June 10, 2026 Board of Education Meeting

001All right, let's call it 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. We need approval of the agenda. >> So move. >> Second. >> All those in favor? I >> opposed. >> Uh patron comments. No patron comments. We need approval of the consent agenda items. >> So moved. >> Second. >> All those in favor? I >> opposed. All right, we're on to recognition. >> Said to remove that sports coat. It's just a little warm in here. I think I'm so ready, but it's a great way to start out a meeting, as you've heard me say the last three years, recognizing our student and student athletes both inside and outside of the classroom. And Mr. Drier,

002as he graciously always does, is going to come help me. We're going to start out with some state science fair qualifiers and winners and go from there. So, thanks, Mr. All right. So, first we had uh four Perville High School students qualify for the first ever Show Me Science competition by placing at the top of their category at the Simo Regional Science Fair. Um, so first we would like to call up Miss Ashley Berkheimimer and Josie Robinson. So Ashley and uh Josie, their project, their project together was on Lonear Tix and the Alpha Gale Syndrome and that took first place in their category at the regionals and to advance to the state competition where they proudly represented Perville High School. Next we have Chia TM Pong. And Chia placed second in her category at regionals

003and went on to win third place in behavioral science at the state competition. Uh and then uh last and I did not see her Miss Emma Federhoff. she is not here with us tonight. So, she she also um I'll just go ahead and read about Emma real quick. Emma earned top honors in her category and was selected as the best overall project at the Simo Regional Fair. She earned the science coach overall best researcher award, Kate Gerardo Area Engineers Club award, Office of Naval Research Award, Regeneran Biomemed Science Award, and the Dr. E. Lawrence Bond Memorial Fund Award. Emma's achievements at regionals not only earned her a trip to the state competition where she won second place in chemistry and biochemistry, but she also earned an all expenses paid trip to compete in the regenerant

004international science and engineering fair which was held last month in Phoenix. So, we're proud of these uh these four students and um we're going to get some pictures taken here, I believe. Uh, next we have Derek Martin. >> All right. So, Derek, we're recognizing Derek this evening because he was a state qualifier for the golf team. Um, this was actually the second year in a row where Derek qualified for the state tournament. Uh, this year it was played up at Columbia. Um, and Derek in his three round. So, state golf is a two-day competition. Um, he's battled weather both years cuz last year we had a lot of rain. Uh, this year, the first day of the state competition actually got rained out. Um, so his three rounds the last two years at the state

005competition have been a 79, an 81, and an 82. So, um, and this year, last year we were class three. This year he was up at the class 4 level, still qualified for state. So, quite an accomplishment for a golfer. Um, going back a long time, we have not had a golfer go backto back years to the state competition. We've had one go one year, skip a year, and then go the next, but not back to back. So J Derrick's junior senior year um he represented Perville High School well. Um also this year he earned a spot on the JCA allconerence team. DEREK MAR uh this athlete with us. We have a a track state qualifier which was Xavier Wilson. Um he qualified for the state competition this year in long jump. Um he was

006also on the all district team and a sectional qualifier. Uh then he also received second team uh all conference in two different events which was long jump and triple jump. So Xavier WILSON baseball track next. All right. Next we have uh going on with track. Um we have we would like to recognize a group of students who made the academic all state team for track. So I'm going to call their names up and we'll talk a little bit about it. First, Lucas Buckeye. Uh, next, Jacob Gayan. >> Micah Brown. I did not see Destin Morgan. Okay. Uh, Polish St. And I did not see Kagan still. Okay. So, these uh these athletes from the track team earned academic all states. Uh to meet those qualifications, the athlete must have competed in an official Misha state

007series meet, which is district district sectionals or state. Um they must have had a a minimum cumulative GPA of 3.6, an ACT score of 25 or higher or AC SAT of 1150 or higher. And um the athlete must be nominated by their head coach. It must be a member of the coaching association. So they had to meet three or four of those criteria. So these are our track athletes that did that. SO CONGRATS want a picture, you're more than welcome to come up. Next, we have a group of uh baseball players who made the academic all state team as well. Um, so I'm going to call them up. I only see a couple of them, I believe. So, uh, Nolan Burley, Blaine Gamnets, Congratulations. I believe that's all the baseball players I see. The other

008baseball players that made that team was Gavin Mayer, Jack Dohy, Whan Hoover, Parker Shelton, Bryce Weber, Barrett Wheeler, and Gideon Steve. Uh to make qualifications for baseball academic all state team, uh the player must be on the varsity roster. Uh they must have a minimum GPA of 3.5. A player must meet at least one of the following requirements below. Um an ACT score of at least 24 or above. They must be top 25 in their class and have uh attendance of 95% or higher. And then the head coach must be a member of the coaching association and be nominated by that coach. So these are our our baseball athletes, a couple of them that made the baseball academic ALL STATE TEAM. NEXT UP, I'M GOING TO SCHEDULE a roll call vote for a close session

009to discuss legal, student, and personnel matters as permitted by Missouri statute 610.21 sections 1 3 6 13 and 14 at the conclusion of open session. >> Second >> I >> Taran. >> Hi >> Kevin. >> Hi >> Dan. >> Hi >> Nancy. >> Hi >> Thomas. >> Hi. >> Next up is the breakfast and lunch prices for the 26 27 school year. So we um utilize a desi calculator to determine the minimum amount uh that the schools must charge each school year for the meals. Uh this must be approved by the board annually. School districts are required to provide sufficient funds from the paid student lunch accounts to prevent the district from subsidizing paid lunches through the free and reduced lunch program. And so we are recommending the board adopt the minimum 10 cent increase

010in lunch prices for the 2627 school year as recommended by Desi and also the same for the breakfast prices. >> Breakfast. >> Okay. >> So we are going to move breakfast. >> No sorry breakfast. So if the motion could be as presented, I make a motion to approve the breakfast and lunch prices for the 2626 school year is presented. >> Second. All those in favor? I >> oppose. Motion carries. Jean's proposal. God bless Mrs. Robinson. She's the committee. order. >> Yeah. Yeah. So, um the last time we met, you guys had asked for a written um kind of just guideline of what staff should follow um as far as wearing jeans. Um so we um included included all the details there and then um put dates that staff need to have professional dress the back

011to school conferences um professional development days um and that will be kind of determined by those dates that will be determined by the um administrators in their buildings. If there's a certain day that we have guests coming in, they can use their discretion to let all their staff know that it'll be a professional dress day. Um, so I didn't know if you guys had any questions about any of the guidelines that you proposed or >> so we actually included that in your board packet out Friday as you requested and my involvement is I one of my duties is to do the employee handbook. So they asked me to join them and preparing that we've checked with various schools and uh kind of formulated that or based that around their uh recommendations and then obviously the

012last part there we have administrators in the room their discretion as far as the dress code what's appropriate what's not. Any questions or discussion? >> It's a good job putting detail to it. >> Yeah. Thank you. So this is just an amendment to the handbook that we would approve later, >> right? >> Policy is okay. >> Mr. Quer, there's actually a section about dress code and for employees that would be simply added to that section employee. >> Perfect. But we don't go back and we don't go back and review that employee handbook before it's given out. I don't believe >> I don't recall doing that. >> I thought we had I thought we had to approve that that um handbook. >> We actually have the district handbook. >> The district handbook that we approved. So

013>> lots of handbooks. >> Yeah. But we would approve this as a petition. >> So, do we need to take action on this to approve that this be added to the current handbook? >> I would think so, but yeah, believe that's >> make a motion to approve the jeans proposal be added to the district handbook. >> Second. All those in favor? I >> oppose passes. >> All right. Thank you guys so much. I really appreciate it. >> Thank you. We'll have some happy staff members. So, we we appreciate your support. >> Okay. The policy 2026A updates. I know there are some concerns. the ones that I had sent out to you. >> Yes. Yeah. And I read through >> it concern three policies AF, BBA, and BF. Um AF is one that would be taken

014away, rescended completely, and added to the new BBA. Uh, I felt like the old two were a lot clearer on what was being on on the duties, responsibilities, ordinance. that the new one just just does not get specific enough in my way of thinking. Nancy, you asked a question in a text, you know, why are they even going through this? >> Yeah. Uh, I have I've seen over the years with just a number of cases and I tend to not say anything because I know even though policy is one of our important things, it's also as much fun as going to the dentist and we tend to jump through it as fast as we can. There's been other situations where I I see MSBA basically take responsibilities away from the board and yeah, if anything,

015assign them to the superintendent or or simply just not even mention it in the new version. This one was bad enough I thought I had to speak up, but But just from I and I think this is something that MSBA is doing all the way across the board because I've been listening to those noon webinars and last week I believe I had one on um meeting policy too and there's a lot of things that they want changed like in the meeting as well. um they're just kind of working through some of those things right now, but um >> well yeah and nearly encouraging online attendance by board members. Uh I mean I know we've done it if you can see the person you know they can vote but it was it was nearly an encouragement

016I felt like to do that >> which just not the same. >> Mhm. >> Yeah. >> I I have you taken your training yet? >> I did the online one last weekend. >> Okay. hero Friday, Saturday >> they don't spend much time training you on working together with your fellow board members is a lot of oh yes all the the rosy stuff but the really working together and what what to do in difficult situations they don't they Yeah, >> BBA. I mean, just >> Well, I I marked them for you. Yeah, >> I'm sure you you saw the >> Yeah, >> the last one, the one that's marked judicial, you know, you don't you don't see much about that at all in the in the new new version. um the board in one of them

017the you know the board's responsible for the annual budget that's a bottom one on the first page you don't even see the word budget in the new version I noticed that too yeah I mean almost as if you policy you wouldn't have to have a budget meeting >> right that you I'm saying that you were saying not you shouldn't have a budget meeting. >> The county elects the board to manage the school because there's no way that thousands of people in the community can do that. I I just see the some of these policies gradually taking that away. If you're taking away from the board, you're taking away from the community. I I think this is I mean if this is concerning I would be glad to pay close attention in the future and when

018I bring up small items but when I read your concern I didn't see anyone and the the budget piece was pretty obvious to me too. Should we reach out to MSBA with with our concerns and or do we just leave this policy out? I'm concerned that if we don't update to their policies, how that affects the rest of us. I mean, >> how that affects Oh, the other policies. >> Yeah. The other policies in the board, if we just say we're not going to follow your guidance, we're going to go our own way. I don't know how that in the overall affects things. Well, keeping AF and BBA as they are, they were going to roll that into one. Otherwise, the policies affect different aspects. Um, so I don't know that that housekeeping this one

019could possibly >> Sure. >> you know what roll over into the next one some other area >> because they tell us which ones they're combining, which ones >> Yeah. >> making sense. >> Yeah. >> So I go next week on Tuesday, I believe. Julie Tuesday. Yes. Um to uh a work session on Tuesday. So I can bring I can take these along and bring that up and see if we can get some answers. >> Okay. >> The other why are they changing it if there's if there's no nothing legal? If there hasn't been a change in the laws, why is this being changed? I don't understand it either. >> Yeah, I I I can, like I said, I can bring that up next week. So, I'm there on Tuesday. >> Is it a a set

