn't have that driver anymore because it makes it more efficient or timing better to do something and I think there's that human piece that you also have to factor into the amount of change because
060I can remember having the same bus driver forever all of my years of school and I'm 48 years old and when I still go home I can run into her into the store and that's an interesting relationship that you have with the person that welcomes you and you know put you off the bus at the end of the day and so we can present all that information and I think that probably when we get to that point we're going to need to either have some discussions in a transportation committee or subgroup or whatever um to to comb through some of those pieces and also understanding that in addition to just not only the knowledge that jeie has um that there are certain things that there are going to be safety pieces that people say no
061we don't want to pick you up at this time because we know it's just not safe to have you cross this street we want to pick you up on the bus side of things those are some pieces that um we've got to look at and uh actually feel like we have a fairly decent time frame leading up to this we're doing some good work with uh that piece we're hoping to hire that other dispatch person um in the transportation office and have somebody with some capacity to work these runs instead of um you know Genie and Felicia over there trying to work on this and the bus you know the the phone ringing every 30 seconds and oh by the way we're short a couple of drivers and so I got to get back on
062and I can't get finished again um I hope this person can bring some of the skills to do some of that work for us and train them up and we can prevent we can present you with solutions that may or may not have budgetary impact uh throughout the [Music] process one other quick question is if you're on bus right that just software are you able to like see like basically 30,000 foot view of everything that's happening like in real time or we have it up on the screen so actually um in our in in my office or outside my office is a television screen that this is one of the things that we did just recently is we have it split screen I have bord on one side of the screen and I have Sako
063at the other side of the screen so that we can watch buses or if someone gives a call we can hover over that and find out exactly where bus 731 is at that any given time um in either of our districts and as a as a parent where I say if you haven't signed up for bus right a morning like yesterday and there's not it's technology so there are still some glitches with bus right don't like you know you still have to turn on the iPad every single time and sometimes you'll get a lag on cell service a little bit but like we get we'll get a lot of questions on on a two 2 hour delay of what time should I be and theoretically it's going to be 2 hours later than before but
064you know roads and traffic and some of those things patterns change and if I'm a parent and I'm logged in I can just watch how close that bus is going to be to my stop and then yell to the kids hey time to get out there um and I think what's more remarkable about it is when you look at your phone and you look at the stop it's it's jives right up perfect you can see the you can see all the buses right I can see we can see all the buses but a parent would be limited to just their bus parent is looking at your ride and your ride only I think it'd be helpful for the board if we had access to be able to see what you see for added context as
065far as you know what the current route is and then kind of what you're looking to do in you know in the future I think we will be able to set that up for us as we move through this process this spring School Board member Johnston excuse me thank you I find this to be actually fascinating um in the several years that I've been on this board there has never been I don't think anywhere near this kind of attention research on how this bus system actually works we've generally heard good things about it in the past and I know that we're in a circumstance now where it's become more urgent in a sense because bus drivers are hard to get and um certainly having the technology for parents to be able to follow where their
066child's bus is is fantastic even though technology does have its glitches um but I think as a board it certainly as I think everyone here thinks it certainly educates us about the effectiveness of the system and as you Mr superintendent have just said riding a bus to school and home whether you're going to one place at the beginning and back to another um is a very probably important part of a child's experience so I really am very excited that we're doing it I'm very excited that we're we're not done we're going to continue on and see if we can refine it all the more so I just wanted to say I very much am an enthusiastic about this and I think that as a board we'll be able to make better decisions with this information
067as it comes continues to come to us thank you thank you Beth and I do think that in one of the things that you guys as a board need to be proud of is that you are starting to help provide the resources for us to do this work meaning the additional person in the office because the job of Transportation director is a challenge without having to drive the bus every morning and afternoon time um we know that Staffing is more challenging and the ability that this the program keeps adding to it is even more remarkable whereas I can remember times where I've had over the course of my career where I've had a parent complain about or not complain but want me to come see like hey this is not a great bus stop location
068and the example being that that now I'm in my car I drive out I meet to the parents I like to put my eyes on it get some information whereas now through bus right if we want to look at a stop I can click on the student and it automatically goes to Google it goes to the maps and I can have a street view of everything before I ever go there when I know that it could be that the reason the stop is not somewhere is because there's a crosswalk or a stop light or a big intersection and that allows Genie and the people in the office to do such a you know such a better job of trying to evaluate those things um I'm hopeful that this will will give us even more data
