001To the flag of the United States of America and to the republic for its one nation under God, indivisible with liberty and justice for all. Approval of the agenda. >> So move. All those in >> favor motion. Agenda's approved. No thank comments tonight. Approval of the consent agenda. Second. Second. >> All those in favor? Opposed? There are two recognitions. We got VHS football. >> All right. Good evening. I'm going to get a little assistance this evening from Mr. Drier. It's always great when we can recognize our student athletes for not only performance >> on the field, but also field. So, Mr. Der, no problem. All right. So, we've got a couple football players to recognize tonight. Um, first for academic all state, we're going to call these guys up here. We'll just go ahead get
002grab your certificate. We'll just stand right over there underneath those pictures. Uh, first for academic all state, we have Alex Hayden. Uh, next, I don't believe he's with us, but we have Barrett Wheeler. And next up we have Wesley Faul. Um to make academic all state I kind of wanted him standing up there. To make academic all state uh the following nominations or they must meet the following criteria. First, the player must have been nominated by their head coach who was a member of the coaches association. Uh, the player must have been a starter in at least 70% of the games and the player must have been a sophomore, junior, or senior. Then they must meet two of the three of the following criteria. They must have a score of a 25 or higher on
003their ACT or a 1220 on their ACT. They must have a 3.5 GPA or higher and or rank in the top 20% of their class. So, Alex, Les, and Barrett met all of those qualifications. So, let's if we can give them a round of applause. Next up, we have one more football player we would like to recognize, and that is Drew Lig. All righty. Drew qualified uh for being recognized by the board this evening because he made the all state team uh third team as a tight end. So congratulations DREW Paris want a quick picture the last time to do this. And I'm not even crying. >> I didn't even cry. Kelly, >> thank you guys. >> Our next recognition, uh, he could not make it tonight either. Um, I wanted to recognize coach, coach
004Jerry Fton. Um he is retired from the boys soccer program. Uh but I wanted to recognize him because since we started the soccer boys program in 2008 he has been our only head coach. Um for the last 18 years and he finally hung it up this year after the season uh taking the team to the state tournament getting a third place finish. Uh he also over those years 12 of those 18 years he was also the head coach of the girls program. Um, overall, Coach Fulton amassed a total record of 479 wins, 193 losses, and seven ties for over a 70% winning percentage as a head coach with our soccer programs. Uh he had 16 conference championships, 10 district championships, uh five trips to the final four, winning first place in 2014, getting second place
005twice, getting third place once, and fourth place once. Uh he was the conference coach of the year 13 different times, the all region coach of the year 10 times, the dream team coach of the year nine times, and the class two uh coach in the state of Missouri uh three different times. So I just wanted to recognize him for those accomplishments. Okay, moving on to new business. Need to schedule a roll call vote. Close session to discuss student and personnel matters as per permitted by revised Missouri statute 610.21 3613 and 14. >> Second >> Kevin. >> Hi. >> Lennon. >> Hi. >> Nancy. Hi >> Alice. >> Hi >> Bar. >> Hi >> Jamie. >> Hi >> Dominic. >> Hi. >> Next up is the 2627 school calendar. >> Not a little bit store from
006us. Thank you Rachel. Okay. We had two calendar options sent out to the calendar committee. I received feedback on those and the um vote was for calendar option number one. It meets the desi minimum number of hour requirements. It has the 60hour weather makeup requirement built in for a total hour of attendance for the next school year of 1146.4 hours. Very similar to the calendar that we've had for the past couple years. No major changes. We did ask if there would be a teacher that would want to come present it. Good. >> Not so much. So, there was just not a whole lot of discussion. >> We're pretty locked in. >> There's not a lot of options. >> Any discussion on the calendar? Make a motion to approve gun school 32 calendar for 25 or
00726 27 school year. >> Second. >> All those in favor? >> I opposed. We have a calendar. Now we need the ballot language resolution. We >> we have to come up with a prop. >> Guess this is our opportunity to discuss the name of it. I think the language is the same. It looks the same. Any suggestions on the name of this? >> Mr. Shaker, you got anything? I really still like the prop kits. I think it worked very well before. I think the thought when you you kind of delineated out what the acronym stood for when they first went through. I think that still fits what we're doing today. Um and people already have an emotional connection to what we're trying to do here. in the acriman just so if you don't know that
008acriman for prop kids the kids was keep improving district schools so that's what the kids part of that stood for when we did it in 2017 >> can it be prop kids again Mike >> yes >> what about two kids >> and I think we're calling attention The fact that we have the fact that we have two prop kids. I think she >> Can we make a motion for the resolution to resolution? >> Yes, sir. I'll try make a motion to approve the resolution calling for an for an election on the question of whether to increase the operating tax district uh known as prop kids. I have no idea or proposition kids. Oh yeah. Not in English. >> Julie's got that. >> Second. >> All those in favor? >> All those opposed. Okay. We have
009valid language. Now we need to talk about the adjustment of the construction management contract. Sorry. Okay. Uh so the construction management contract amendment would allow us to move from a construction management advisor to a construction management at risk specific to the temporary metal building project according to the scope that would be designated in that contract amendment. So this is designated specific to the building the metal building construction project >> and you talked to Mr. >> Mikas Mikas. So Tom Mikas worked with Brock Miller's legal counsel and the two of them worked together to make the amendment language on that contract to allow Brock Miller to operate as construction manager at risk on only this metal building under this scope. >> And by doing it for just this metal building, we can do it without an
010RFP. So we can go quicker into getting that underway. >> The emergency clauses. Yes, but it would be it would behoove the district to move forward with going for an RFP for a construction manager at risk as we move forward now that we have >> into the new building. So that would involve that whole process. >> Would you do that prior to getting the levy passed? >> Yes. >> Okay. >> Because one way or another you got to build something. >> Yes. >> So that's an RFQ. >> Yes. All right. >> I make a motion to approve the construction management contract amendment properties. >> Second. All those in favor? >> I opposed. Okay. Now we're to the music insurance settlement. back. Good evening. I return. So, this is a followup to our meeting that we