020uh fee that they charge per annually? I mean, it doesn't have monthly. Is it just a set fee? >> Full membership. >> Okay. Um you >> I sometimes wonder if they charge by the sheep because >> when you have we see it all the time they take one word and move it switch two of them around and it makes absolutely no difference which way you say it but >> the district is a member of MSBA and also M and so M also um endorses the MCE policies which I think you all had years ago. So this isn't the only policy service. >> Okay. >> There's there's other >> that's that's what we had before >> and now you have MSBA. >> So a district can choose to go with different um policy providers. MSBA is

021one of those and that's part of your membership. >> Okay. So it is so MSBA doesn't service the what you call MR >> the MCE policies. Mayor does theirs. M A R E. All the acronyms are awful. Um >> I know when we had them, they were not updated. >> Okay. >> They just weren't. >> No. >> When we went, we got continual updates. And I mean, as far as the keeping up with all the legality changes, Right. I mean that that part's great. We did not have that before. Just seems like they get carried away sometimes. The other one you had question on I think was BF if I recall. Yes. Okay. It's simp. It's one of those where I feel like they put more in the hands of the superintendent rather than the

022board. uh in the new in the new one the the superintendent can bring it to attention where policy guidance is needed. Well, isn't that up to the superintendent? And I'm not I'm not picking on any particular superintendent. I'm I'm simply looking at this from a board standpoint. Whereas the old one, when there was an emergency decision, it was subject to review by the board at the next meeting. It was just clearly stated what what the sequence of events would be. It's just clear the rest of that policy. I didn't It was just that >> one sentence. Oh, I'm sorry. And also on the page 15, there was also I felt like they did a lot of changing in that paragraph unnecessarily. That was that was just a matter of number of school board members that

023could make a policy change. In other words, instead of requiring a policy to be changed at a meeting when there was basically full attendance, it was well, if there's four people there, well, you've got a quorum, you can have the meeting, and then it takes half of those. So, you're down to two people changing policy. I thought that was rather odd. It's it's according to the handbook. That's our that's our important that's what we do, >> right? Um, should two people should half of a quorum be allowed to change policy? You want to seek some guidance on that? >> I will. And then we can put the package on next month's consent agenda. >> And we can remove update. >> We can remove AF, BBA, and BBF or BF if we opt to leave those

024the same. And and we could approve the rest of the list. We could >> and have that out of the way. Yeah. Since it's in that whole package, I didn't know if it would be easier to wait or if you just want to do the rest. It's easier. >> You can do it anyway. >> So, we went with that package. We would make a motion to ex to accept policy 2026A updates except for B, C, and H. Does that make sense? >> Yes. >> C or H. >> Yes. or to make a >> to you want to say policy a >> make a positive >> mot and policy B >> except the >> yes >> letters excluding those >> I mean we could read through them or Julie can jot them down just as quick

025>> I should have said >> there's three of them >> yes >> a F EVA and BF correct >> are the ones that you're accepting out. Okay. >> Yeah. >> Remove. >> Is that clear? >> I got it. So, you want to make a motion on that? I'll make a motion to accept the eight policies on the list. Better >> except for AF, >> BBA, and BF >> and BF. Okay. I don't know how you wanted to >> second printed any motion. >> All those in favor? >> I >> opposed. >> All right. We will revisit those other three next week after we see guidance. So we are to the interim pre-engineered metal building um testing bid. I assume this is a typo in there. >> Yes. Okay. Yeah. Yes, I'll get you. This has

026to be signed, so I'll get you the correct version. >> Okay. >> I read it like partially right. >> I read it like three times trying to figure this out. I'm like, I don't know. It's got to be a t. >> Yes. But what this is is this is the testing special inspections for the first two phases of this project, which is more or less concrete testing and soil compaction. and the proposal from Hulcom engineering who also did the geotech report and we found that their pricing is fair and reasonable. Uh but also it's always a really good idea to have uh the testing company be the same as your geotech um in the event that there is a discrepancy because the geotech usually outlines some recommendations. So to have the boots on the ground

027for those testing issues, they're going to follow their own guidelines and recommendations. So um we're looking to get started with this work pretty soon. So we wanted to go ahead and get them on board. It's basically a will call service. This is estimated uh based off of how many trips we think that they're going to have to to make. And this is one of those soft costs that we've talked about questions or concerns about this. Make a motion to approve Hulcom's testing bid for the amount presented. >> Second. >> All those in favor? >> I opposed. >> All right. You can move on to that. The fuel and diesel bids. This one was confusing to me cuz they didn't bid it the same way. >> That is correct. I'm glad you agreed. >> If it's

028up to me, I just stay with who we have. Their service is dependable and their fuel has been anywhere from or the gas anywhere from two to $2.60 to about $2.90 a gallon and the fuel has been over $3 one time in the 8 months I've been here and their service we run out of fuel. We call them they ran us fuel. I mean it's pretty quick, pretty undead. But that is very confusing what they said. I was hoping you had an explanation cuz it's confusing to me. >> No, but that price will change as soon as new contract probably. So, I mean, but they're just shooting 20 cents above what they what they pay is what they're giving us with the MFA here. The way I understood it, >> MFA MFA is actually listed

029at 8 cents below pump price or the truck prices are different. >> Yeah, truck prices are different. >> We only use the pump up here in town once in a great while. >> So, the truck price is what's really important. Yeah, the truck price of 329 on unled and 398 on diesel. Did you ask them any questions? Try to clarify between the two. Sarah did, but she is indisposed that I mean she she calls him to talk to him and one of them couldn't we could never get a hold of that one the uh guy out of knock out of Jack in the another I don't remember his name we never could get a hold of him but Sarah got a hold of him but I do not know what was I didn't understand the

030figures. >> Well, I >> I didn't understand the chart. >> I It was >> I took it. We had two bids. >> Well, I think that's what we had. But which what's printed there? Which company is it for? Or I didn't >> the co-op? >> I think the co-op is 20 cents over cost. >> And right, but the information in each co >> MFA is 329 and 398. >> So you're See your contract contract? >> I'm sir. >> I don't recall anyone wants. >> So you're locked. And is it 329 for the whole year? >> I think so. >> Why wouldn't you go over cost? Because it's going to drop fluctuates. >> Yeah. Like I said, it's if they were bidded if they were bid the same way, it would be a lot less confusing

031to make this decision. But >> I don't >> Well, is >> at $3.29, I don't know what cost is, so I don't need no >> Is the 329 a current example of what 20 cents over cost is? Just throwing that out there. used to all our bids were if I remember right were for a year. was >> 20 cents is >> it was a a price for for the year but I don't that's been a while back >> I mean market fluctuation especially in that market >> well we the 20 cents it's co-op the 329's again that's beautiful >> that's the way it reads to me Terry yeah >> okay >> I assume that's what it means there two columns that's the way it reads to co-op will give it to you to 20 over

032cost minim 329 again >> for gas >> but we truly don't know what cost is so we don't know how that matches >> does that make sense that's the way I you have to trust them that well that's >> they just put a hard cost on the unled gas and the diesel fuel >> from the truck >> but the other ones are based on pump price >> right so MFA has varied through the year. This past year, >> I wouldn't know without pulling bills and looking at them. >> That's who we've contracted with this year. >> Is this something that we need to have in place before next month? Um, we the board could table the decision and we could seek clarification. Um, it's possible that we'll have another meeting before the end of the

033month. We have a budget meeting and so we could add this to that agenda if you all would like more clarification. We could reach back out to both of them and make sure I'd have to look at the bid document, but typically they fill in the blanks. you haven't for me. >> Does that make it any more clear? >> I did the best I could put it on the chart. >> Uh yeah, it's I'm fine with trying to get a little better information. Trying to make a good smart decision. >> Make a motion we table the fuel and diesel bids. >> Second. >> All in favor? >> I post. >> All right. AMI plan for 2627 school year. >> So our alternative methods of instruction plan uh we must adopt annually every year by the

034board and then it is submitted to DESIE. This would be what we would go to if we were not able to be in person in school. Um all districts um have have an AMI plan. Our hope is that we don't have to use it. We work very hard not to, >> but we we need to have we need to have a plan in case we need it. >> Make a motion to approve the AMI plan for the 26 27 school year presented. >> Second. All those in favor? I >> I opposed. All right, we are to kick up da. Okay, we provided in your uh word packet also on Friday and I did not see a hyperlink up there for some reason. So head there uh got some information there and there was a request

035on that. We've got some administrators in the attendance today. We had a meeting last week and I've got Mr. Tucker over there who's done a great job of uh with the kick up. We've been very satisfied. I think I can speak on behalf of the administrators with the uh easy access. Um it's just it's been a good program for us for teacher evaluations. Uh we concentrate on a couple areas such as depth of knowledge and student engagement and also we've uh kind of presented some information to you there that we've had a chance to review. So if there's any questions but our administrators I think I can speak on behalf of them. It's been a very good program for the last two to three years and I've been very satisfied to actually reach out to

036Mr. Tucker and I every year to say, "Hey, is there something we can do better?" So, in other words, we got the old customer service for a better term uh from the teacher evaluation system. We're been very pleased with that. So, So, it's 3.0. Is that the highest? >> Well, on the one it is. That's kind of confusing because the other one it's 4.0. >> Yeah, I was going to say. >> So, yeah, for the teacher it's 3.0, but on the student or excuse me, the observation it's actually uh 4.0. So, yes, ma'am. I'm glad to know that it's easy to use because we definitely wanted something that would be easy to evaluate our teachers. Um I'm glad to see these results here. They look pretty good. I mean, from what I'm seeing here, um

037I'm the one that asked for this. I'll just tell you um I think it's important that if we if our staff comes to us and asks for a program and we purchase that program for our staff, I think it's important for us then as a board to turn around and evaluate how that program's working because it's kind of one of those things that you can get seven or eight things evaluating things or seven or eight kind of data and then you just never know how they're working and you just keep piling on that. So, I'm glad we found something that works and is easy to do and is a way to um help our teachers um grow and manage their classroom. So, I appreciate this. Thanks very much. Any more questions or comments on the

038kick up data? Okay, we have a grant update from Liz House. >> Hello. Um, so I just wanted to come and give a quick update on what we've been doing as far as grants. Um, and I guess Julie, you can go to the next one. Um, so just a little bit about me for those of you who don't know me. I know some of you do. Um, so I started part-time with the district here about the middle of December and really started getting into the role in January. Um, prior to this, I did have 10 years of experience working on grants, either application or um, actually doing the work in the grants specifically um, and local governmental uh, organizations, the health department uh, where I was at before. And then I also just wanted to

039include some some fun things about me. I do have a daughter in the district um and am a part of the parent anchor initiative um for the district as well. So the next one um so just a couple of our just monetary successes to date. So we have secured $5,000 in STEM funding for the primary and elementary school. That funding was used for um the STEM museum that came to Camp Curiosity. But the remaining remainder of the funds are actually going to be used to purchase um manipulatives and equipment for STEM classes in the primary and elementary for next school year. Um they're looking at um construction materials. They're looking at 3D printers, different things like that. Um, we also secured with the help of Stacy um $1,500 for two-way translation devices um that will