069and better command of this and you know we will will we be able to solve every problem through this no because we know that we have the driver shortage problem and bus routes what you know sometimes the public doesn't understand always is that when you think about what we're asking bus drivers to do every single day while at the same time knowing that those routes may change at least once a week because there's a new kiddo here or a kiddo not here or you know you've got to go down this little road now because you've got a new kindergartener on that bus those are actually pretty amazing feats that you pull off over course of a school year um in a community so it will be a fun thing to see where we get to
070using all of those different factors with the knowledge of our transportation and bus drivers to see if we can fix I won't say fix improve upon a very challenging situation um and then also how we leverage that during times when we have sickness or other things out I think that's the biggest challenge one is when we're covering runs how do we possibly combine runs and be able to push that information out faster to families to say today may look a little bit difficult because one of the things that I'm pretty proud of here uh in all of our School departments is that in many of the surrounding areas a parent gets a phone call and says a bus just isn't showing up today good luck we haven't had to do that and that's what you
071know I guess I much prefer a kiddo 15 minutes late than sending a message that says hey sorry fend for yourself today and I know that in talking with many of our superintendent friends who are you know have big sprawling rural areas that is the norm because you can't just shift a bus a couple of streets to pick up a few kids because it's a 45 minute ride somewhere um so pretty proud of Genie and and the crew of trying to do those pieces um to solve those problems any further questions for superintendent Ray or perk I just wanted to add one more thing that I think I wanted to congratulate Mike Lynch who's a new driver that was got his CDL license last week under the direction of our veteran bus driver Jess who
072has been training new drivers so that's other promising news in this same Arena ah congratulations all right any other questions on Transportation all right seeing that we have discussed that we'll move on to item e which is a budget timeline superintendent Ray yes this is um just a timeline for you guys to start thinking in your calendar of where we would be budgetarily uh of what the benchmarks we will try to hit um throughout our process uh the week of uh January 13th through the 20th is my goal to be able to review um budgets with principles and directors on kind of the superintendence level of those questions of of where we're at what's the expenditures hopefully by that time we'll have them done and I will have the ability to have reviewed all of
073those so we can talk line by line about where we stand um during uh January 20th to 29th um that's sorry that's when the the meetings with administrators will be um the 13th through 20th will be more my office uh kind of kind of level with Meg business manager those types of things January 31st um is when I should be getting uh the doe subsidy reports statute says that that's the time that they come out um and so once I have those State uh subsidy uh projections I'll review those with the B business manager our office that would be about the time when you within the next week or so finance committee could expect the big binder budget um I don't like to put out the budget before I know the subsidy uh and the
074reason being is that if there's bad news or whatever I'm not one that wants to put out a budget that gets everybody worked up thinking that we have a 15% budget increase let's say as an example we need to refine that a little bit more in our office to think so that something that we're presenting to the finance committee um doesn't have this task that's so great in front of it and we would come with recommendations to the finance to say hey we've made these adjustments on February 12th will be the favorite night my one of my favorite nights of the year because I get to go through you laugh Meg but it's a pretty exciting night for me when I get to go through the subsidy report for everybody uh and really explain how
075that's going um that's always a highlight for me it's it's it's kind of like the superintendent Super Bowl you present it well I just have to say you make it very consumable it's my Super Bowl night so palatable uh that will be on February 12th and then when we come back from our a ail I mean our February vacation we'll line up our reviews based off where we're at with the principles and directors uh to talk about how we got to where we are what do we think some of our needs are what are some priorities um scheduled for the 16th I believe it is and I think it's the 17th yeah I think 16th the Sunday Sunday so that's that's the 17th um we will be um that's the presentation to city council on
076that Monday night um last year with the city council in the past they had had a presentation of I think two years ago or you know for a couple of years we had done the city and the school at the same night and boy that's a lot of information for somebody uh and so last year in speaking with John we were able to divide that up into one night being a city council uh the city budget going through and then the next time or vice it would be the school committee on a separate night so we're scheduled for um the 17th to give that overview to them then in early April uh is when we tend to understand and get the information about what health insurance will look like um sometimes that can be the
077last week of March that will say your ban will be between this percentage and this percentage and then they'll send out the official document um which can either lead to an adjustment in either way um I know that we're going to put at a minimum 10% of an increase for health insurance in our budget um just based off experience rating um and then on April 9th is a tenative review um at our school committee meeting to take kind of that final vote on the budget that night um that's what we're looking at um from a timeline now certainly this could be adjusted but just just that kind of plays out where we would be this spring um moving forward so take any questions on that Schoolboard member roach yeah Jeremy get all geeked up about