011had in close session December 10th. And I have to choose my words wisely because um there is in the uh release for the global settlement there is a NDA clause. So we can't talk specifics about the settlement but I can tell you it is what we spoke about verbatim on the 10th of December. Um so 17 I'm 17 15 markets responded took a little bit longer I think with the holidays um typically with insurance companies that's what happens so 15 markets responded to approve the agreement the release the global settlement um I talked to Tom um Nicas yesterday he has reviewed the release in the global settlement. Uh reviewed and approved. Um it's really all I can say in regards to that, but the numbers are what we spoke about on December 10th. >> Did
012our did our is Miss Mus an attorney for advisor? Um, are we going to be able to share with the public uh the the balance of what we have cash according to that non-disclosure agreement? >> I'd probably I'd probably run that by district council >> before we do that. >> Be good to share with the public what after all of our after we've spent this amount. >> I think that would be two different things. So that that'll be two different what you're working with is the amount that we're receiving from the the total amount the sudden total amount. >> Well, anytime I hear an non-disclosure, some people take that very seriously. >> So, um I I agree. I don't think it should be a problem letting the public know what cash we have out of
013those spendings, but can we make sure that that doesn't violate what music has us disclosing? >> Yes, sir. >> So good to the public. >> So the motion will move out. >> Is that standard procedure an MDA on insurance? that that was not my idea nor the board's recommendation for me to do that. Um, this is something that Americans wanted. Um, so it wasn't it wasn't me making it up and me presenting it, but they wanted it. >> But is that common? >> It it is common. >> What's the motivation behind it? um that this is between the 15 markets music and uh PCSB. Not I'm not saying I agree with it, disagree. It's just something that was written in the um release. Is that a killer if it's not in there? >> Um, we're
014going to go back to 15 Marcus. >> I think I think there's ways you can talk about things and I I would take the the advice of the attorney, but I think you can talk your way through it without coming out and saying this is what the release says. You can you can do it a different way, but I I'd want the recommendations of town. It says in here this agreement andor its terms may be disclosed. >> Did you go through it, Dominic, a little bit more? >> I'm I'm still rereading. >> Yeah, it mentions NDA. >> Okay. >> And I confirmed that with Tom. >> Okay. Yeah. How about we go through that as I express December 10th, I think this puts you in a great position to move the district forward. And um
015I'm I was happy with the outcome. questions for John? >> No. Um, I think we really appreciate having you and working and getting this because I don't I know it wasn't an easy job and I think if we're lucky to have you and we're lucky to get the because for a while it wasn't looking like we were making much ground. So, thank you. >> I didn't make many friends. >> I would imagine you don't. >> I think you want them guys. >> Yeah. I'm okay with that though. >> So, I I will tell you in terms of release of funds, um they had mentioned as early as Friday. I would actually say probably a week from Friday. >> Make a motion to approve the global insurance settlement. Music in the amount of >> Oh, no.
016because of the NDA. >> Okay. As as presented. >> All those in favor? >> I >> opposed. Okay. So, I I appreciate working in the BCSD. Um it was a great experience. Hopefully, I did make some friends on this side. Uh but it was a great opportunity and I I this is where I can sit back a little bit now and look to see where you guys are going in the future, which is is um a good experience from my end. I just like to see where districts go and what they keep the same, what they change. So, it's it's I'll be interested to keep a a lookout. I'll still be around because I'll I'll probably help with the FEMA and get them information that I have uh so they can do their job and
017get additional monies from FEMA. Thank you for your help. >> Thank you. >> Wouldn't we be able to then report what we have what has been spent out of it? Uh and I choose Kevin. I would think so, but I think that's a question that we we run by make and just say here's the settlement. You looked at the contract. What what all can I disclose? What can I accompany? >> Right. I guess I was suggesting something that to ask. >> Sure. Okay. >> I would say I'm just reading it. >> You could give you give spent, how much is left. You don't have to say what >> Yeah, that's >> we can even just give >> here's the amount that we have to put it'll be what's being So if you want me on
018that call with Tom, I can do that number. >> Thanks. If she hears back from when we hear back from make I'll spread the word uh storm recovery update. >> Sorry, we're having all kinds of technical issues. We'll switch over Rachel to Mr. Teler's computer now. I don't >> they don't want all their settlement just I think the numbers will be >> I mean you're in the engines industry you probably have some common >> how many are listed there they all care but some of them care about their settlements just floating around out there I would assume >> I don't think they're going to be too follow up on >> you're up. Oh, okay. Great. I'll kind of flo on here to the laptop if you don't mind. So, I won't take a whole lot
019of your time. So, for some of you is if you probably seen this and probably more recently, but I'll just kind of keep it high level what we're kind of doing. First off, we're um we're continuing to work uh with FEMA trying to get them information for those operations on that side of things. Uh we're continuing to work on this uh pre-engineering metal building project. Um advanced documents. Um toen Associates uh is doing the surveying on the campus. We've got the first batch of survey data that we need and it's revolving around that stadium area. We outlined four quadrants of information that we need to do the rest of this pond issue. So they've got that first piece done. uh we should be getting the second piece of it I think this week by the