040help um district staff communicate with um our non-English-speaking families. Um so that was just recently awarded. Uh we also identified in all of the conversations I had with lots of district staff. Um historically there have been here and there some missed opportunities um for um to include some staff time and indirect infunding applications. Um so we're using applications for a lot of supplies equipment but a lot of times staff are also implementing programs around that. So we're starting to include time for staff to actually do that since it is um above and beyond what they may be doing as a part of their regular role. And then also um indirect which is a 15% administrative fee that you can um build into the application um on top of supplies and things. Some um other categories

041that helps pay for obviously a program or supplies are going to be in a classroom or somewhere. So help pay for lights to help pay for part of my time for reporting different things like that. And then to date we have submitted for $44,000 in funds. Um a lot of those were around some um FEMA requests for um separate from the different buildings and things like that. Um but they didn't qualify so those were not approved. And then I also included a fun like return on investment for you all just so that you can see. Um, so for every dollar that the district has spent um on my position so far, um, I've been able to bring in $157 um, an actual monetary value for the district. I did put a plus there um, because

042we've gotten some like free resources and stuff as well. So Julie, can you go the next one? Um, so just some additional um, things that we've been working on. So, we've been um exploring and trying to find some additional um funding for tornado recovery efforts. Um focusing on some um opportunities that can also be used as the 25% match for the district. Uh we're working closely with the Simo Regional Planning Commission right now on some things. Um so, nothing has come up yet that we've officially received. Um but still looking for that as well. Uh, I've been able to talk to all of the building admin across the district and really identify what they need on a building level specifically. Um, I'm keeping kind of a repository of all of the things that they need.

043So, as I find different things or have an opportunity to search, I have that list that I can look back to. We've also um secured some free resources and potentially some free equipment um to implement Senate Bill 68, which is around cardiac emergency response plans. Um, a part of that requires some stop the bleed training for district staff. And so instead of the district purchasing that equipment, um, have partnered with the health department who has that equipment on hand and is willing to let the district use that for those trainings rather than the district um, pay for them themselves. Uh we've also uh worked with Department of Health and Senior Services through one of their programs to borrow some uh playground stencils uh that will be able to be used to paint some fun stuff

044um including a pirate ship which I think is adorable um on the playground, the bus parking lot, things like that so that students can have more places to play. And then we've also gotten some donated nursing supplies as well. >> Oh, I think you missed one. Sorry. Yep. Um so just looking ahead kind of what we're doing. Um right now we have about $13,000 in outstanding funding requests we're waiting to hear back on. Um we're going to continue um looking for some funding to help with tornado recovery. Um we're looking into some options for some local funding opportunities as well to see um if there are other opportunities locally and then of course just continue to support the district and district staff um to grow their skills in this area if they're interested and then

045also just address any current or emerging needs that they have. So, >> any questions? >> Okay, >> I don't >> Sounds good. My email's on the on the first slide. If you guys um ever have any questions, feel free to reach out. So, >> good job. Keep up. >> Thank you. Okay, storm recovery staff is here. >> Yep. Thank you. Appreciate it. going to hand out a few documents to you all as you know just in uh past meetings uh this is kind of the diagram for the high school building very high level but these are the way we've kind of tried to identify different areas of the high school building so we're talking to FEMA doing all of our assessments on the cost so we J area F. You can kind of see where

046that is. That's the band choir area with the dining underneath of that that G building that's in that blue right in the corner. We referred to that as that knole building many times. So, so this is just really a guide for you. I'm not really ask you to look at any rest of it. It kind of grew out of some really early assessments of some damage things, but this be a helpful diagram, especially when we talk about area F essentially. And then just real quick, uh, we are continuing to work on the other side of the FEMA equation. You know, we went through the 50% rule on the high school proper part, you know, but there's other FEMA damages and things. Uh, Ky other is actually the name of it. So, we went through that

047similar exercise, a little bit dialed back from the high school, a little bit smaller effort, but still pretty involved. We sent all this information to CJ's team. This has been uploaded to FEMA. Essentially, they're going to replace their DDD report with this document. So, just like they did on high school so that they they get a really good snapshot of those standards. But, but either way, this is done. This is in FEMA's hands now. So, hopefully in the next I don't know week, two weeks, three weeks. I don't know what their timeline is. Uh they can get around maybe approving this stuff. Uh this this list right here again it's just trying to identify the magnitude of various damages and then they pay FEMA reimbures for monies that are spent. Ultimately that's the value that

048they give you. So uh it's going to be dependent. So these are really trying to just establish baselines. So this list right here up to about eight this is about $8 million is FYI. So >> and is that on projects? Some of them projects have already been complete. >> That's correct. A lot of those have been completed already. So, as soon as that can get approved, then that should cut that loose. You all can upload invoices if you paid already and then those dollars start coming back to you. So, yes. So, this sheet kind of want to do the numbers part of this first. So, and it is up on the screen there. Uh, this is the overall budget, but it budget. So, tries to identify the hard cost, the soft cost. We kind of

049talked about those things over the last few months, but this is only focused really on the high school component of the project. Uh so it is updated. So if we look up there at the top in that category A, this is about the construction side of it. And you'll see in there a new high school component and we've got a total of 146,000 with this. Okay. So there's been some some movement with wait room for example. So we have a wait room. You know the weight room they've been floating around in different locations. We feel strong that the wait room really does need to be part of this. So that there's no question with FEMA when it comes when it comes time for them to uh pay you guys back because they've already approved the

05050% rule. Now we we don't worry about those numbers. They start making reimbursements based on these numbers because these are the actual costs. you know, these these costs are based on what we're going to be designing and what's going to get bid. These these will meet standards and codes. All that other activity we did with you didn't include standards and codes or any of that. That was just their system we had to follow. So So when you look at this, we've got about 134,000 square foot of new construction. We do have the area uh F uh is uh renovation cost. We got some renovation cost in there of 12,74 ft and then the demolition for various parts of the buildings uh which in this case is uh going to include all of the parts of

051the buildings except that area F that is an area because of the impact on the dining area on the on the lower level the condition of that building and we have a plan in our original designs on how to repurpose that and turn that into art spaces. So, we really think there's still some value in keeping that piece. There's a lot of uh otherwise uh gymnastics to go through to try to take that out of service, rebuild it and find spaces to to accommodate it. So, that's that's not that's a renovation cost. Demo is included in it, but you can see at the top >> what part were you referring to? >> Area F that first diagram that's right down here. It's got the band and the choir rooms up on the upper portion of

052that and then below that the senior high dining area. So, it's kind of working and the kitchen is part of that. We know there'll be some renovations to the kitchen. Um like dish machines and ventilation, those types of things. But, but those areas we want to sell. What we want to say that just for clarification, A through E are being torn down. uh A through A through E plus area G. And I will say on that area G, that's in that that middle area right there. It's got two parts of it. Part of that is the middle school dining area. The other part of it has restrooms. It's got some support areas for the kitchen. On the upper level, it's got a chorus room and some other other circulation spaces. That portion, we do want

053to tear that down. Now, whether or not we tear that down in its entirety or not, we still need to determine that. We may try to keep the portion that's actually the dining area, we'll take off that knuckle, that piece that's on the outside. It's got the real irregular geometry. You've seen it's got a lot of damage to it. And then the intent is when we go to the diagram for the proposed uh solution and we're going to expand that dining area and make that a much larger dining space. So, we still haven't determined completely whether we're going to keep part of that, renovate it, and build it, or build it all new. So, >> but at this point, the only bids for demolition that we've improved your A and B. Correct. >> Correct. >>

054Okay. Just clarifying that. >> But yes, our plans will be to only keep area F renovated and everything else will be removed and rebuilt. >> Right. So, so back to the cost assessment sheet at 117. So, at the top, you know, we always want we try to keep a low range and a high range knowing that that this cost we'll know it on bid day. That's when we're going to know what these costs are. Um, and we've been working very closely with Brock Miller on what these values are between the low end of per square foot cost to the high end. Uh, but you can see we have a range of 45.9 to 52.1. And then I'll show you a point at the very bottom. So the next category is project contingencies. We still know

055that we need those. There will be things that'll be discovered. There will be things that need to be covered. There will be a need to potentially as scope evolves and the project evolves. We just need to have a contingency built into this thing. So then you end up with a overall somewhere between 48.2 to 54.7. Now we get into that area D, section D called project expenses or soft costs. These are things that are not they're not bid. They're not part of the hard construction portions that Brock Miller would be overseeing on the construction manager side, but they are things that you need to have on your radar that will be necessary to have you building that is ready to move into. So we've still carried those uh allocated PE uh amounts that we feel

056are reasonable to cover those costs. Uh but I will say that those costs are in your control. So for example, we've put in here uh one of the big categories number seven. That's all of FFN. So that's cameras, furniture, computers, uh anything, telephone systems, athletic equipment, all of those things. So that's a pretty good size number there. You may or may not spend all that those dollars. There's a owner owner prep cost in here. plug that 50,000. If if you don't need any of that 50,000, it's not spent. So, it's just here knowing that if you did have to hire a moving company or a service to come in and do do something, you've got dollars included in this this cost. So, you got about 9.5 to 10.7 on the soft cost. So, 57 to

05765.4 overall. I want you to keep going down. So, we go down to to section F. near there at the bottom of the sheet. So, we wanted to outline the anticipated funding sources for this. So, we know there's the $35 million for uh the prop kids that's going to be determined in August and then the FEMA portion of it. I have updated this number because again, what we were looking at before was the exercise to get them to approve it. So now they're approved that they didn't approve a specific dollar amount. They approved that they're going to cover the cost difference between what it's going to cost them bid day was actually bid and spent minus an allocation for insurance. They do want to apply see insurance applied a portion of it. Then whatever is

058left over they cover that 75% and that number will float. But what you're seeing here that 25 million to almost 30 million that's based on the construction costs that I determined or estimated up above. So that that number is not like some of those numbers you saw previously when we did the FE exercise. So this number a little bit. So now you've got potential funding source of just over 60 million 60 million 65,000 to could be 60 almost $65 million. And then down right below that I cuz I want to guard against everybody looking at the low range of this and saying that's our price and anything over that we swing in a miss. Okay. So it needs it's going to be in a range. So the numbers right below that just average. All what

059I did is I took an average the high level, high numbers and the low numbers. So really if you can start thinking about here's the middle of the range. It could be a little higher. It could be a little lower. So the so we got the prop kids on the funding part of it but the FEMA on the high side of that or the average I should say 27. So we got potential total funds 62.5 million and the uh average construction value of about 61.6 million. That's the number in the middle. You know, we're going to continue to keep working through this and where we find opportunities to save cost to reduce cost, we will do that. Is not an intention whatsoever to spend as many dollars as we can on this project. So, because