078Ed 279 but but Meg explained three times on the uh on the buses so let's go um hey now a quick question uh uh mat Matt for uh ta private schools is that that's usually in December right it's in December I didn't check today that hasn't been out yet is it an Marie probably be the 20th right when we all um so I haven't I haven't seen that piece yet I I'll during this I'll pull it up right now just see if there's any updates on that on that screen um but it hasn't come out and usually once that comes out um people are talking pretty quickly so haven't got that yet okay no I just that's like kind of The Unofficial start of the budget season right yeah all right any other questions for
079superintendent Ray on the budget timeline all right moving on to item F educate meain Workforce study executive summary super intendent Ray yes so the other uh day educate Main's a a nonprofit that um as many of us a Business Leaders that talk about uh some of the challenges that we have and some of the solutions that they see um in the state um around educational issues and they provided a uh 50 seven page report that I linked in there that if you know you want to have certain uh you know have some time that you can read that um it would be great but what I wanted to do is just I think that this provides us a level of information for board to think about the hiring Workforce and some of the challenges that
080that we face and many of those are challenges that I think we all would expect um or would have talked about or have talked about over time meaning that um their report talks about some of their key findings being as simple as declining enrollments in teacher preparatory schools of people going into the field it talked about low pay stress lack of support being major factors and then also how difficult it can be for people who um are either from out of state or changing professions to get certified in the state of main um and what some of those um barriers may be whether that's the cost of higher education or the time and the pathways that we have uh for people to move in through that it talked about what some of the strong attractions
081are to the education field about sense of community quality of life um stable benefits um being something that that's a win um but then it also talks about what some of the things that we have had conversation about is High Cost of Living housing affordability um and when we're looking to attract people to Sako or to this area we have some challenges that are different from other parts of the state while they have some challenges that are very different from ours in the rural areas it's about how do I find someone who wants to come and live here um at this salary find housing um and teach art you know that can be a very difficult thing for some of those schools I know that uh some of my colleagues in those Royal part of
082Washington County who have gone years without a certified art teacher in their districts and that's just finding one person um I think we also look at um when we talk about pay and that here we may be slightly higher or lower than a neighboring Community but we might be better than a community that's a 45 minute drive you have people who think about well do I really want to make that drive of spending an hour and a half in the car every day this wouldn't have been a fun morning to make that commute and so those are limiting factors for us and then we had um we we send out uh staff to job fairs every single year at some of the local college and universities and when you talk about affordability um you know
083last year uh one of the app you know one of the college students looked at uh assistant superintendent hindorf and said why would I want to come to bitterford and Sako where I just am finally moving out of college and having roommates to move into a place where I probably need to have additional roommates than I currently have to afford house is when I can go to an area and I can take the same amount of money and probably within a year of savings think about purchasing a house versus paying rent um that's kind of of a big factor because when you think about um the state's conversation about minimum salary and they talk about um $40,000 minimum is what it is now and they talked in the last session about moving that to a
084$50,000 salary $50,000 is very different in s main than it is in cherryfield Maine it's a very different cost of living um and so you know I've encouraged that if we go down that bird walk again or if that that continues that there has to be some factor in there around Regional price index whether that be around homes or Andor expenses and there's some data that we use actually in the 279 where we get some Regional benefit for certain costs um so that needs to go uh into that so again I thought it was just an interesting report to share to you with you guys giving you guys an overview um and you know what some of the strategies might be for districts or for the state to look at as we continue in through
085hiring and how we make sure that we have top quality teachers in the area working with our kiddos um and how we can bring more people into the profession um through different certification roles any questions for superintendent Ray Schoolboard member roach um happens in the cities in different Industries but um with teachers coming out of school you mentioned the housing you know could there be some sort of program of apartment dorms that link up dorm tile where they link up young teachers for roommates and and uh I don't know if Sako is big enough for that or Sako bitterford combined or well I think that could 100% happen I think one of the things that municipalities are going to have to face and this isn't just for your Educators but this may be for police