020end of this week and then about uh the other two sections will be the Friday after that and Friday after that. So we're trying to get capture a lot of information about the campus at a much deeper detail so that we can when we're playing around with floor plans and we're looking at elevations and we know precisely what's what's adjacent to it. So those those activities are going on as well. Uh we're continuing to uh have our meetings with the steering committee uh and the building committee. We do those every other week. So Wednesday and Thursday. So we're continuing to do those. Move forward. Right now we're preparing for the community forum on this Saturday at 10:00 over at the Robinson Center. So we're trying to work our way through that presentation. We're going to
021have a little handout flyer that will be a takehome for everybody that's there. Um we're going to have boards, printed out boards. They'll be there off to the side. It'll be very similar to the first community forum that uh so be for a presentation from the stage. There will be multiple folks involved in that. Uh I'll be there representing SAP Design. Justin Roth will also be there from SAP Design. You met several of you probably met them before. Uh so we'll be presenting our portions of that presentation. Uh but we'll have the boards off to the side. The intent is that once we kind of give them the overview of uh what we want to share with them about getting out there and supporting the school, they can meet us down here off to the
022side if they want to drill into some of the deeper details on things. So, we we've got those things going and like I said presentation we're still working on. I can show you real quick and give you a crash course for where we're at. So, you know, we started off this is a development off of what we call the quad 2.0 version. Uh, and what it's all about is it's, you know, we've got some great energy already up here between the old senior high of the high school and this area and it's actually will extend back along the back side which will actually be the front side uh of this over here. So, try to create these quads in here. So, that piece up there that's really front forward front facing uh piece. You can
023see we got a performing arts uh grouping up here. main administration is there. So this is kind of your entrance. We got the power plaza there. We want to celebrate it and that has just a a fantastic vantage point when you arrive there looking down over the fields and across the campus and we really want to make sure we can accentuate that and not build in the way actually building to kind of frame those views. Um so this so we got this quad area up here. We also want to develop one out here. So between the field and the library component that is a separate level. So we want to develop that. There's some things with this engineer building. We're still trying to make sure it's still over here. Um so we're doing that. We
024got all that data and some to associates but create this energy all around this piece right here. Uh there'll be athletics and activities entrance down here at this point. So there'll be somewhat of a quad or plaza placed up to that point as well. Uh the athletics pieces, activities pieces are down here. So you can see that gym that is a doublesiz gym. Uh and then we got a placeholder for this auxiliary gym sometime in the future um so that we can expand on that. But there's a a great synergy being developed here with these types of facilities with the types of similar facilities you have for the middle school. So, we really think this is going to help on those heavy days where you've got tournaments, tournament play, you can have that you can
025isolate those activities to this portion of the building simultaneous. So, you could have something else going on up here and then in that performing arts center space. It really is going to be multi- multiunctional space. So, we're talking about have a lot of that flat a flat floor. So, you can have like a dinner theater. It's multi-use. Uh there will be some tiered seating as well. But but by zoning this building, we can have that that element up there, this element down here completely kind of on their own. Uh they all kind of meet together in this middle. But but really this all belongs to the academic side. The real core of the academics is here. And then all of these elements feed into off of that. We're trying to create that really strong, really
026simple, really intuitive pathway through this building. Um, and then also, uh, this piece here, this wing right here, we're proposing that would stay. So, that's an existing portion of your building. To give you some bearing, that library on it is right in here. We do know there's maybe some impact on this wall, but we still feel confident that this building, we can refurbish that building and bring it into the overall design for this. We have kind of a sister edition on this side creating those things. There's lots of opportunities along here. Your commons area, some twotory volume, some some of the space similar you have a middle school. You've got that great space right in the middle of that area. Um then the cafeteria trying to expand that middle school cafeteria down in this area.
027The kitchen would still remain here. That service area would come around here to this side. Uh this is showing a locker room support facilities for that for that gym. Um this this may be a candidate for being hardened space as well. We're working with Brock Miller to work through material types use of pre-cast concrete. Um so those may create uh they go up relatively quick. There's some lead time, but they go up quick and they're durable. Uh so we think some parts of this building are going to be really ideally suited for those. Uh and then when you do that and it's not that much of a step further to go ahead and make that lid harden uh and that could be something that we could put into this zone here. So that's kind of
028the lay of plan on those. So you start to look at it this way. Um in the foreground here you can This is your middle school year down here. Middle school that gym. Uh yeah, there's the new gym. There's that locker we were just talking about. This spine that's going to run up through this way that commons. This is that existing building right now. You know, we're going to be looking at uh re revamping this elevation because when you go out there today, you don't see all these. You see some bloopers in the wall that those were to help with the ventilation system we have. So we really do want to try to transform this facade. Uh circulation is always important. Pretty much all of the circulation elements will be re rebuilding those be. Um
029there's a lot of challenges with the current stairs and things of that nature. Either the position of them or kind of the layout and the construction of them. They're just not up to today's standards. Uh, and we have a great opportunity to kind of get the stair out of the way. So, when you're in that hallway, you come out of those classrooms and you're in that collaborative spaces. You can actually see through there and actually see and get your bearings and know where you're at. You got kind of a view out in both directions. So, but then you come around here. This is that commons area, the high school. Again, we've got these these great pause moments between here. We're going to activate these. This is the cafeteria down here. There's an outdoor opportunity here.