060we know this is already pushing pushing the limit and over a little bit, but I did want you to see kind of the impact of more dollars in. So as there's been discussion, I understand that you're looking at $50 million for construction, $10 million for the project expenses. Kind of pretty straightforward mass of $60 million is the target. Um, I guess the way I was reading kind of into that is that we know we got 35 million from the uh bond if it happens and then it's what FEMA will cover to get to the project that we need to meet the program need to get the project finished. So in that case it just a little bit over that 60 mill as we continue to get more and more detail on the project will continue

061to do their cost estimating and we'll be able to dial this this stuff in up here at the top. uh we'll be glad to sit down with whomever with the school district to try to work through some of the soft costs down here. If you say, "Well, we don't we don't really need dollars set aside for moving or expenses or any of those. We um some of these other costs, we can dial those numbers back, but really this is just making sure that you're not forgetting something that has to be bought." >> So, we'll continue to update this this sheet. >> Statement D1. Can you explain that a little bit? >> That's all right. >> D1 >> D consultants. >> Oh, D1 consultants. Okay. Yeah. This is for architectural and engineering services. That's part of

062it. That's us and our consultants. Covers uh like I said, architectural, mechanical, electrical, plumbing, civil engineering, structural engineering, landscape design. Uh that's that's that is a number that's derived from our contract agreement with the school district and it's based on those construction dollars at the top. So as those dollars fluctuate that that that number will fluctuate as well. Other consultants that's kind of again a plug number in there but for the geotechnical we had have some geotechnical work done. So that's we knew that was going to have to happen. uh we could encounter wanting to get an acoustician involved to talk about a space of acoustics to give us some guidance from the design side of what we want to do. So it could be some dollars there. Uh again uh if it's theatrical lighting

063or sound systems, AV systems, uh land surveying, you know, there portions of that are necessary and then the construction phase testing that you all approved basically this evening. So, we just had a number of you really need to keep we think somewhere in this ballpark to be able to make sure you pay for those types of services. But again, uh those are really at your control. I mean, you're they're not being spent unless you say we want to spend it. We want to do that. >> This this template could be very valuable for us to continue using this one. So, it's familiar to us. We get very comfortable with it. And as we go through and start dialing those numbers to more specific, but still use this familiar template. >> Yeah, I would like to

064get down to where on that number seven, that FF and E number instead of putting an allowance in there like that to get rid of that number and start working alongside you all and say, what do we think we need for AB? What do we need? What do we think we need for security systems? And put put dollar amounts in there. Okay, we're going to need 100 to 125,000 for this. we're going to need 75 to 100 for this. And then work it all the way down that list. And then then you'll know when those things are out there because you'll be the ones that'll be pursuing those services and hiring for those services. You'll know that, hey, we got a range budget in our budget. Let's just try to keep our >> and some

065of those items like like the security systems and different things like that would be areas that we'll pursue with with the grant writing and things. So those numbers may be affected by what grants we could get for those areas. >> But I like I like the idea that it's a familiar template that we all get used to looking at and that it has a range and hopefully then that starts to dial in become and become more solid going forward. >> And I did want to say there's a contingency in that category. It's number nine. So P9 again it's just a 5% contingency. It's quite quite a bit of money there though. So, I mean pretty quickly we could probably make some decisions, but when we make the decisions, what it does is starts kind of

066pulling the the parameters in a little bit on both ends of it. But we could pretty quickly get this down into that dollar value we wanted on the low end. So, how soon to you could you will have detailed drawings you can submit for people to look at and give numbers on phone system security and all that? They're going to need drawings to to give that number, right? >> Yes, they're going to be it'd be better. I mean, otherwise they're going to give you some kind of a slurp number or something. But um yeah, we're um you know, we kind of had a little bit of an interruption, you know, since the first part of April till just more recently here. And you we're trying to get our team here back up. Uh you know,

067we have been working. I'm not saying we haven't been working, but uh getting this high school refocused and realigned and moving. Uh so we want to continue to keep that going. We'd like to see us getting through these documents sometime in the fall time period, you know, October, November, and getting these documents to where they're hard documents. You'll you'll be they'll be able to give us a lot better pricing. Um, at that point before we get out to subcontractors, but I don't know if you want to expand on that or not. We will uh typically as they develop drawings at certain intervals, we will provide budget estimates and uh to Dr. Jones's point, we'll use this document to carry those numbers and then as the drawings develop, we'll also be able to identify some alternates

068uh we can show on this sheet. I think there's a space on there for alternates towards the top. >> Yep, I see. that gives us the ability to oh I would really like this but only if we have enough money. Uh so those are kind of the belts and suspenders things that we have one of the u means that we have to control costs and we will carry those alternates into the bid documents uh and similar to what you've seen with what we did on the demo package. We ask contractors to provide pricing for additional items if you so chose to do it and that gives you guys a little bit of flexibility. so that when we get if we did get to opening the bids and all the numbers ended up quite a bit

069higher, uh, we don't have to go back and redesign and lose even more time than we've already done. So, this kind of gives us some decision making on the on the fly. So sometime soon we will have some kind of a blueprint because I don't I don't know that this is going to serve us well for our election. >> That's absolutely not. >> We have some drawings. Yeah, we're going to go over a few some drawings here that >> uh we really want to try to get these developed much more clarity simplified so that it's going to be consumable by the public and the community for you all to be able to have in your bag and pocket >> on those contingencies. Is that a set percentage? It's it's what it's just a estimate that

070we've said we think 5%'s an accurate number to put in there or 10% or 5 3%. Now, there's no no really standard rule of thumb. It's just us putting that in there knowing just from experience that it could be up to you about that number. >> So, from your experience, 5% is sufficient. >> You're talking about for project construction contingency. >> Yeah, >> it's it's going to be tight. I mean, it's not going to be high. I mean, so, but we know we we know we're already bumping up against this this top. So, that's where we're going to have to make sure we can get this thing compressed and get the right materials, the right system specified, get things right size. Uh and then as NA said, we we will work towards getting some alternates

071to make sure that we we've got an alternate product that's either it may be either higher than the base product that's in there or it might be a product that's lower cost than what's in there. >> Usually 3 to 5% is minimum of what you want to be on that range. Uh and that contingency really comes in handy for the unforeseen items which are usually below grade or in a renovation. If you open something up, you've already started. You got to keep going. You've got this slush fund over here that you can allocate that cost to. And it it is a contingency that's controlled by the district. >> We help manage it. >> And you if we get into that slush fund, maybe we could balance that out with value engineering at some point. >>

072We will absolutely do value engineering. um irregardless if you were under budget or not, we'll do value engineering after the bid and then that can that money that's saved can go towards a contingency. Uh sometimes we've seen where contingencies are used as a placeholder into you know for instance a lot of the unforeseen stuff is below grade you get to a certain 25% complete on construction you're out of the water so to speak on those potential issues. So now all of a sudden maybe that 3 to 5% a portion of that can be used to accept an alternate that you were not accepting until you knew you were going to not use some of those costs. Is that 655 million? Is that the highest number we're going to see so far or when we come

073back we see 70? >> No, I'm not planning on coming back with anything higher than that. Now, this is based on >> seems like we just keep going up. >> This is based on the square footages that that we're at >> and and that does include the wait room in this. >> This does right here. >> 655. >> It's it's in it's in this calculation for per footage. Yes. So, it could still be within that this range down here. You're looking at the bottom number down there between 60 60 million people over the 65 are included in that. >> So then if the wait room is back in the high school, we taking the wait room out of the metal building. >> Yeah, I don't know that we would need to have a duplicate wait

074room out there. >> I'm just making sure. you know, they you know that that's that future phase out there. So, >> okay. >> So, I'm trying to really make sure that we can take every advantage to get you $3 of FEMA money for every dollar you put in. I don't want to miss that. >> 25% it's going to start >> at some point in time. We keep >> Yeah. Yeah, I understand that. >> It's going to start hitting the budget that the district has >> and that money is not there. >> Right. I understand. Right. We need to we need to have wait room one place or the other. >> I'd rather have it in the facility for safety reason. >> Right. >> And I think from a just from the back schedule, it's a

075big deal to try to keep that all right there at the high school fees. Saves time. It's just safer for the kiddos, too. So, Okay. So, the diagram uh we put >> There you go. Uh I think you've seen this. This is actually all three levels of the high school. So, you know, that same scenario is still in play. You see it's a W3. That's just the one that we kind of ended up landing on. We've still been continuing to work with the building committee. So, this um you we went WXY, I believe. So, uh, and kind of came back to where we are in most for the most part. Uh, so if you look on the diagram, you can see where that this gymnasium here, the green box, that's the end of that. So,

076this is the lowest level, that's the middle level, and then as you move off to the side, that's that's the upper level still. So, so the gymnasium was one of the elements you see uh well kind of back up a second where you see the light blue that's essentially where the footprint of the west wing is the 1970s and that's that delineated in that red hatch area. So we've kind of left the red hatch parts of on there so you can know where the 2003 wing is where the gym is currently the library and so forth. So with the west wing, what we've done is we've actually in it's going to be tore down and we're going to rebuild it. We're going to rebuild it back a little bit larger. Before the previous scenario, we

077had a west wing and then we also were doing a east wing. Okay. So by changing the geometry of that wing, extending that wing, it allows us to repack that building in a much more efficient manner than trying to reuse the 70s wing as it was. Uh, so that's that's kind of where that sits. You can see that the salmon color down there in area G, which is the middle school cafeteria area, uh, that there was really no change from that that previous design. So overall, where we had where we were in April to where this diagram is very similar except for that west wing is different and there's no east wing. And then we took the gymnasium since now we have a little bit more room on that east side of the building. We

078can turn that gymnasium re relocate locker room. Put a weight room on top of that locker room and get that still in kind of the same design vernacular that we had with the previous design. And then as you work your way up uh towards the north, a lot of those features are still in the same same position. So the multi-purpose there, the main entrance at the at the very north center, uh administration, special ed, uh then you move a little bit towards the south, you've got the library, besides media center, you've got that hub for that high school common space. The other thing I do want to point out is right now where there uh the existing uh stair elevator is and that there there's a lot of utilities in that area. There's a lot

079of utilities coming into that area still. So we would like to save that area. Now it's going to have to be pretty heavy kind of with the stage and everything. But but that we believe this is a way for everybody to save some money on this project and we can still work with it. is still works with this design just like we had. So that is the one piece that we're going to try to work with the bones of that I should say. So >> where is that in this diagram? >> You'll see it on the second floor. I think >> it's this gray box right here diagram right there. >> So it still works really well with our overall circulation. you know, that was one of the major goals for this project and for

080the design was to clean up that circulation. So, it still works for for all of that. I do want to say that uh the organization of that, you probably see that maybe on your diagram. Um but how the actual west wing is working uh you created kind of neighborhoods. So, looking at that very lowest level, that's math and social studies on that level. Uh and what we've been able to do is get all of those classes in that in that same floor and then provide still that collaborative environment for teaching and instruction and the students but it's more focused on that particular that neighborhood and then when you go up so go to the middle level so to your right on the diagram. Uh on that floor we have the foreign language and we have

