001meeting to order. Please join me in the pledge of allegiance to the flag of the United States of America and to the republic for 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? >> Opposed? Agenda is approved. No patron comments. No patron comments tonight. So we will move on to the consent agenda. >> I make a motion to approve the consent agenda item presented. >> Second. All those in favor >> opposed new business uhformational items storm recovery update. Dr. Huff good evening. Um just real quick update. Happy to answer any questions. Um we we made some really good progress over the last couple months. Um most notably uh we u um did I think it was
002four days three and a half three three and a half four days of walking around campuses with the architect engineer um construction management and FEMA um back in October and um made really clear to FEMA that that as they do those damage assessments that the high school obviously is the is the primary uh focus here and we need to need to get some estimates as quickly as possible uh from from FEMA term in terms of their assessment of the damages and they've they've entered that information. There are currently 25 I think projects in the FEMA portal right now as it stands today. Uh they've got 10 of those uh 25 projects uploaded and information you know their data in there in terms of what their numbers are related to damages. the numbers are looking really
003good uh for you all from my perspective anyway in terms of what what they're what they're assessing the damages to be uh which which means that you know participation in this project uh is looking pretty good right now. There's a few other hurbles we have to have to get through over the next uh few weeks but we're hopeful that we'll we'll be able to get you guys some information sooner rather than later but as you all know you know we're moving at the speed of government right now and government's not moving super fast at this moment. Uh so hopefully we'll get some more answers here in the in the near term as you guys make some make, you know, have some decisions to make over the next uh um six to eight weeks. Um as
004far as uh other other projects, I'm I'm glad to see see Pat here. Uh really appreciate he and Dr. Jones uh with us and him organizing bring legislators in uh this last uh was I think it was October 20th. Alex, appreciate you being there too representing school board and um had a really good conversation with them. gave them an update on kind of where things were. They were very interested in what's happening here and how they could support. And I think I think we'd all agree that we're at that meeting that they're tremendously supportive of of of the school district and community want to do everything they can to to uh support us in that that effort. We talked about the 25% matching funds piece and and potential opportunities there where the state might be
005able to help help us out, help the district out um in terms of being able to to to find some funding to help help with that. So they're they're kind of on point uh right now looking at some opportunities there. So we'll circle back with them if they haven't already come back to you. We haven't had a chance to talk yet, Farah, but Dr. Jones, but uh but u circling back there to see if there aren't some opportunities there. Uh one thing you know I I was as you all know I was a school superintendent for a number of years. Um was there in Joplin um I apologize. U Wicker, is that how you pronounce your last name? >> Wisher. Wisher. Um um I was superintendent of schools in Joplin. tornado hit back in 11.
006Been through this process. Um, one of the things that we were challenged with in the immediate aftermath of the storm is trying to figure out where do we go from here. Just like you all, um, you know, we had to put a issue on the ballot in April. After our May tornado, uh, we had a tornado by by December. We had to make a decision about whether or not we're going to put put something on the ballot in April, which is a really hard decision to make simply because everybody, you know, there was a lot of damage in the community. It wasn't just us. Um, and as we as we looked at that issue and realizing that we wanted to do do better for our students and we did, we were we were already short
007on space. Uh, the high school we were already talking about doing some additions and trying to figure out how to embed career and technical education programming into to our high school curriculum to more intensive way and try to find some opportunities to to to improve the quality of our education system. prior to the storm when the storm hit in our case he gave us pretty much clean slate to work from as our career technical education program was leveled as well as high school and um and so from that experience um I guess you know best advice I can give is you know patience is a virtue that that that you just don't have a lot but but time is your enemy so um that that's a challenge you guys are up against I understand that
008fully um but one of the things I think that that um as you think about as you weigh the pros and cons of of the various options that that may present themselves to you as we get more clarity on the insurance and FEMA piece in the coming weeks. Is that um is that that 25 or that 75% piece that that if if we you know we've talked a little bit about that 50% rule. Um I think you all are kind of kind of familiar with that and and if uh they determine that the facilities um that were impacted particularly the high schools we talked specifically about the high school if it if it reaches that 50% threshold that FEMA would be willing to participate for anything above and beyond that 50 50% that was damaged
009to the tune of about 75%. And then you guys be on the hook for 25%. and and and to put that in perspective and I think the thing that that I share with shared with our community um that I'd share with you all is that it's important for our communities to understand you know in Joplin I said you know we we've been paying taxes for a long time it's supported every major natural disaster in in the country uh including Puerto Rico and you think about what's happened over the last 5 to 10 years Puerto Rico Texas uh uh you know you think about you know Lahina Hawaii and you know wildfires in California and every place else you know those those uh those local taxpayer dollars you that we write checks to every April, they