030Uh this is that pack facility as I was talking about. This is really the front. So this is kind of back to the other side. You can see this over here that entrance right here for the athletics. You know there this this whole stretch right here really needs to be developed into a entrance type of a plaza there. So trying to preserve as much of this lot as we can. Um, we start to look at some of these this imagery here. Uh, this is actually the entry piece down at this this this big structure here off to the left. That's the gym right there. So, this is that kind of gym entrance here. Uh, so we want also that to support the, you know, activities and the needs out here on this lot and for
031that football football field. This is that academic piece, the transparency. Lots of opportunities with branding and school pride to be put on display. We can talk about these things here. I'll get to that in a second. We get to next. So, now we're up on the upper football football field. This is the new classroom area with the circulation. uh you know we wanted to try to start to build some geometry into this into the shape of this building along here. This is really at the terminus of the football complex there as well. We're looking soccer there. Uh but utilizing you know this is the library element. You know we have to control light. You know we're putting windows in these buildings. We really have to control that light. So you know light uncontrolled is not
032good. Uh so we have opportunities to incorporate you know some kind of shading structures through here that as the sun moves around sky we can associate them with the windows but you can really see kind of really interesting padding across there and they kind of maybe look like sails and just kind of shift you know we kind of start to shape those pieces there. This is the PAC piece. So we got an opportunity to elevate that. So, we're going to continue to work to shape that and these things would be also reinforced as you go into this building and how we can play with it and really build it on that theme. Um, this is up around the top. This is the pirate plaza over in this area. The front looking out their football field
033where you can tell this one really can't appreciate it with the lighting we have right now. But you know provide that that pop on that front of that. This is a really good chance to brag about rock yourself and create this entrance experience right here that plaza here in the view. You see that little bit there? That's about it. I think um these are just some of the boards that we're preparing for the community meeting this weekend up here. We're really working through it. As you know, this building this plan probably a good example of all that. There's a bit of challenges with working with the building this on the side of the hill. So that's it's fun. Great think great opportunities. Um, we've really changed the inside of these buildings and taken much more
034of that in. So that's it. I think I don't know what else to tell you. Every day we kind of push forward and push some things because we know time is of the essence. You know, we want to we want to get through this. We want to be able to refine these documents, you know. So, do we know we after this community forum, now that you've taken official action on the the other part of it, you know, we're going to start need to get this stuff pushed out. So, we'll be working uh trying to get it at least try to facilitate a a capital campaigning committee uh to help with this as well, try to push information out. We're going to try to provide whatever documentation we can to support their efforts. would you be
035available to help us with that scope as far as the language for the construction management at risk and that? >> Yeah, absolutely. We can do that for sure. >> Okay. >> And we we've done that uh multiple times. That is a great thing that you all are pursuing. We really would like to get that entity on board so that we're working in tandem with them with the design. And you know, we talked about some pre-cast elements and we're working through systems and things in our in our heads just based on experience, but we want to make sure we bring that constructor on board as quickly as we can to start to get their lives laid on. There's going to be a big uh task for us that we're we're working on, but I mean, we
036got to really drill into the weeds here pretty quick. Uh is phasing. So, as like I said, we're going to be saving portions of this. We want to be good stewards of the facilities that we can save. Uh but at the same time that brings complexity to the building what what we can tear down the phase of building new and we understand we still have to have school all around this at the same time. Cafeteria open. So the cafeteria and those things will stay the area currently where the band and fire rooms are. Uh that that portion will stay as well. So it might be repurposed but it'll stay. So and because those are stacked up on top of one another. So, so we're work working through the details as much as we can and
037then also it's just kind of high level on the design. So, >> so I know with our with prop kids in 2017, we also had on there about we would bring the security >> updates. Could we maybe put that somewhere because I think that's important that we don't lose focus about we want to keep our staff and our kids safe. So, if we could maybe, you know, you have that list of new, but maybe at the end make a statement about security updates >> for all the buildings as well. I mean, >> yeah. Yeah, that'd be great. I know we had a safer school on there, but there's there's a lot of things that and back in the 56 56 and 60 and 70s that so on that just wasn't set up that way like
038we today and we want to make sure we're taking pay attention to those >> Yeah. those active shooter types of situations and how how buildings can be controlled uh segregated when we want them to be and they need to be again use of windows and glass. We talk a lot about that. We got you know we have to be strategic about it. So so that's great. Yeah, we bring point that out about the safety for sure. And then just the general again just cleaning up circulation through this building uh will help a lot with security. So, it just um it helps kids navigate. It reduces stress. Uh I think it just keeps a lot of those things those kind of smaller things from cropping up. >> So, yeah, that's that's great. Yeah, we'll try to
039make I'll try to make point of >> Stephen, all the things you showed us tonight, are there any contingencies based on FEMA? Uh there are going to be I mean uh we talked a little bit about the auxiliary gym uh the performing arts center piece. We you know we had a range on a performing arts piece that could go one way or the other. Um we're going to try to keep some of those facilities back in the old portion of the building uh and try to make that minimize that piece, get us what we need out of that piece. Um but otherwise we will look at opportunities for um things to be uh bid alternate. There's going to be other work outside of the building. There's other things outside of this building and we can
040identify some of those scopes to say, well maybe if we can't do that day one, we can do it in a second phase. So, >> if I'm a if I'm a voter, I kind of lean towards them thinking that the 41 cents purchases all of this >> that you just showed, >> right? >> How do we communicate that? Because >> um voters also have good memories when we make commitments. Sure. And it kind of feels like we're committing to all of this, >> but there are some contingencies based on FEMA >> funding, right? So we we have to be upfront about that. >> Yeah, I hear you. >> So So what portions are contingent based on those FEMA funds coming back to us in the reimbursement? >> Yeah, I'll I'll dig into those things. I'll
041make sure I'm uh >> Well, this is Saturday. >> Yeah, I understand. I I take it very seriously because we're making we're making commitments to a voter on Saturday, but there are other >> I know things change, but we need to we need to show what 41 cents is purchasing and then what is contingent or based on >> um getting those FEMA reimbursements because that's a reimbursement process. >> Sure. >> And it may be >> a year or two down the road, >> right? or longer, right? Before we guess I'm thinking about future trust. >> I need to look at the stadium improvements and the scope of that work right there and I need to see if that's inside or outside of the the we've got plan kind of matched the plan for that but
042we haven't started talking about not talking about putting synthetic turf in. talk about on site bleachers, visitor site bleachers slide that you had oh what a few weeks ago on Thursday that showed >> the project >> and then it actually showed where you put the fe >> projected FEMA money in and that paid for this >> bottom half I think that slide or that equation >> right where we had a couple of those things identified as a phase two yeah that's >> I think that was a nice >> a good visual >> but we can't really project >> numbers on there. Yeah, I understand the diagram. >> I'm sorry. >> Even though we're not sure about >> think it's still >> I worry about that. >> The way it's presented is 41 cents is buying
043off. We need to make sure we're real clear about what the graph is and so we're not putting something on there that it's not >> Yeah. And we know that won't be part of it. >> I mean, how does the board feel? Do do we feel like we're committing all to all this 416? I think it does present that way if you don't break out of money will be going to this and this makes it seem like the 41 cents will buy it all. >> I think it's just about educating them in the process though too. agree. >> Maybe our first step is our academics and getting our kids back in classrooms and then >> once we get if we get FEMA money, then we move on from there. But I mean, >> I think
044that'll go a long way for the voter if you can if you can show a phase of the project that shows instructional areas as a priority, right? And that's where you're going to see stuff develop first and you can work in you can identify those other projects that that are contingent on FEMA funding um as later projects, but I guess I envision showing and I'm not saying this has to be done by Saturday, but showing the the voter that hey, these learning spaces are priority and we're going to have a tenative plan have them open whatever year is reasonable. >> Um that's what I hear from people that are going >> is just getting some normaly back into >> Yeah, I will go back to the di that chart that we went through and then
045I know we have previous diagrams that showed some plugandplay kind of items. So I'll make sure better prepared for that Saturday. I see him here. >> What? >> I asked if CJ has any information for us. I see you here. >> You know, the the Steve and I talked about this the other day. You know, the government shutdown didn't didn't help things. Then and then you've got you know holiday season and then there's been some some restructuring a lot of restructuring that's been happening at theme over the last number of months last four to six months in particular. Um so there's been a lot of lot of kind of turmoil at that level as well. But I think that you know as I said last time I was here everything's tracked in the right direction.