081the ELA. Those all stack in there very nicely, programmatic. It provides again that collaborative space uh as well. Um and then you go to the upper level, you'll see on that level we have the science lab and the health. Uh those are uh it's good to have that on that level because there's a lot of utilities for those spaces. There's a lot of exhaust, there's a lot of ventilation. So by having that located on the upper level, we're not going up through different floors of the building to get that to get to a roof area. So, you know, that'll pay dividends when it comes time for bids and how far mechanical contractor has to run a duck, you know, for conduct and piping. So, those are all all good things. Uh jumping back down to

082the middle level right there in the middle you can see where we're converting the band to choir. We're going to convert that to the art. There's also an opportunity potentially there area. Uh I know that was something when we were looking at putting it in the 1970s wing. We were talking about the challenges of that again because it was on the lower level. So factor in again needs ventilation space because you have foods in that area. So again, optimizing it, putting it on the upper level at that point is again most beneficial for that. We think it's in a really good spot. Uh I will say uh so just jumping back to the numbers on the machine. Um so the business classes uh it has been discussed that those would be moving out to the

083uh career center. So those those are not figured into this equation. They are going to be the uh business center, career center in there. >> How is that then? >> I'm sorry. >> How many classes is that? >> That's two. >> Two. >> Yeah. >> And then uh talked about the larger uh west wing, the gymnasium rotation. So that's kind of the highlights. That little list on the side there. >> Are the numbers in this little corner numbers in this little corner box? Uh that's part of the programming document that we have and we'd be happy to share that document with you. It's a multi-page Excel sheet. >> So if I just roughly count these classrooms, I count 27. Is that right? Or if >> Yeah. I didn't count the business classes, but if I

084just count these little >> things what you're telling me are classrooms. Is that right? >> Yeah. They should all be delineated on there. Correct. Mr. Schaer, does that sound right? >> Off the top of my head, that sounds about right. >> Okay. >> Yeah. All these are based all these again have have the math behind it. I mean, we've got every space listed in an Excel spreadsheet, what the desirable square footage is and how many students are going to be in those rooms. So, that that's how we how we design buildings today. you start with those known programming spaces. What are the optimum sizes for it? That was that's the problem with your existing high school was you know back in the 50s they had different standards probably classroom. So you know today we use

085today's standards. So so it grows out that Excel sheet ends up on diagram like this. So it starts to take shape and we start >> Bill. Didn't the information you have say 34? >> Yes. >> Yeah. >> Justin. >> So yeah, we will work we will work with you. We'll get you once once we kind of come to agreement that this is where we want to go. inquired full list of how you >> so we're all on the same page, >> right? >> How you can >> Yeah, we all want to be talking. >> Y is it is it crazy to think that I I still think the gym would be better off up where the pack is? um coming in on like I'll call it mezzanine that's probably knife order but you come in

086above the bleachers but our bigger parking lot is across the street there and you get all these people coming in from out of town. 90% of the time they come in from out of town they're going to your gym. So you would have your big parking lot and they'd walk directly into that gym. It'd be easier to get to and you would drop down into the bleachers then and use the for lack of word the lay of the land that hillside put your gym floor down on the ground and your pack which holds less people could go down on the bus parking lot because that parking area is smaller. Is that crazy? Well, what we were we were trying to do where how we kind of put the programming spaces in here relative to each

087other is we already have kind of a hub of kid athletics at the middle school that's down there at that end of the building. And it was nice to be able to supplement it with this ex this other additional gym so that there could be some crossover usage of all those all the gymnasiums simultaneously. That was one of the factors with it. So, and then we and we wanted to still have that separation. And we talked about the separation obviously from from a multi to use space to gymnasium. So, so you're not competing next to each other from a sound and noise, you know, just the various spectators, but they're going to be attracted to one another. Yeah, we're really trying to create uh it where these things come together down there uh near the

088middle school or near the cafeteria I should say dining cafeteria just where area G is currently. We really want to try to when we get this done that's going to be a major point where folks coming from the north can come down either the west or the east side of this building and then come into this building both sides. We really want to be able to try to get a lot more of that happening with this solution than what currently happens. >> So the loading dock and all that would remain the same. >> No, it will actually rotate around to the south side a little bit. Further you stop for the kitchen. Mhm. >> Yes. It'll rotate around to the south. There will be rework of freezers and coolers. Uh those freezers and coolers are

089not they're not going to they're not going to handle a move. If you touch them, they're going to going to need to replace them essentially at this point. But we we are trying to stool move that blade not run to the south, but to do a little bit with that paving so we know we get delivery trucks packed up in there, but it'll still work. They can get right back in the back of the kitchen service area. So yeah, those are a lot of those are expensive things to deal with. The kitchen's expensive to to mess with. So wherever we can, we're trying to take advantage of the instructor you have. So, >> so I guess from my perspective, I just want to make sure that we're we're all in consensus that we're going to

090keep that area F. I think there have been some discussion about maybe area D may that might be one that stay or not, but not not in our assessment here. We we really believe that that is the one that we could repurpose at this point. So just that and then the general um direction to continue to go down this path. It's a variation of where we spent a lot of time and meetings to get to. So we're we're uh tweaking. We're still keeping the integrity of that previous design efforts and yeah, we definitely to dive in here, get this thing cleaned up, uh, get the names, numbers, however we want to, however you want to get that document so we can share it out so people we'll get that for you. >> So, do we

091need to request that the scope on the demolition be changed? >> Yes. So, uh, to Stephen's point, uh, Marshall Wrecking has been awarded the demo of areas A and B for this first phase, and they are ready to start that work uh, next week, and they've got plenty of time to get that work done. However, we've reached out to them, told them that uh, the plan may possibly be changing and we may be tearing down quite a bit more. So, if we were to leave uh area F and tear down everything else, it changes um how they're going to go about doing everything. So, um to start with, it's about uh a million dollars more um that we need to finalize with them. And there's a lot of moving parts and pieces along involved with

092that number. Um, another portion of that is they have submitted a 10-day DNR notice which is required um to demo any building and that is just for area A and B. So, if we're going to tear down more, they've got to resubmit that 10day notice. And their thought process, which uh makes uh good sense, is they want to start on the south half and work up towards the learning expo and try and get as much of this uh intrusive work completed before uh school starts. And they're anticipating that they're going to need every bit of uh 10 weeks to get uh a majority of this work done. but they think that they can get the uh loud and uh disruptive work for the most part completed by the time school starts or very close to

093it. Um but just knowing that they've got to basically go back and resubmit a 10-day notice before they can start. The good news is that gives us a little bit of time to shore up some firm pricing with them. There's um currently a plan in place to structural engineers were on site today looking at the possibility of utilizing some of the existing structure for shoring uh between areas A and B and C. If you're going to demo more, uh we won't need that shoring. So there's potentially $150,000 in shoring costs included uh in their bid between the two phases. Um you're still going to need that. Um but it's going to change and we've got the structural engineers. They were uh looking today doing some exploratory work to find out what that would be involved.

094But that would be around area G. and we would leave area G this summer while we're still working out the details of how much of G is going to remain and we would have to come back next summer and do that demo. A lot of that demo is going to be hand demo because it is much more tedious and it's in between some existing structures that remain and we'll be doing it uh at the same time that we're building the new construction adjacent to it. Uh, but it is doable. And there's also some utility costs that we're going to have to get involved in, figure out where to cut and cap interior utilities. Right now, for the last two weeks, we've been focusing on what those utilities are between areas A and B and C.

095And so, we we've just now identified those. Um, but if we're going to tear down more, we don't even have to worry about that. Now we now we need to start looking around area G and F to see what needs to cap be cap cut and capped, what can be abandoned, what has to be relocated. Uh for instance, the fire alarm has been relocated once. Uh with with this in mind, we're going to need to relocate it one more time and either get it into the middle school or get a remote panel in area F, which you guys want are going to keep. And so those are the things that we're working on. But if you are going to demo those areas, we need to uh let them know as soon as possible because our

096our goal is to not be disruptive to your students once school starts. >> Well, these are all part of the 140ome,000 square feet, right? So they have to go new village going to go there, right? >> Yes. So >> based off of this diagram, that is exactly what we're looking at. >> And this is all part of the FEMA 50%. >> Yes. Okay. St. Le G for now and figure out how much of that comes off. down and we're going to need to work around when that work can get done when it's not being needed for dining purposes. >> So, we need to get a number on from them on the rest of it. Yes, I've got a approximate number right now, but we've got we want to do some I didn't want to go

097through the process if unless you guys were sure that this is you wanted to tear these down, but we've got the 10day notice we need to file anyway. So, that gives us a little bit of time to get uh a firm price on the demo and some of the shoring and utilities that are going to be involved in it. and we we knew some of that was going to be unknown or initially and we included an allowance for that work. We're probably going to have to do the same with this just because we may not have enough time um to identify all of it and with the main goal being getting them on site and started and out of your guys's hair. The only problem would be tearing it down before we know that the

098tax levy passes. >> Yep. >> And if you don't if you waited obviously then you're tearing it down while school is in session. Um which has a host of u potential challenges or you're waiting until the following summer. Um and then that gets into and E structurally are in the 50%. For sure. >> I mean, the only thing we >> entire high school is in the 50% rule and they they made their decision on that. So, they're accepting that. So, we're good with that and they're they are good with us keeping F. They're still going to contribute to F. It's just they'll contribute to the level of the renovation cost. So again, it's just going back to the dollars that you actually spend, you know, they will too. So even by not taking that down,

099it's still all part it's all under that approval that FEMA gave to you that they're going to step in and choose. >> And another aspect of this too is that the high schools fed off the biomass. Depending on how much we take offline, does it make sense to keep the biomass if it feeds part of the old senior high? So, we've looked at converting that to natural gas, too. Um, there's fiber optic that has to be relocated that we've got uh plan in place to get that started. So, there's a there's a lot of moving parts involved with it outside of the actual wrecking of the structures. And for example, the fiber optics would be one of those things that would not work well during the school year. Is that >> the fiber optic? Um,

100for what we know right now is is feeding the learning expo and it has to be relocated to tear those buildings down. so that we've got a plan in place to relocate a portion of that fiber optic just so that by the time school starts in August, you still have those communications in place at the learning exper. >> What's that? >> Is that other fiber going to be going to the old senior high? >> Uh no, this we've actually we're pulling it back to the west. I don't know. Um there's I think seven existing um hand boxes on the existing high school that we're going to pull that out too. >> And then eventually with the new construction that may need to get demoed and relocated permanently, but this is kind of a quick quick

101fix. There's a conduit under the ground there that had fiber ran in it once before from the old senior high basement that goes to the middle of that parking lot. >> Um that got crushed. >> That's uh where the learning exp was. That parking lot. >> Yeah, that got crushed. They looked at that earlier that when they were doing the parking lot area got crushed. Dang. Shocks. So, we need a motion really. I guess I mean in order to to basically clarify that yes, we're going to keep keep and we're going to continue to proceed down this pathway that we've outlined here on this W.3 millions. I get the timing of it. It makes sense, but a little premature I feel like for before this passes. Yeah. So D is still for intents and purposes