010end up going to some of those places. And um and now you have an opportunity uh with the decisions you're going to be making over the next next 8 weeks or so um to determine whether or not you know are are you going to try to take advantage of that opportunity to to rebuild you know your schools too and uh and bring some of those dollars back to your community. uh again, you know, at 75% that FEMA would participate in are those tax dollars that you guys have been paying into for a long long time and and you guys have certainly had your rainy day here and it is an opportunity. Um and the challenge is going to be how how do you communicate that out to communities so they understand that as you as
011you look at rebuilding um uh you know that that that opportunity is there and that this this is an opportunity that's going to be there a year from now, two years from now, five years from now. uh you know, you're building for the future and and whatever that looks like, whatever you guys decide is going to be the right thing for your community. But uh but it's from a messaging standpoint, that's one of the things that that you'll be challenged with. Um because there's lots of different perceptions out there. I'm sure you all have experience in terms of how FEMA operates and how insurance should be happening and things of that nature. But uh but there are a lot of challenges come with that with that. Uh but but everything's clicked along really well. Um
012you know, we feel like we're in really good place. All all of our projects are in. how we continue to get good feedback from FEMA in terms of just just the documentation we're collecting, how they're feeling about how things are moving along. Um, we've got a great working relationship both with FEMA and the state. Um, and I think things are moving in the right direction. So, really good news on on all fronts as it relates to that as well as since as I mentioned earlier what what FEMA currently is estimating some of your damages to be here. Um, and again, they haven't they haven't finished all their assessments yet, but the numbers are looking good right now. Do >> you have any estimation on when they would be done? >> Well, based on >> based
013on the current progress. >> Yeah, current progress, Candy. I mean, you know, right now they're working on the career center. Uh, you know, our priority was high school and they did that right away and which we appreciated. So, they they followed through with with what we requested there. So, they they got the high school entered. Uh, they worked through they're on their their 11th project right now. They've done building A, which I don't remember which which one's building A here at the career center. Is that one we're in? So, building building A's finished. They've got that inputed. They're working on building B and then they'll move over to building C and then they're going to start working down the rest of the list. So, so once we get, you know, the rest of the list,
014what it looks like once you get past the buildings, I mean, it's like your little out buildings by the by the football field that that were damaged, little bell sheds and stuff like that. Each one of those an individual project. So, those are those are pretty easy. They but they've gotten through the bulk. I mean, they're they're well over I'd say they're probably 90% there at this point based on based on the the fact that the the he most heavily damaged buildings, they've already got numbers in in the system on that. >> So, that won't give us any results until all 25 projects are entered and and evaluated. >> Candy, do you want to kind of talk about process there? >> So, how that works is that they've done the bulk of it. So once
015they get these the building sets of it, we should at least have a number attached to each damage because what's left what's would be left after that. So hopefully we will have some numbers once they get the B and C done. So once they do that, then we should be able to get that added as fast as they're working. Actually, I mean they did A today. They did three today. So I would assume they would do B and C tomorrow. So, we should have something I would say within the next week is no more no more than what they got left. >> But they understand you all's deadlines very clearly and and I feel like they're pushing as hard as they can to this fastest I've ever seen work honestly. So, they're doing they're doing
016some good work for y'all. >> Yeah. And they're on I mean we are we do have to take in consideration the government is shut down. So, there are there are major parts of FEMA that are shut down, but the parts that are still functioning, they're still able to do their part. So they'll have pushing thing things upwards. So depending on the backlog there that might slow things down a little bit, but that's where, you know, we might be doing some outreach to some of our our federal folks. Senator Holly in particular probably would be one that be be an advocate for for uh for us to to push that along if we needed to pull some pull some triggers on that. So uh we'll we'll just cross that bridge when we get there. So once
017the last project is completed or they've entered it, then they start back with the first one. So So what we're going to have to do, so one one of the projects, we had a really great meeting um u last uh was it last Friday? Dr. Jones. I think we met with um Brock Miller and Sap and uh and Toth um and had a conversation with them about getting our ducks in a row because one of the things that we learned from FEMA was that they need us need for us to do the do our um assessment of of um what would cost from a rebuild standpoint. So get our repair and replacement cost together and and provide that to them so that they can make a determination on that 50% repair. So, we're working really