046You know everything's loaded the way it's needs to be loaded. Everything's in the portal uh the grants portal to to uh get all the all the right approvals. Um, you know, we had a good conversation with Nemo the other day to get some more clarity on that that 50% rule and uh how they're going to be interpreting that where we where we go with that. Stephen and I have talked a couple times since that meeting. So I, you know, I tell you things are tracked in the right direction, but but it is, you know, as I'm listening to you talk, just bringing back to 2011, the conversations my board and I were having at that same time, just the uncertainty because you just you don't know, you know, what what theme there's no guarantees and
047how do you, you know, I think I shared that with you last time. The biggest challenge after disaster and bringing something to the community is how do you how do you communicate all all these different pieces and parts? you've got insurance that are layered up on top of your on top of your um on top of the to 41 cents on top of what you may or may not get from FEMA. So, so I think I think most people um most people are going to understand understand that that that exactly the conversation you were just just kind of talking about is the exact conversation you need to have. Just being transparent that there's a lot of unknowns, but but here's what we do know. focusing on the on the on the certainty pieces and saying
048that here here's some things we'd like to do if if the funding comes in and uh and it looks like and and once we get the FEMA obligation, you know, once FEMA obligates funding towards towards these various projects, which will happen sooner rather than later, it's like they've signed off and said, "Yes, you know, you you got your eyes and cross your tees and do the things you said you're going to do, then we will reimburse you in the end." So, you have some level of certainty once you get to that point. We just haven't gotten to that to that point yet where we've offered um the funding towards towards those various projects have been identified at this point. >> Well, Mason, when you say in the near future, are you talking months or years?
049>> Uh for the obligation piece? >> Yeah. Now, I I I'd hate to put my neck out there and say one way or the other, but in my mind, you know, I'd say worst worst case scenario, months on on some big chunks of this once we get the numbers into the system, and we keep pushing them to to get answers because they want to help. I mean, that was very clear on the on the call the other day. They they want to they want to make things better uh for for Pville, for PCSD 32. They they most definitely do. Uh so it's just a matter of uh us getting all the numbers in there the way they want to see it so that they can do their evaluations and then come back with with some
050some questions and we can provide some answers and get dialogue going and and uh get to that point. But that but it is a process. So it is going to it's going to takes it's going to take some time but it's not going to be it's not going to be weeks. I can I can promise you that months. >> Is it realistic to think that we would get some obligation from FEMA by April? >> I think you'll get some. I don't think we'll get all, but I think we'll get some. And and we'll also have good feedback on whether or not we're headed in the right direction on the others, too. So, I think I think we'll get there'll be some if there's any concerns, things aren't if things aren't going the right way, right
051direction on some things, we we'll certainly give you guys heads up on that. So, that so that you have an understanding that hey, this this is less than 5050, but this is going to happen or or yeah, you know, we're not there yet, but but everything we're hearing is telling us we're probably going to get there. Well, the reason I ask about April is I think if we have our election in April, um, if our proposition passes and we have some obligation from FEMA, at that point, our construction manager has a better plan how to attack this versus having a major stage two because we don't have any obligation yet. >> Well, I think we can legitimately go to Dean at this point and say, "Hey, here's our next deadline because we've been given the
052deadlines." Yeah, we have we have to get this information to to the board by this day and this information by the board to the board by this date. So we can we can try to draw a line in the sand best we can and push them hard towards towards that next marker. Uh so it gives you guys hopefully get some information or a little more clarity or some level of certainty so say hey you know you're out in the community say you know we we don't know for sure yet things are moving the right direction. We're feeling pretty good about it or we're not so sure about this. this may or may not happen. But but um you know I wish I could give you better answers than that. Just kind of nature of of
053um of how that system operates. A lot of it has to do with you know who who's who's running the show on the on the back side on on FEMA front and how long it takes for things to move up through the chain of command. Uh in FEMA there's there's a review process they have to go through once they even have the numbers that we you know at the layer that we're working with directly. Once they get the numbers, they have to go through a process then. And that's where, you know, our our politicians could be really helpful, our our elected officials be really helpful to help push that along once we get to that point and you guys have a great relationship with them. So, you guys have done all the right work there.