102useful. Correct. What about I mean I guess what I'm saying is it's kind of like you said if this doesn't pass again in August, we we we won't have the money to back this $60 million plan. if I'm saying right. >> We part of this though was we did we were looking at keeping D at one point in time but then with the interim metal building we and the bell tower we could shift those spaces permanently to those two places from the learning expo and what we were potentially going to use the the science and English classrooms for. So under the current plan with the the bell tower and the the Steely Dan building, you will not have any classes in that high school or need to have any classes in that high school if

103it passes or does not pass. >> it will just sit vacant. >> I mean the price per square foot at 175 to 200 for renovations a lot less than new and our backs are against the wall then. >> Yes. To your point, to your point, if you chose to leave that square footage, you would then have to accommodate the new design to incorporate that wing into it. >> But we could include A, B, or >> E structural because of the decking. >> Correct. Right. >> Unreinforced masonry walls. >> C is a different decking. Or is it the same? >> That's the >> C has is this has some foundation issues that were observed initially. It's got some cracking and settlement. I guess my only real concern is what is plan B if this doesn't pass

104in August? Where do we proceed if we've just tore down the only building left that's usable? >> Is it usable? I thought we took kids out of it because it wasn't. >> Well, Der sciences. There's a few classrooms there that are we've moved kids out of them for the construction process, but >> that's not one of them that >> and I guess from a realistic standpoint could be used under necessary circumstances. Correct. I mean long where we were that what we were using kids were >> E yeah >> 71 >> the 1970 the royal bluish purple >> E >> I mean I agree that it it all needs to go and we need to follow this plan and build forward but I'm just a little concerned >> yes >> number one about perception too if

105the public sees it should tear it down I and you're still asking for a vote. You've kind of already done the project. >> There's no doubt about it. In some regards, you were getting the cart in front of the horse. >> Yeah. >> Um but >> I understand trying to save money, too. >> It's it's part of trying to save money. The other part of it is is really don't think you want us tearing those buildings down when you got kids in school. I disagree with that there. >> You have the re place versus repair designation. >> Yeah, we can't afford that. >> Well, I guess we'd have to scale back square footage drastically somewhere. to get classrooms up >> and still have that wonderful engineered metal building with all those classrooms in. So if

106the election initiative didn't pass and we had already tore that down, we could go in and afford the classroom structure piece with the FEMA money that square footage would have the money the $13 though. >> I'm sorry. >> I mean you have to have the money to get reimbured. We would have to get reimbured. Well, the money that we would have coming in is some of the $8 million in previous FEMA money that that we've got projects spend all around campus and you're you're getting those reimbursements pretty quickly after you spend those dollars. I know here in the front it hasn't been that way because you haven't had that agreement from FEMA, but now you have that agreement with FEMA. Uh, as you spend those dollars, those invoices can be turned into FEMA and those

107dollars can be turned around back to you within I want to say 30 days or less. I've seen them in some grants considerably less than that. You know, if the bond would not pass at the request that you're asking for now, you may have to go to the next layer down. I mean at some point there's there's a no cost no tax increase C bond that you could run that generates I think some dollars. I mean you got to we got to vote school back or we continue to stay in tippery facilities till such time that they want to support it. I'm just saying that's that's the next step. I guess the fallback is you'd have to go back and say, "Well, where what do we what can we generate with 10 cents or it

108just no no tax increase?" I know there's Mike ran all those numbers on those things, but there are there's big parts of this building that you you can't move into. and maybe seeing parts of these buildings come down. It's like, yes, they are being damaged beyond reberry. What's everybody thinking? I mean, I know it doesn't feel right to do it, but we're leaving our kids hanging. I mean, >> again, >> I mean, you can't use them. I don't know why you'd leave them there, >> right? >> And you got them here. It's going to cost you more to tear them down later. Spend another half a million than you would now probably. >> Well, that's going to cost us more on the back end because we're going to have to get more going to have

109to get those classrooms back again. And worst case scenario, the thing doesn't pass, which I don't see that you keep going the way you are. You know, temporary classroom, rent some trailers or something, but I can't see my passing. chance. Got to think positive. >> You think it's a risk? >> Everything's a risk. >> Yeah. >> It's a risk we got to take. I mean, we've had this first risk for over a year now, and we're we're we haven't done anything. >> So, 10 weeks is about Labor Day. >> Give it involves Labor Day. >> Could build Could building D be left as a last standalone? >> Building D. No. A and B would be they would work south to north, >> right? D wouldn't I mean it wouldn't be structurally sound. >> Do you

110see where I'm going? Do you see where I'm going with it? >> It could, but it needs to be we need to know that >> that would be a lot that gets into the shoring part of it. >> Where since since none of this is inhabited, where is the danger during the school year? Is it the the hauling off the the truck movement? >> Um or >> that's part of it. Um tearing down the structures themselves and getting correcting in place is is another part of it, which is part of the reason we want to start from the south and work our way north in the event that we don't get it all memoed. We're still several feet away from the existing buildings that are occupied. So there could be dust. Uh we've got noise.

111Um the dust we we're we have means and methods to control it. Um but that being said, it's still possible that it could be an issue that has to be dealt with daily. >> Mhm. >> And I again kind of goes back to the utilities thing. I mean, you know, they're going to be as careful as they can, but if they run over something, dig something up, something we don't know about that serves some of the parts of some building. It'd be better if we did that in the summer. Obviously, I know that. >> I just don't think it's safe for us to have kids in a building and we're tearing we're tearing around it. I just doesn't sound safe to me. down on the south. that D area too, the way that it was

112built onto uh that corridor, you're talking a pretty good measure of temporary partitions for an extended period of time that would have to be maintained. Not saying we couldn't do it, but it would be >> structurally it's a little unusual way. Yeah, laterally there's some lateral concerns there. And then just from a weather standpoint, that whole >> Yeah. >> So the the only building we have students in, >> you technically you don't have students in any of these anymore. You don't need you don't >> Two months ago, we had some in D. >> Right. But then but we took them out because school's out. The kids were moved out of the before then. >> That's that 1970s that we got the call. >> Okay. Okay. I thought >> now I'm on page. >> Oh, I'm

113sorry. F. Yes, man. I was like, >> but F is stay. Uh, are there numbers on demolition? >> Yes, it's about an additional million dollars is what we're thinking right now. >> That's with some unknowns. Shoring uh utility disconnects. >> What was what was the figure we approved? >> 447,000 I think >> perv. So, a million and a half. million and a half total is whatever. >> Get it all taken out. >> I think go for it. It's got to be It's got to be removed anyway. We got to operate out of the tent. We just got to operate out of tent. >> I agree with Dan. I Yes and no with Dan. Is it a risk? Yeah, it's a huge risk. But I also look at it as we're not even using them buildings

114or we can't use those buildings. They're uninhabitable like even >> yeah that and then if we can you know say demolition starts just a figure let's say next week on E we just need to post out we just need to inform the community of hey this is why we're doing this. If you were to keep area D, which is where your science classrooms are, that would in essence be the only thing that's left besides the old senior high on that biomass go. >> Yeah. >> And so it doesn't make sense. Now you're now you're going back and you're trying to introduce a HBAC system probably that's ground mounted or on the roofs and you don't really have the ceiling space. And so now all of a sudden I'm not can it be done? Yes, but

115it's it's getting to the point where you're you're going to start sinking more money into it than it is. Um, but it can be done. But those were some of the things that we kept looking at was, well, there's only one little piece left and it's fed off of some of these things. You've got all these utilities there that are right next to it. Um, you've got this big exposure to the west. If you tear down the existing library, you've got nothing to protect it. You've got to put in lateral shoring, a lot of it, and temporary partitions to protect it. And that is the corridor that your students would be walking up and down, traversing daily. Um, >> and some gymnastics with the north Texas stairs. >> And then in addition to that, now

116we are we are it's not not a problem, but we're building around that. What's the strength of that structure with the rest of them going around it? >> The the current >> that D if you left D stand alone. >> Um >> very good, is it? >> Well, that's why we've got to do engineer shoring on it. >> And we don't we don't know at this point. Like right now for instance what we're looking at with the area between A and B and C we feel pretty good about we found some existing steel that we we can leave in place to laterally support that. Um, but until we get into it, we don't we don't know exactly. And then the question becomes, how do you actually get the shoring installed so that you can tear

117the building down with this summer? because the shoring basically needs to be where the >> shoring needs to be in place before you do the dam. So they'll come in ideally in the area. >> Yeah. You implement the shoring and then you disconnect the building by hand. It's a lot of hand work. And then after all that is in place, then you go in, you pull the existing structure with machines and then they sort it and haul it off. We have the funds for all that. >> Once that Venus starts rolling, we'll feel a lot better. I don't know. I'm optimistic, but I say we take it out. We're not using it. It's damaged. I mean, we got to go in and pull kids out of it because the engineer said it ain't safe to

118be in. Why would we not try to get it out of there now and save some money? >> I say we go for it, too. >> Maybe you can help it sell the tax. >> We're just going to have to work hard, guys, of the community. We have to be transparent. We have to work hard. That's I mean, but we got to do this for our kids. We can't have our kids in limbo for four or more years. I mean, and we're going to start losing staff if we don't do something. >> What's the motion got to be? >> I don't know, but I'll make one. Well, either that or I'm going to make one. >> I make a motion that we >> It would proposals to de are >> through E. >> A B

119C D E and G >> and G and renovate F. >> Yeah. >> I thought G we were going to hold off on for now. >> We will still go ahead and get pricing. >> Okay. >> But it will be a second phase. >> Okay. My motion. >> I second. >> All those in favor? >> I All right. >> That was A through G. Correct. >> Yes. >> Not but not F. >> Not F. Thank you. >> Well, and does the motion need to be reflecting G separately or do it does it not and you can just go ahead and do it that way? >> Um, it's up to you. We it would probably be easiest to do it under one proposal and go ahead and lock the pricing in. >> Okay. >> That way

120we don't have to repric it next summer. >> So then G becomes an uh >> second phase. >> Same proposal. Second second phase. >> Okay. >> They're coming back to do it. >> They are coming back. But a lot it's it's uh you're not you're not paying a premium on the mobilization cost because a lot of that is going to be hand work. Okay. Any more from you guys? Anything else you need to tell me? >> We're going to we're going to continue to proceed down this path. >> Okay. And like I said, we'll start focusing on getting you all information you can share out based on that. >> Yeah, this overlay I think is good. >> It's better. >> Then if we can get some blueprints, >> that'll be good. >> Okay. Next, uh,

121was going to have a talk with Kim and Scott, whoever from the prop kids committee so that we could collaborate, make sure we're going in the same direction with them. >> Let them go support this thing. Let me step up. Yeah. >> Okay. >> Hot seat. >> Um, so earlier we had passed out a list of some things that um, we have been asking for. Um, I know Stephen here has a lot of work to do. So, um, but if you guys could just go through that. The very top one is we need you all to feed us. Um, what we were doing last time obviously is making up our own posts off of information that we would run by um, Dr. Jones uh, a lot of times. So, it it seems like more is