086fire Public Works is that we are going to have to have a greater conversation about Workforce housing within our municipalities there are some districts out there um especially in other states that have Workforce housing for their teachers um Camden is going through a project right now where they're working on some housing for teachers that needs to be something that we talk about here and what that Avenue to do that and it doesn't need that mean that you're building a hundred um apartments or something but are there opportunities to chip away at that because Chief Clemens has the same um problem that we have is recruiting police officers into the city because some of it becomes around uh the cost of living and I think the other piece that when you look at the report and
087you talk about like sense of community that teachers want to be uh part of their Community there was a there was a time that I suspect not too long ago that a much higher percentage of our educational Workforce lived in the city that they taught in and I think that's changed over time based off housing piece we can't expect any teacher coming in at $43,000 to purchase a house even close at the beginning without some it's just not possible can't expect our administrators to do that so I think as a as a municipality we need to look at what could be some initial ways to wade into that piece and I think that that would be something I'd be pretty excited about because I actually can think of a property that um I'd love to
088try that with um if that was a goal of the school committee or whatnot and again it's not we're not going to solve the problem but we might be able to make a d you know take that step what happens is the the kids that are coming out of school Ed teex teachers that they're going to they're going to teach in their Hometown and live at home they they just won't it won't you won't be able to it'll be tough to recruit from someone somewhere outside because they're just not going to move here they can't afford so but we'll keep hopefully the the kids that grew up here that they will teach here though and I think what was an interesting piece is um I think it was two cycles ago and it was Chris
089and Shelly and I think Jess Clark went and we went to a job fair in Boston to think about the diversity factor and bringing and saying okay well maybe we can pull graduates from those schools this way and one of the things Kevin is that that was the same situation where they said why would we go north for a higher cost of living than many of those students saying we're trying to move out of the Northeast to warmer weather and a lower cost of uh lower cost of housing and living and you know I think that's the challenge that we Face here uh and we'll continue to face until we do something about that Workforce housing for us to chip away at that or some sort of other incentive package for someone to be here
090just one more thing I'm going to use this bully pulpit that's a little bit outside the school but you mentioned Workforce housing um we had set up Workforce housing down on Sako Island and that group wasn't enforced There Was You Know tax incentives and all that but they charged market rate in the end it was meant for service workers so any talk about Workforce housing this city needs to enforce even have rent controls or whatever because they're going to take advantage the developers take advantage and maybe it'll take the schools in a teacher initiative to to enforce that stuff that place went bankrupt uh last week and it's a horror show and so this city needs to pay attention a lot closer to what they're promising in the efforts of Workforce housing and anyway that's
091my bully pulit for today any any other questions for superintendent Ray all right moving on to item G Elementary School construction update superintendent Ray so um there's a lot of things that go on every couple of weeks that we meet with but um the biggest piece that I want to talk to you about and I want to thank um the city manager um for a quick resp response uh of trying to help us work through uh a challenge that we have right now is that it was our hope to clear um the trees on that spot this winter that's what we were moving for and we got information about um ordinance in the cities the DP in the Army Corps of Engineers and some information about a possible bat study that needs to be done
092if you cannot cut the trees by April 14th because on the 15th the rule changes and essentially it means that if we can't get some of this land cleared through this process we possibly would have to wait until November 1st to do any of the tree cutting um which Our Hope was that we would be already starting our construction by sometime August September was the hope so that puts a delay um and I do want to you know I want to thank John because I was able to connect with John this morning um and very attentive and got back to me and we're hoping to figure out a path forward on this um so that we can get this moving because ideally like anyone who's um I don't know if you people have know much
093have had land cut for trees and stuff like ideally frozen ground is the way to do a lot of that um we don't want to be out there in the middle of the summer doing that or in the in the spring season and we're also trying to avoid um another costly study that could happen to come our way so that's kind of been like the big thing we've been working on for the last week um and I again great support here in um the conversations that I was able to have today uh with uh John and Emily staff to help us try to get through what would be a pathway to do some of this and so Jonah and the team and Oak Point will move down that piece and so that's been the big
094stuff that we've spent the last week on uh I know April and Wendy and Meg have um spent some more time on exteriors and playgrounds and having um you know again trying to work with like just another conversation that is important to us was being able to work with Don Roth over the last couple of weeks to say okay what equipment do we have out there for snow removal so that when we design walking pass it's going to be appropriate for the equipment that we're going to have um so just kind of doing a lot of that stuff right now um and hoping that we can uh work with the loggers and work with everybody involved before April 15th uh School Board member Kevin Roach oh I'm unfamiliar now um so you're not going to