054dedicated to the April election. It would be really good to present especially if we're getting FEMA updates at that point to say >> yes >> where we're at. >> Yeah, that's quite >> but even just another opportunity to show what is what we further along >> but even a good crowd to say the latest. >> Yes, the insurance settlement is very helpful too because that's the question FEMA has for us as well. I mean that's that's information they need to help them in their determination as well. So that that was a good step tonight. >> Okay. Any more questions for Stephen? title program evaluation questions, comments, concerns. Midyear date to K through eight. >> Good evening everyone. >> I want to Make this a little bigger. There is. All right. So, I want to report
055to you tonight um our NWA and I ready uh results from kindergarten through 8th grade um that took place in December. Um the high school 912 NWA is taking place right now. Their window closes at the end of next week. So, we'll have information on them that I can bring to you at the next uh next month's meeting. So, we've had some really encouraging uh results for the midyear data that I wanted to share with you and it continues in the same vein as we had from uh last spring's assessment results. Um we we continue to see uh growth and that's what we want to see. So, what I want to explain to you is this is an I Ready report. This is for our kindergarten through 2 grade math. This line down here shows
056the results from our fall assessment. So late August, September results. And green would be on grade level. Yellow would be not there yet. Red would be below grade level. This thicker line above it shows where we are at the midyear point. So you can see that we went from 11% in math on grade level to 40% on grade level in math. Also really important we we lowered this amount. Uh we had 40 students here who were not on grade level and that was lowered down to 10 by mid year. K2 reading, same thing. You can see the results here from the fall. Here's midyear. And again, that red is shrinking. Also, I I failed to add um these areas below here are the main domains uh that our students are learning. And so, it shows
057also, and it's kind of hard to see those uh ball ones underneath there, but you can also see the growth that's happening in each of those domains. This is our elementary grades three through five math fall results midy year. We understand that the gaps increase as we go up in age level. And so, you know, we would love to see those kindergarten results where we had very little red down here, but unfortunately, you know, that's that's part of what we're working on is closing those gaps. So, and then our reading is the fall results and midyear. Our fifth grade I Ready does not have a science assessment and so we kept our fifth grade NWA science measurement since that is where math test starts taking place for science. And so this um is the same
058um as you've seen prior. And our fifth grade also showed growth. I'm having a hard time seeing those numbers up there. Our fifth grade also showed growth in science. And if you recall from last year's uh they are by percentile. I can't tell what those numbers are, but this top line up here is the growth percentile. And then this chart I want to show you is a quadrant chart. And this side over here shows growth and the the y-axis shows growth and the x axis is achievement. So our fifth grade science is in high growth and higher growth and higher achievement quadrant. So they're they're growing, but they're also above average in achievement. We want to see our results over here in this quadrant. >> Mr. I already do your quadrant. >> I do and
059I'm about ready to go. >> So this is um K5 reading. Now I want to I want to speak to kindergarten. uh kindergarten did not take their reading assessment until October. And so they only could have shown two months of growth compared to the four or the three and a half that the other grade levels had. And so uh they are over here in higher achievement, but they're not showing as much growth because they didn't have as much time to show that. But you can see the other grade levels growth. So even though we're not in the achievement area that we want to be, this would be 50%, this line right here. Um all of our areas here are in growth higher growth areas which is closing gaps. K5 math are all above the Y
060axis. So they're all showing growth. And out of the grade levels, out of the five grade levels, four of them are also in the higher achievement tier. I find this significant because we have implemented a new program at K5 this year. But I also want to um recognize our TAG math too because this all didn't happen just this year. You know, uh what what the kids are learning, they're building on what they've learned in the past. But typically with a new program implementation, you see a bit of a dip in your achievement. And so we are seeing very promising results. And so I wanted to I I want to go through this pretty quickly, but I I want to show you this. So on the following charts, um you did not get this in what
061was sent to you earlier, but I felt like it was important to show you. So this would be typical growth for my ready at the midyear point. 50% is what we would want to see for typical growth because it's halfway through the year. Okay. Many of our classrooms achieve over that. And I also um mentioned the kindergarten reading was October to December. Um so that you're going to see some less growth. So this is our reading K2. Now again, you're looking for that 50% mark would be typical growth. So any of these classrooms that are over that and I want to point out our second grade here have already some of them achieve already more than one year's growth which would be 100%. K2 same thing kindergarten did assess um in August September so you're
062going to see a little more growth here. Anything over 50% is more than what we would typically see. Third through fifth grade reading. Again, I want you to notice these classrooms that are over 100%. And some significantly over >> you suspect is what the 220%. Well, those are areas that we are working on. Uh, and we we we're talking about those with those particular classrooms. So, you got to remember that classrooms are made up of different populations and some of those classrooms may be um co-eing classrooms. They may also have newer teachers. We did have a couple of classrooms with long-term subs due to maternity leave, things like that. So, uh, but obviously that's something that with our instructional coaches and our, um, principal leadership in those buildings, we're we're working on that. And so
063here was in third fifth grade math. I just wanted you to see that by classroom that we're seeing some really positive things happening there. middle school. This is our NWA results and you can see our overall this is um all the grades for math. This was fall achievement. This is midyear and this is their growth percentile. Same with reading. Same with science. And here are those quadrants again. So this is math and here's the ideal quadrant. You see sixth grade, seventh grade, eighth grade, reading and science. And I also wanted to point out to our algebra class, and obviously we know that these are our high achievers. Um, but sometimes it's difficult to see a lot of growth with those high achievers because they're already there. They've already achieved highly. And so it's a little
064bit more of a struggle. But I want to point this out. Look at how much growth we had with those high achievers in algebra 1 in one semester. So some highlights in K5 we are narrowing the gaps. So the number of students in the red and math fell from the 43 mark to 10. Um students on grade level in in uh proficiency jumped from 11% at the beginning of the year to 40% in math, 26% to 51% in reading. at grades three through five, our progress. We now have 40% of our students on grade level, up from 16% in the fall. I want to point out our grade four reading, it's already exceeded its fullear target. The whole grade level has at 105% growth. And you saw some of those classrooms in there that that