122jumping on board here. That's what we need. This is a team effort and we need that information from you all. We don't want to be making up that information. We will check into anything you want. The last time we did pride ourselves on, we researched, we researched, we researched so everything could be validated that we put out there. We want to keep it that way, but that's where you all come in at. There's a lot of questions about that 2017 prop. We want to answer it. They're asking them. We need to give them those answers. There is a lot of people that are undereducated about the fact that the school is giving 20 cents. Let's inform them. We got to inform them. How much is that? How much was that supposed to generate over that

123time? How much was the community taxpayers supposed to generate over that time? You'll see one of those on there is the cost of the primary build, the cost of the middle school build. They're out there saying it was $31 million for both buildings. Guys, I know that's not what happened. And they're saying three buildings got built. I know that's not what happened. I was on that prop. Scott was on that prop. So, we know those those are misinfor people's getting out there and other people that don't know are buying it. So, we need to educate them on that. That's why we're asking for those uh figures. Um, one thing I didn't have on there, if you all could write on there is phases of the building. Um, if we could get that list, show them

124what's going to happen. Show them that those classrooms are going to be focused on first. That's what they want to know. That instructional piece is going to be out there first. So, our job is to advocate for you all. Our job is to ask for that yes vote. Use the information that you have for us. Okay? and we've been on WTF, we've been on our site, we've been on the school site. Um, whoever is answering on the school site, thank you so much. Um, they they don't tend to go after a a group as much as they called out Liz and myself, point blank. So, um, it does get hard, but we are here. We're very passionate about this. We want this to pass, but we have got to be transparent. Y'all have been saying

125it. We got to tell them, you know, it's it's no secret. Um the square footage, the average cost per square footage, and then what is our cost per square footage going to be? The blueprint, the overlay. Um let's show them we're we're not building anything bigger. It's not a castle like they were saying last time. You're getting exactly what we had. It's just going to be configured different. Um, >> it is a little bit larger. >> It's just a little Well, but that depends because do we have the other another point I had on here was um do we have the old Votech square footage in there and do we have the old senior high gym square footage in on the old square footage because that's all classroom stuff that we're using that will be

126wrapped up into this new building. So, if you add all three of that in there, is it really bigger? I don't know. But yeah, they need to know. >> They need to know. >> Yeah. So, um, FEMA, they're asking, "Yes, we've told them. We're going to tell them over and over and over again, school plans on using FEMA funds to build part of this." Um, they're asking a a Q&A. Uh, I think last time we did a myth and fact if you guys could do a Q&A for us so that we're all sharing the same information. We all have to be sharing the same information, the same numbers, um the same ideas, everything. Uh because now they're out there saying, "Well, they misinformed us. Well, they they they manipulated us." No, we didn't manipulate you.

127Um Liz does have a website that she's working on through Canva for the prop for the pack. Uh we have worked on a calculator to be included in on that website. So uh talked to Dominic about this maybe at some of those Q&As's that we go out community engagements have it popped up. What is your what is your real estate taxes? Real estate taxes are public information by the way. you they can get on they can search what their assess assessed value is. So and it's all off of that assessed value. It's 100% in educating and again we're here. We have a big group. They're ready to hit the ground running. We got to know what to tell them. We got to know what we can post. We we need those answers. So, >> I

128feel like we're way ahead of where we were the last time% >> because you've been able to be at these meetings and hear a lot of this information. >> Where we at, Bill, with your information you put together with your flyer and the website. Is that all going gone out yet? >> So, I've been sharing like a couple presses the past week about demolition, about uh the FEMA designation. I I updated I've been working on updating the FAQ on our landing page. Yeah, I've kind of been trying to share that with you guys as I've been making those updates in the flyer, >> the one sheet flyer. >> Mhm. >> Is that something that you can share with us also or let us know when it's out there? We'll go grab it and share it.

129>> Yes. >> Okay. >> Um that was another thing communicating and working together on the scheduling of things that we're going to and things that we're doing. That way we have you all there educating and us there asking for that yes vote. That's huge. So that we're not double dipping so that they see more people. They don't just see one or two people out there or one side or the other side out there. So, if we could work on a calendar together, make a list of events, share it, whatever we have to do, um I think that would make a very loud statement as well. We don't want to manipulate these people in there. They're already out there, um saying that um basically we're blowing smoke and mirrors again. Let's let's show them we're not.

130Um, we said something, Colin, about maybe seeing if you could come to some of these, uh, explain to them on the construction side of it, the engineering, whatever. Um, there was a, we had talked about maybe getting a letter why the 1970s letter uh, building cannot be reused. >> Or, >> what's that? >> Can we get that from Brian? >> We Yes, we discuss that this morning. >> Perfect. Get something out there. and let them hear from the people that are actually doing it. If they don't trust us, why aren't they going to trust you? You know, so just some different ideas that we've tossed around. Um Wayan Hoover did reach out to Liz last night. He wants to get involved. Um we need to get somebody going around and talking to city and county

131officials. We need them to start talking. We need them to start supporting this. >> I think we need to have them get bring them together and then >> Yes. have a what could we have a PowerPoint with highlights of everything even for the regular meetings? >> We did not hear anything from them. >> So do you >> and why not? >> They were quiet during the night. >> Yeah. So do you think that we invite them to a meeting or do you think we go to their meeting? >> Either or. >> I think we going to have city, county, you know, several different entities. >> But will they show up? >> That's the that's the question. If we don't go to them, will they show up? >> Depends how you pressure. >> Yes. And who

132you have asking? >> Yes. >> I mean, that's 100% what it is. So, if somebody's got a really good relationship, >> Yeah. >> use it. >> Sorry. >> Officials. Sorry. Get over here. >> I mean, you know, this is for their community. Everybody knows that when people come in and move to this town, they're looking at your school and they may move for the high for the elementary and the middle school, but are they going to stay for the high school? I mean, and Dan, I totally understand putting the cart before the board. I do, as you all were talking about that, my thought was these people have already been told that 1970s building's unsafe. So, those science rooms were pulled out because of that. How do you put them back in there? How do

133you explain that? You guys have mentioned over and over and over again that you're worried about how you're going to educate people and explain it to them. Explain that one to them. Now, they're really going to start talking and mistrusting and everything else. So, I I just think that they know what's coming. I also think what people don't understand is that um this was coming one way or another. You guys can't pay to build a high school. The school can't afford that on the money that you bring in from the taxpayers and the state and everything else that you get. It was going to take the community to build this high school. The tornado just brought it sooner. And that's what they don't understand. They don't realize that when the 17 runs out, you guys

134were going to go back again because you couldn't build a high school without them. Um, another question that's being asked, why can't the 17 prop be dropped? If I understood it correctly, if we kept the 17 the way it is, and this will be a question for Mike. If we kept 17 the way it was to run out in 2036, they're paying 32 cents point right now. 32 cents. we would have had to add 45 cents to that for the next 10 years which would put them at 77 cents for 10 years and then it would drop to 45 for the last 10 years. So it only saves them 10 cents. So can we get some kind of statement from Mike to explain why it's beneficial to absorb that 17 into that 26? That's what

135those people want to know. Why can't we let this run out in 36? Well, you wouldn't support a 76 sick tax increase. Were you really going to support a 77? So, let them know that you guys heard that. And I did get that off of uh one of the sheets that Mike had given us. This one right here, this bottom section right there. Okay. Um, there's another one on there. Is the 20 cents from school going to continue through 2046? I think that's happening, but I put it on there because we don't want to say anything that we don't verify. So, those things um don't need all this right now obviously. Um, but look it over. That's the type of information that we're hearing that we're hearing from a lot of you that you all

136are hearing a lot out in the community that's all over Facebook. Let's face it, everybody gets educated on Facebook. If it's on Facebook, it's gospel, right? >> So, is it a good idea that when someone questions something, be it a a pack post or whatever, and they generate a question, is it a good idea if we formulate an answer and have Bill put it out as a school blur? >> Sure. >> Answering that question? >> Sure. >> From the school. >> And then we can share it. >> That That's fine. Just as long as we're all on the same page, you know. >> Sure. >> Um just a little bit. So, in the April pack, you know, I raised $33,000 to to get the word out, all those flyers and everything that went out, >>

137you know, um but we didn't have all the board on board with it. So, they were saying different things. We've got to come together as a team. We will ask for the vote, but we need all of you to also educate when you're talking Dr. for did a great job coming out talking to groups. We need to do that probably again. Uh cuz there were a lot of us like you said a lot of people showed up. >> One or two people. >> Yeah, I know. >> But we handful >> they they do talk, you know, and your your uh teachers are a great sounding board to to help get that pass. So, we've got to get the teachers on board. And I know you worked on that last last time, but we all got

138to be a joint joint effort. You know, the fact like I said, we are here to ask for a vote and pay for the mailing and do all that, but we just you need to educate as much as you can and be all on the same page. Last time there was a group that kind of it was lef over from We the People that still were negative and that was our biggest opposition that we had and they were going on WTF and all that and we have to counter that sometimes it's better just to leave it alone cuz it just spurt out and then it it dies. But you know we just got to have the same sheet of music that you're saying. >> It's okay. Hey, >> if you don't agree with everything, >>

139pick your wording. >> You know, you don't have to elaborate on it. Um, obviously the board as a majority has to vote on anything before it happens. So remember that. >> Let's remember too when we have these community things >> that everybody respect the other side's opinion. Yeah% don't get into verbal backing >> 100%. >> We have to make sure that >> there's a lot of feelings. Trust me. I just had to email Scott the other day and say, "How do I combat this?" >> Um it it's tough and Liz and I do get a lot of it because we're the ones out there who are very vocal. Um it's we need a high school and there's no other way to get it. Uh and we just have to educate. I don't know what you

140all plan for um community engagement events. We need to get one going. >> This is not on our list. >> We're going to have an exec pack board meeting. Uh I'm going to send it out for next Tuesday. And I want to have a big committee meeting right after that. It may be Tuesday evening. It may be Thursday, next week. Big community pack. So, I don't know how it works with the board and the rules and the policy, how many of you can show up, but obviously the more of you that can show up, the better. Um, Liz and I are willing to meet with teachers over the summer. You tell us when, we'll have a boot camp. We'll come in, we'll sit down, we'll have a discussion, we'll answer questions, we'll tell them what

141we need. Any of that, >> we can show up as long as we don't participate. >> Okay? And that's the thing, you know, if you show up, they show support. It shows support of the board and we'd like to have as much support as we can. That helps um with the community. >> Dr. Jones, can we put >> you guys voted on this so you need to support it >> to educate that all the impact people with the facts. You know, like I said, maybe a PowerPoint you could present it to them and say, "Here's the facts." So everybody has all the >> Well, we communicate quite a bit with >> Yeah. Do it in a group. Dr. Jones, Sonic, and Nancy all in a chat saying, "Okay, here we got this. Tell me what

142I do." >> You could do the same thing with the community leaders. That same presentation >> 100%. >> I think we can get a lot of these questions answered really quickly. >> Yeah. >> These should be on the district's website, too. So, >> I agree. >> Whenever there's somebody on Facebook, you can just Here's a link. >> Well, and Liz and I and Scott, um, we we have our group. So, it's it's Aaron and Scott and Liz and myself. We've brought Becky Chapman on. She has a degree in public relations. So, we're looking for her for guidance on how often to post, when to post, things like that. Um, we uh just have talked to you about this yet. Um, possibly Whan Hoover, this, you know, he's student, he's younger, he's very engaged in the