095um do like developers do in the city and just cut them down and beg for forgiveness later well that was my initial thought we were just gonna but no we're going to work through the process on this one uh all right no that's good that's good that's good see we're nice here on the school board we're nice so um but um but not to put well you right now but not to put John on the spot but I mean they should just get in front of city council and and make make the the change or make something happen there so yeah I I think we're putting in uh working with John and and Emily to get everything that we need for them to be supportive of this again not sure that a lot of people
096have necessarily dealt with this exact scenario um and again I understand I certainly understand why a city might not want 500 acres of land clearcut before site plans are done um but this is a situation where we um we know where the school's going our voters have approved it the state has approved it all of those good things um and they're going to help us through the process and just great to be able to have that relationship with everybody over here School Board member Truman I just wanted to say that we thought vernal pools were an issue now we got bats any other questions for superintendent Ray okay moving on to item H which is BDA organizational meeting election of chair and Vice chair um do we have a motion for any nominations for chair
097or vice chair School Board member Johnston thank you chair prebel um I would like to nominate Jennifer prebble for chairman uh chairperson of the Saka School Board I have a motion by School Board member Johnston to elect Jennifer Preble for school board chair and for vice chair School Board member did I hear it help me out B I'm a little sleepy this evening um I actually only nominated one okay sorry separate votes okay yep um so I have a motion on the table to elect Jennifer prebble for school board chair is there a second second I if I heard correctly second for school board member kider very good um any discussion on this seeing there's no discussion um is there any other nominations before roll call Vote or any other discussion oh say it again
098we have to do roll call on this first okay roll call vote School Board member waroff approve School Board member Richards yes I am going to abstain Schoolboard member roach yes School Board member kid yes Schoolboard member Truman yes Schoolboard member Johnston yes uh school um roll call vote passes with a six with one abstention do I have a motion for any nominations for vice chair School Board member Johnson thank you um I would like to nominate Sarah Truman for vice chair of the the Sako School Board I have a motion on the table by School Board member Johnston to nominate Sarah Truman for vice chair for the Sako School Board is there a second second second by Jeff Richards any discussion on Vice chair nomination seeing that there's no recognition we'll move on to
099roll call vote School Board member waroff yes School Board member Richards yes I vote Yes School Board member roach yes School Board member KD yes School Board member Truman yes Schoolboard member Johnston yes uh motion passes for Sarah Truman for vice Chair by 70 you see she voted for herself you did you can vote for yourself neutral self confidence I checked last time I was like I can vote for me right she's Sarah's just trying to run up the score oh okay moving on to item I which is bde committee of assignment of committees um I have a proposed committee assignment that I had worked on and reached out to other Schoolboard members um is there a motion to I guess I can read through them and then we can make a motion do we
100need to make motions on that or I think you can just assign just me reading it out I think you can just assign them yeah you just assign them okay you're the boss all right so going into that I just couldn't remember if there was a motion or not because I'm a little rusty at looking at policy and personnel and negotiations I have Carolyn Beth and Sarah for finance and infrastructure committee I have Kevin roach April kit and Jeff Richards for curriculum committee I am looking for Beth April and Sarah um for the Liaisons for wellness Jennifer and Beth for pg& Jennifer and Beth Dropout committee prevention committee we are looking at April and Carolyn stien committee Sarah and Kevin and for um calendar committee April and Sarah any questions or changes we should make
101with assignments for committees and Liaisons or discussion open it up for discussion who'd you put on dropout dropout did I read it incorrectly I parize Carolyn and April is who I had I had a miscalculation no I just couldn't write fast enough that's all yep any questions or changes or feedback discussion okay oh Schoolboard member Johnson just one suggestion I think which is that maybe if you send out that on email form so that we all are clear where everybody is and even if it's not us personally but at least we know who's on another committee okay I can absolutely work on that all right we will get that out in an email update the spreadsheet Meg can Meg's gonna send it out okay perfect all right we got that organized all right moving on
102to item J bear with me my iPad first reading of policies um item a JK expulsions of students do I have a motion School Board member Johnston I move we approve the first reading of policy jke exposion of students second I have a motion by Schoolboard member Johnston with a second by Schoolboard member Truman any discussion on the policy of expulsion of students okay moving on to a rooll call vote Schoolboard member waroff yes School Board member Richards yes I vote Yes School Board member roach yes School Board member K yes School Board member Truman y School Board member Johnston yes motion passes 70 um it item 13 there is no other information this evening unless anybody's received anything that we're not aware okay moving on to item 14 which is executive session there is
103nothing listed this evening so we can move on to item 15 which is adjournment do I have a motion so moved by School Board member Truman and do I have a second second I heard by Jeff and almost Beth all right I would assume no discussion on adjournment so I will go for roll call vote Schoolboard member waroff yes Schoolboard member Richards yes I vote Yes School Board member roach it's just a box of rain tonight yes I do enjoy some rain hi V School Board member ker yes School Board member Truman yes and School Board member Johnston yes motion passes 70 to adjourn at 8:38 p.m. awesome have a great evening everyone and H take care