065were way above that. Um some there's also a term in I already called stretch growth and we have some classrooms who many of their students most of their students have already achieved their stretch growth as well which what stretch growth does is it closes the gap and I already takes a long game about it. So kids that have stretch growth and they meet it in year 1, next year they meet their stretch growth in year two, their gap has closed and they are now on grade level proficiency. And so one of the things that we're talking about is that we have some students that were really focusing on growing. If we can focus on those same students that they reach their stretch growth this year, those are our students that we look at next year
066and try to help them reach their stretch growth as well. Obviously all students are focused on but those would be a high impact um targeted group. >> Do you attribute this to just a renewed focus on it by the staff or the kids coming in very quick? What what do you think? >> Well, I I always attribute it to our teachers. You know, we we do have some um high quality materials we've added in the last couple of years. Also at the middle school, we added a math program this year as well. But it always goes back to those teachers and the uh leadership in the building from the principles to the instructional coaches. And we are really focused on um data literacy and really using the data to help us focus on growth as
067well as high impact strategies for teaching. And we share those out in our in our professional learning communities. Um, I I I think there's areas still we see for growth. I I've been meeting with our buildings, our instructional coaches, and they I mean, it's what we have is not good enough. You know, they they're still looking and focusing and here's where we can do this and here's where we can grow and and I think that's a lot of it is the teachers who have really taken this seriously and um they have a drive and they they want to see excellence. So, middle school highlights, I already pointed out the that algebra one growth. Um, I also want to talk about science. Their overall achievement rose to 61st percentile compared to national norms. Um, grade six
068went from 64th percentile. Our climbed to 64th percentile nationally and grade seven went from 59th to 63rd percentile. So, that's a positive. Um, grade seven leads the way in growth in all three contents assessed. uh they sit in the high growth, high achievement, that quadrant that I pointed out to you. They sit in that in all three areas and so kudos to them. Um the other grade levels also had some of that, but I just I wanted to point that out because all three areas were achieving highly there. >> Does each teacher have a quadrant with where their students plot out on there? >> Yes. >> Okay. Um suppose how how long have we done I ready and NWA? >> This is year three for I uh for NWA. Um and then this is the
069uh first year we have started I already at K5. Do do you have do your building leaders have um a classroom not the group of kids but the teacher um a history of this performance and then we're always we've done a lot of work talking about trends positive trends here which is good. Um what do you do if you see a negative trend with a certain teachers WA that >> always support it's the same thing we do for our students always support and you know uh what what can we do to help them grow can we uh with within the district we have our instructional coaches that can work with those teachers obviously our building leaders and you know there's professional development that we can always utilize, but our goal is to build our teachers
070and to make them more exemplary. And, you know, it's obviously not to catch them out or to point out their deficiencies, but to to help them grow. And so, that's that's something we're doing uh in a positive way. Uh, you know, at various grade levels, there are data meetings. Um, some of them are one-on- ones with teachers, some of them are within the contents where they look at their data together, which takes some trust obviously, but um, I mean, that's that's the word I would use is just support and um, let's let's grow here. Do you do you think if you or someone else on the leadership team um just picked a random uh teacher and and and had a conversation about this? Are they paying close attention to these trends and do you think
071they could tell you, hey, this is where I was and I've adjusted these strategies and now I'm here. Is the is it at the you know these in and out. Does a teacher know their data in and out? And how do you >> how do you hold them accountable to knowing that so that they're the best informed to make adjustments? >> I I would say our building leaders are are much better at that than I am. They're the ones that are meeting uh along with the coaches with with those teachers to do that. Um I I would say those teachers know where they are and how their how their kids are doing and and we are working with them so that they see that too. Um and you know I just want to continue to
072applaud our teachers. I know I was in a a PLC today and um Dr. who worked with I Ready for 10 years at Popper Blood said she and she told them, "I have never in those 10 years seen this level of growth the first semester that we implemented it." And so just that level of seriousness and drive. Um and you know that catches you know sometimes you know just like mediocrity can kind of be contagious excellence can be contagious too. And so when they start to see they get a taste of this of success and they're wanting more at this point. And so um yes, our teachers are knowledgeable about their data. >> Dr. Jones, do you use this in building leader evaluations? >> Yes. >> These trends >> and they tie back to those
073building leaders developing their cept goals. Do you see any improvement with parent involvement with the students of child especially in the early stages? >> I I would defer to the principles to speak to that since I'm not I'm not really one-on-one with those parents. I don't know if anybody wants to speak about the parent involvement. We're sending reports home to parents and we've had a lot of good conversations with parents about what the scores are, what they need, uh how they can support at home. A lot of discussion about typical growth versus stretch growth and where their student needs to be. Um parents are asking good questions of what can we do to support at home. >> Will those parents report have the quadrants? It does not have the quadrant but it has a prediction
074>> of if they are likely to be where they should be by the end of the year. >> At the elementary Dr. Del and I were talking we switched we we've seen more parent involvement this year due to switching back to letter grades and parents know what that means and so from the get-go out of um parent teacher conferences in October. parents know what those letters mean and they're reaching out to the teachers on a consistent basis on how they can support their kids to get those grades up. >> This is second grade reading just like stands out. We talk about how important it is to read by third grade. So what do you you talk about tank math? what do you see maybe the building >> what do you see is it identifying those
075>> obviously it's it's complex um but I do believe our focus on this um it's it's a cliche term but the science of reading and that early reading literacy um you know awareness phonics fluency those pieces that were not a part of our instruction four or five years ago you know consistently uh we We sent our all of our teachers K5 go to letters training and that's a two-year commitment on their part and so they learn about all those all of those principles um and they've implemented that in their classrooms. You know we also added some really high quality resources a couple of years ago um with some um rigorous complex text that's you know I think some people were hesitant about because it was oftentimes above what the students could could actually read. that