143community. Um, he's a good leader. Um Leslie Acriman. >> Mhm. >> Is that it? >> That might be it. That we all kind of meet and make sure that we're headed in the right direction and reach out to people and do research and then we go to the big community. We've not had a big community meeting yet. We need to we need to tell them what direction we're headed. So if we have your Okay. We would like to let them know what we know so far. That the demolition's going to happen. That SAP's working on that um finalized blueprint, estimated finalized blueprint that Colin's working on some stuff for us. If we could if we could share that with them. Um I looked quickly. We have about 1,700 left in our account. Um, >> I

144think Bill, don't you have a lot of that information on that one sheet fire already of square footage and >> how much is going to be tore down and all that? >> Yeah, it's it's lower level >> what Steven had tonight. That would be great. >> Yeah, try to get things cleaned up and we'll make sure the numbers are right everybody. >> Perfect. The only uh caution I give you is so in April we had the senior tax on there which is competing. You know, you got to get rid of taxes and add taxes. Well, the governor has put >> and then again >> uh amendment five on there which is income tax. So that's also going to be competing with this. So I will caution that we have to work on that too and

145all those people that are going to come out and um in my personal opinion it's a bad plan right now they don't have a plan >> they just say pass it and we'll figure it out in three years just like you know the healthc care bill pass it and you'll figure out what's in it going down down down the road an affordable act care so that's something we're going to have to overcome too so >> although it's not a added tax getting rid of one which depending if they read the whole thing or not. >> Well, it's actually going to it's going to because state will come back and figure out how to get their res. >> It gives them authority without a vote to raise taxes >> and it gets rid of the Hancock

146amendment temporarily >> during that threeyear phase which is dangerous but >> um so hopefully we'll get enough that that doesn't pass. Well, we'll try to get as much information from you guys as we can. >> Perfect. >> And we'll stay in communication with you all. >> Perfect. >> When you have your big meetings, let us know. >> You got it. And >> like I said, we're going to try to schedule some community engagement events >> tonight. >> Awesome. >> And uh so the agenda for coffee and connections tomorrow morning. I'll be there. >> I'll be there cuz I'm I'm presenting right after you. Y is there so little publicity about >> the problems that you just mentioned? >> Um there is some on Facebook. There's actually groups that are getting opposition amendment five. >> Uh

147some are a lot because you got four amendments on there. >> Three of them are just minor things. a law. Actually, amendment um four is uh um getting rid of initiative petitions. Basically, >> it'll get hot and heavy the closer you get that way. >> Yeah, >> it's all going to start ramping up soon. >> Yeah, I know. My campaign's ramping up and I'm running for state rep against Brian Wolf, so that's ramping up, too. So, yeah. >> Do you all have any questions for us? I think Dr. John has our numbers. >> Yeah, I get all you have available anytime to talk about >> a plan for raising some more money. >> Um getting ready to work on that. >> Yeah, >> that was the next conversation. >> I think later on we should

148lean on maybe like Ed Robinson and his signs. So Ed Robinson donates actually for State Community Bank. We're on all of Ed's signs and they donated a spot on every single sign that we had. Um so that's we didn't have to pay for those. Um >> do you see that portable one he has? >> He does have a portable >> St. Vincent's lot when they won the golf tourn. That thing really gets your eye. Yeah. >> Um uh dog on slip my mind right now. Uh there is a gentleman that I have been in contact with. He's hard to get a hold of cuz he's traveling salesman. Uh but he will work with us as well. So that we've got covered. That's typically free for us. Um the newspaper ads are the most that cost

149us $2,000 this last time. Uh the signs, the yard signs probably were cost. Obviously, we've got those, but we're we need to look at bottoms. Um, brochures weren't that expensive. I', if we're going to do door hangers and brochures again, I'd like to revamp it. We've got better information. It needs to be revamped. We need something else. Um, >> door napping campaign. We used some of the teachers helped us with that. >> Yes, they they did amazing >> to the voters. Mhm. >> Thought about I know we kind of talked about this one time, but like direct Facebook targeting >> like to where you could say, "Hey, I want to specifically hit Perry County people above the age of 18. >> Um, these are all like parameters you can do on Facebook." Um, and you

150know, it it shows up as an ad is what it does. But >> you get impressions and um, you have pretty we do this kind of thing at work. We have pretty good success with it. >> I did mention that to Liz after you and I had talked. So, I will have Liz get in touch with you cuz Liz is the one that is taking care of our social media. Okay. >> Um, she did an amazing job of what we had last time and the time frame. The other thing is I know there are concerns out there how often we posted but guys we have six weeks six to seven weeks. That's how many weeks we had last time and how many people were still not informed. >> So the posting as often as it

151is is trust me Liz and I are on the phone all day every day 247. It's not something that we want to do, but we have to because we have to listen to what the public's saying and then we want to we want to educate them on that. How do we educate them on that? So the so frequent posting is because of the timing. Um I mean we can get it back but then how you going to educate them? So, something to think about, but I will have Liz contact you about that and then she can do all that. >> Yeah, it's it's you can set uh budgets, you know, I want to do $5 a day or whatever. So, >> okay. Anything else? >> All right. Well, thank you. >> Thank you. Thank you

152for you talking with us and helping us and we're here to help you. Yeah, >> the list is very helpful. >> Yeah, we'll just stay in touch. >> Okay, that sounds great. >> Next on the list is those community engagement events. I mean, how many do we want to do? Do we want a lot of structure to them? Do we want to just have one where we're just there to answer questions to individuals that walk in? I don't know what the board thinks, how we schedule the first one and see where they all go, what we do. I think you present something with facts and then take questions. What >> if we do a like where Colin comes for one event and then the next events a Q&A and maybe with the Q&A summarize what

153he has to say for the people that couldn't come uh do the first one. >> Sure. >> I I I'm just balling here. >> I don't think Colin's that big a doctor. You could do both of them. >> I'd be happy to participate. Whatever you guys need. >> I'm fine with it. We just got to start picking some dates. >> Yeah. Yeah. >> Get one or two scheduled. >> I think we at least need two at the minimum. >> Three or four. >> Thing is, you're not going to get the same people to come. A lot of them won't come both times. >> I agree. Yeah. >> So, you want to get as much info out there. with whoever you get. >> Yeah. >> Each chance. >> Sure. >> Yeah. >> Do we want to

154have try to do something as soon as next week or do we want to make sure we got our stuff together and scheduled for the week of the 23rd? >> I think there's already questions out there. We got to get out there. There's already questions about what's going on. So, we need to get out there. So, Monday, Tuesday, Wednesday. What's What sounds good? >> Sweet. So, >> I'm on my own. We're on Well, I guess I think that as if we do a whole bunch of these, there's a chance that we're going to have not everybody at every meeting. >> Where do you want to do them at? >> Old school gym. That's an old school jam. But that's got a busy schedule right now with all the basketball stuff and volleyball. I'm sure >>

155what's that looks like next week. >> Here comes Justin >> next week. >> Monday and Wednesdays are out. >> That's Tuesdays are Tuesday or Thursday. Thursday evening after 5:30. >> Same with elementary gym. >> I don't know about Tuesday's way better for me. So, next week we were just going to be able to get our big committee meeting going. So, depending on the night you have yours, we can't have ours. What night are you having yours? I can try for Tuesday. We can charge it Thursday. Okay. >> You always have the cafeteria. You could use two central cafeterias cuz it's already got the chairs and the tables. I don't know how many people those will be open with you set up or anything. >> I mean, when we did the prop kids, we did those.

156We did a lot of those things here on campus just to kind of get people here to see what we had and what was going on >> cuz there's people that don't even know we have those tents still. There's an awful lot of room in the midway of the expo up there. >> I know. I want to have one there, too. I want to have one there. That's my next >> What time you want to do this? 6:00 7. >> Yeah. Uhoh. >> June 18th at >> 6 >> six >> at either the middle school gym or the learning expo. >> We got to see if that works with Colin too though, right? >> It does. >> Okay. >> Thank you. >> Main guy over here. Do you want it in the gym or do

157you want it in the cafeteria? Do you want it in the learning expo? Shandra says he's out of town next week. There's >> no reason not to have it. It's just I will be there to help set up. If you opt for the expo, Justin, >> they can bring their own lawn chair. That's how poor we are. Bring your own chair. Yeah, for the first time at the community center right now some remodel. >> Let's go to the Let's do it at the gym if we can. >> I think it'll be easier to present and there'll be a lot of bleachers there. Just roll it out and everybody send on bleachers. >> Yeah. So then do we want to try to schedule more right now or do we want to wait and do that at

158the next meeting? >> Maybe we learn from the 18th >> what we need to do. wait to see what I think after buildings start coming down. >> But we almost >> All right. So, we'll just figure on next Thursday the 18th, >> 6 o'clock, we'll try to u put together a little presentation with some question and answers on it. And in the meantime, we'll just keep feeding everything we can. Any more discussion on that? All right, let's move on to employment opportunities provided you guys in the packet. Not sure. I don't see the blue link up there. Uh but we hope to take care of quite a few of those here in close session this evening. uh the attendance report that was presented at the main meeting. Do we need any more comments on that?

159Planned summer maintenance projects. >> We've been asked to kind of create a list. um don't have the start of one from April, but I think um we're kind of working on that. Did some work today on that. So, we'll try to get to that to you. I'll just send it to you through email and keep updating it as we go. >> And the financial report, >> um so the financial report is the similar report. Uh Mr. Curry had asked that we do a deeper study representing the fund for um and so I'm thinking maybe at the very least we can add it into this but also I think that ASBR format is really good for you all to see that one two and four so I can bring that back again. We used to do

160that. Um, >> just asked to shorten it up. So, I took that off, but I'll put it right back on. And then we'll also see it's included in this report. I'll see if we can do a pull out so you can see it just by itself. >> Four is included in this. >> So, if you scroll, my computer's dead. >> Here. So if you look at your expenditures, the capital outlay, you see that one? >> Yep. Okay. I was just looking at the top. I'm thinking this says um where was I? Salaries and benefits that' be fund one, fund two, purchase services fund one, supplies, materials fund one. So >> some of your some of your supplies and materials would have four in it. If it's anything that exceeds $5,000, >> right? Wouldn't that be

161fun one? That was a supplies. >> If it exceeds 5,000, it has to be a fun. >> Okay. >> So I'll do I'll see if we can do a pull out for you. >> Well, that ASBR does pretty easy, too. >> Okay. >> We um we can do it ASBR. do it as a working budget which is the whole year at a glance. You can track it by the year. We can also do year to date. So you can kind of see how we're tracking by the month. So I may come up with a couple different things and send that to the whole group. And if you all will then give us some feedback on which pieces you prefer. Any comment or concerns about our current financial year board? >> Make a motion to adjourn.

162Open session. >> Second. >> All those in favor? Opposed? We're journ.