018hard on that that front. That team is already um deep in the trenches trying to figure get pull some numbers together to get the documentation collected to submit to FEMA so that they can then compare their findings to to our our estimates and then make that determination about the 50% rule. So part of that, if you all remember Brian with Toe Engineering, um like for example on the maintenance building, it was really important that we include him in that and his documentation goes to them because he explained you're going to have a hard time finding a engineer that's going to put their stamp on that if you want to repair it. >> And so his opinion in writing documentation sent to FEMA will back what what we're saying. >> Yeah. Yeah. because um talking about
019the 50% rule. So when you walk into the high school, how many buildings are from there to the cafeteria? >> That's the question. And u and so when you're looking at uh at that at that site, you know, that's that's something that that we've been having conversations with FEMA about is how do how do we look at that? Because when you look at the number of additions that that have happened over the years, how do how do they how do they look at how do they look at that? How do they view that? And so we're evaluating that that space collectively. >> Tell me how many projects are from the front door to the cafeteria. >> Uh what do we have? There's uh on the project worksheets we have uh of course the two and
020300 wing and then the gymnasium or one. >> So I think I think to the cafeteria it's either I think it's >> three. It's three to the cafeteria as far as projects go. >> Yeah. Do you suspect there'll be more buildings or do you suspect that will all be one building or do you really have no idea yet? >> I I what we're going to have to do is is once we get the numbers uh from from architect and and engineer and and construction management in terms of the repair versus replacement costs. I think that's something that we're going to have to evaluate what we put forward to FEMA to get to to get to that 50% mark. And uh and certainly, you know, if you just looked at the two and 300 wing alone
021and probably the gymnasium alone, I I would say that's pretty much a no-brainer. Um then then it gets a little more complicated as you move as you move get directions away, you know, towards towards the cafeteria like you say. Yeah. >> And and that seems very vague. >> I mean, because that's going to be that's going to determine a lot. >> It will. Do do you suspect it will be three or do you not want to speculate at all? >> I I would rather not speculate and only because I don't know what the numbers are going to be when when uh I I know what possibility buildings these days. So I my mind I mean I'm thinking I'm you know I'm doing the math in my head. I think there's there possibilities there that could
022be all three um that could be included in that in my mind but but until we see the numbers we just don't know for sure. Um so it's it's a tough call right now but uh but I think it's it's definitely moving tracking in the right direction. uh for all three, but we just aren't going to know until until we get to get some replacement numbers uh for for the for the damages that that are there. >> Well, I know nothing about the process. But when I think about this building, we were talking about it just, you know, you know, doesn't seem 50% to me. >> No, it's not. Yeah. No question. But they'll but they'll look >> That's one of the 25. But they're not going to look at it collectively. You know, I
023think the argument or the case that we would make over at the high school is that the that the you know, two two or 300 ring wing, the gymnasium and and then, you know, down that that third piece that goes down the hallway, the cafeteria you're referencing, you we're looking at that as as one one project. It's been divided up into three parts because they they just kind of broke it out that way. Uh so so this would be a separate separate project because it's not even it's not even attached to that building obviously. Um, you know, the same is true for the main. >> This doesn't seem to qualify to you, >> right? It doesn't seem 50%. >> Yeah, this building though for for sure. Yeah, for sure. But I I think the high
024school obviously, you know, it's most heavily damaged. You know, I think another another potential is the maintenance facility, you know, looking at that and uh and and then then you're going to have some, you know, again, you're going to have some options. uh you know do you do you and not to complicate things more but then then they start looking okay what you know you're saying well you know the square footage of the maintenance facility is that something we want to do something different with that use that space that square footage and apply it to some you know to to the high school project I mean you're going to have some some conversations are going to happen once you start getting some answers to these really important questions number one being do we meet the
02550% rule or not because if we don't then that that's a that's a whole different that's a whole different conversation than at that point book from from a you know how how do you move forward standpoint as well as uh you know what how much money do you have to raise in order to be able to to do whatever it is you guys decide you want to do. >> So that maintenance building you just spoke about if that fe if that comes back as over 50% damage and that FEMA project gets passed that money has to be spent restoring that building. >> Is that correct? >> Okay. No. So that money comes in and we can choose to follow it where where we want to. >> Yeah. They they've got a couple new programs out
026there that didn't exist uh when I was superintendent. One of them was called 428. And uh it operates kind of like a you know kind of like what with insurance for global settlement where where they they say okay we're just going to cut you a check for X based on all calculations cost benefit analysis and all that. And then you guys you spend those dollars how you want to spend and it's doesn't have to be applied to any particular project. so that you've got you'll have some some options to look at uh once you get a little more clarity on on where we're at 50% rule. Okay. >> I we had talked at one point about the moving central office to the basement of the primary and that renovation. Is that a project with FEMA?