076we have to give our grade grade grade level text to those kids. If if we have a kid who's reading on kindergarten level in second grade and we give them kindergarten text, when are they going to advance and grow to be able to read higher than that? And and so we give grade level texts whenever we teach. Um, you know, there's there's just the collaboration piece between the PLC's, you know, working together on the data and on their strategies. um and just their overall commitment and u kudos to them. We we have some excellent teachers. >> Would you administer another another test in WA already before? >> Well, we've had conversations about that and we don't want our our kids to be tested out. >> Sure. And so, um, we will at some of the
077grade levels, but the upper levels, we have determined we will not be doing that, which is part of the reason why we decided to leave the NWA for the high school for January. We wanted some later data. >> And then, are you preparing are are you making any adjustments? I don't even know what I'm talking about in regards to EOC and MAP. um the way you administer those. Did you have you learned anything about this and how you administer those tests or is it just the same way all the time? >> No, we're constantly making adjustments to that. You know, um last year we started having those assessments in the classroom and Mr. Schaefer, you can speak up if you feel like it. Um of course that was a little different last year. You know,
078they were in classrooms all over campus and so We will still do that this year. They will not be in one big room in the gym. But then, you know, some of the other things we do, we we talk about every year how we can change up some things if they need to be changed up. >> Awesome. Tell every tell everybody. >> How am I sure? employment opportunities. Just an update on our employment opportunities here in just a little bit in our close session. We'll be taking care of several of those uh items there, but we'll also be adding a few to that list. We're very encouraged by our applicants we've been receiving or the applications we've been receiving. It's kind of the hiring interview season, that's for sure. January, February. So, we'll have some
079recommendations here a little bit for you and also next month. So, >> do you I'm sorry, Mr. Do you have I I may have mentioned it last. Do you still have that Excel spreadsheet that kind of shows us who the teacher was and who the new one is? And, you know, when we fill it, then we know it's filled or if it's Yes, that I think that's it. Is that something that you could include in our information each month? to take a look at >> include screen. Sure. >> Yeah, I it's just easy to see where we've got left. >> Thanks to Miss Jul. >> Thank you. I have to record. >> You can't click on that. All right, we have our monthly financial report uh put in the same format that we've kind of
080gotten used to. That way we can track it a little bigger. So first page does a deep dive into the revenues and we have local revenue, state revenue, and federal revenue. >> What's this through? I would have thought local revenue would be a little higher percentage wise. You know what I mean? I didn't know when it was through. >> Last week. And then uh we try to always do a three-year comparison. So it's good to look to see where you are, but it's super important for us to see where we've came from in comparison, too. So the very light green would be the current year. The next would be the prior year and then that dark green would be the year before that. So we pro provide this in a format so you can see
081it kind of visually in a representation as well as with the actual numbers. So we have the previous year toate amount, the current yeartodate amount and then we also include the total that we have budgeted overall. So we kind of track the progress as we go through the school year. The percentages for some things you can say we are 31% through the school year but revenues and expenditures are going to come out at different times of the year. It's not equal every single month. And then we try to do the same thing then with our expenditures. So the three big um areas are in salary and benefits, purchase services and supplies and materials. And so each of those are kind of tracking by percents of the budget. So we are halfway through the school year
082or halfway through the budget. So, we like to kind of look at that in some areas, but some things are not purchased until later in the school year or a lot of things are purchased up front at the very beginning of the school year. That's not always a definite, but it is something it's a number that we kind of look at to see where we're tracking along. And the same format, we like to put them side by side so you can see current year, prior year, and the year before. And then the numbers to see that. So the previous year-to- date amount that we spent on certified regular salaries compared to that year-to-ate amount this year and overall what we budgeted for the full school year that's broke down into salaries, benefits and then others
083expenditures. I hope this format has been helpful for you all and I hope the consistency kind of we've landed on something that seems to be an easy representation kind of gives you a big picture allows you to compare and it's all very concise and basically in two sheets. This might be the end of us also tracking those tornado revenue in expenses because we wanted to kind of pull those out. They were getting a lot of the ones that um the vendors were like the Mastercard and things like that. It was hard to know what was our normal budgeted expenditures and what we were having to spend on tornado recovery and buying things that got destroyed. And so and also that we were kind of looking at the revenues as they were trickling in. Trickled being
084the word. Hopefully that'll that box is going to shoot shoot up real soon according to Mr. Donley possibly next week. >> But we will come to a point where we no longer are tracking this. when you get that checked, will that delta or excess stay in four or one or >> um that's a good question. And if it's um it is a revenue that is going to sit on the books for a while, it would be in our best interest to consider investing that for a period of time until it's needed to see if it can earn some interest. So once you get that, you'll probably come to us with a question on that. >> Yes. >> So on the flex TC, yes, I am now. It took me. So on the flex TC, we
085are um We have we have taken down uh the smaller units and we have seen a take down and our weekly lease payments as well. And so we will and do have a charge that is written within the contract that was approved by the board that's an expenditure for the demobilization. So that's going to be coming through as well. But overall that weekly rent is going to be dropping significantly. We will only be leasing the large learning expo um at the minimum for the 18 months probably, but we'll see. The metal the metal building structure that that might move along quicker than we hope. So, but it is nice to see those weekly bills be less every every week, every Monday. How much has it changed? >> It's dropped about uh $15,000 already. >> 15
086number of happy we should talk about. >> Thanks for the reminder. >> The board newsletter and all those incredible dates and information. Any other questions? Comments concern basketball. You think of this. When will you This may be for Mr. Dryer. Are we going to lean on the park center again next year? Do you suppose you thought that? >> I think >> Mr. dryer is nodding his head yet. >> Yes, we're going to have the same the current gym situation this year or next year as we have this year. >> But aren't they disposing of that floor? >> They're keeping it for one more year. >> Okay. >> So, they've been awesome. >> Great. And I think it's very fair to communicate and be to be realistic that the metal structure, the steel building, um we
087know that it is realistic that the time frame it's it's not going to be ready probably when school starts right off in August. And initially we thought, oh my god, what are we going to do? We need it. And then once we really process that a slower gradual move which is something none of no one has got to do yet would really be better for us. And so realistically we are hoping um October, November um a gradual move and that way the high school staff can plan all that themselves and do it in a way that's really good for kids. Anything else? One more. >> All those in favor. >> All those vote concessions.