027Is that something that they're looking at? Yes, >> it's under temporary facilities and that's actually your CAD what we call CAD A and it's going to be your emergency protection >> and yes, we've already clocked that in and we've discussed it and it's in it's as a project. We're just waiting for them to approve that project. >> Yeah, that should be and then is another one of the projects have anything to do with our current temporary structures, the expo, etc. >> That's a separate project. >> Yeah. They're they're all inside of the cafe a but it's got a project of its own. So your temp site your temp site that's your expo and all that >> that I have that logged as one project. Then I put your where you're at right now the central
028office is right now that's technically a project and then you want to go to the basement project >> and and the 25 projects I referenced earlier are damaged facilities. It has nothing to do with the temporaries or or the or the you know the admin project or anything else. Those are additional projects. There's even more than 20. >> They're in a different category. >> Category. >> Is is there a possibility we would know like um those two that you were just talking about that those determinations would be made first or quicker than others? Or your experience is it all at once? >> They're they're new projects. I mean, new programs and so it's not that they'll move any faster. You still have to go through the same protocol, but you want the 51% rule so
029it can make that decision because your 428 may come out better if you get clocked at the 51%. >> But your question was related specifically those two projects. >> Could could we see those >> getting answers >> those funds back sooner than others or do you do you wait for possibly that process? >> Yeah. So, as an example, the the temporary temporary um admin space, you know, obviously that's going to be, you know, that's something that's going to happen pretty quickly. Um you know, you're going to have Brock Miller in there swinging hammers and probably not too distant future, you know, as soon as that gets approved and and uh you know, getting that build out pretty quick and then and and that project be as an individual project be closed out pretty quickly and
030that that reimbursement will follow at that. So, that that's going to be obligated much more quickly than you know the high school project. Obviously that's that one's down the road away. So as soon as those projects are done and we've got all our paperwork submitted then then we can submit for for reimbursement then at that point >> temporary sites seem to go obligation side of it temp sites go a little bit faster because they know you're that was it's an emergency protection type type program and so they try to get those obligated as soon as you get that your schematic you know or whenever Brock Miller gets us that that design of it we'll submit it tell them how much it is and we'll go >> can we look at that total contract dollar amount
031to close that out or do we have to wait till the 18 months is up to see that reimbursement? >> No, you can close that one out any you know as far as like the kindergarten and you want to put in the basement. You can close that out once you're done and you know that that contract >> and free those funds up if it's approved >> or liquidate them. >> They can yeah you'll obligate them and it they'll get them right back to you. And FEMA FEMA understands is the biggest challenge, you know, especially rural districts, smaller districts with smaller fund balances. You know, in Joplin, we have 50 million in cash reserves. We were a bigger district. We that's what we needed in cash reserves just in case, you know, and you're a smaller
032district, you had less money, but doesn't doesn't uh it puts you guys at a disadvantage simply because you have less in cash reserves and and it's it becomes a cash flow issue. That's the challenge. We invested a lot into getting some normality for our students through our temporary structures, >> but we're way we as a board are weighing the costs of keeping that those facilities or investing in something different. If we got some liquidity or obligation um freed up from those temporary structures that could help us with another project if we don't have a new high school built, >> right? Um, I guess that's the gist of my question is can we make that a priority when it does come? >> Correct. And once we get all those in, then we'll make sure that our
033program delivery manager really knows that it's in and so he can step in and push it up to what we call community review committee and that kind of gets it pressed through as well and he makes sure that he presents your cases. You are a rule and you need those funings ASAP. So they try to push you up in the line as far as reviews go. >> Thank you. >> Questions. >> In the past, how fast have you seen it go average once all the projects are handed in? >> Can you give the process of going? >> So we have a project that's in the wind that I've done a temporary site for them and Once their temporary site is put in, we got their funding within, you know, within quite quickly. Same thing with
034another project that we have going on as they they got their their obligation within, you know, it was there within a month. The the thing is though is if your project is over a certain dollar amount, sometimes your state will step in and they'll do their own review. And so the money goes from FEMA to state and then the state is they're they're the ones that obligate it to you at the end of the day. So we have to do two reviews. So it might take a little bit longer if it's over a certain dollar amount just depending on how your state reviews it. But you should get your money pretty quickly, especially when it comes to tent sites. Now your high school start building out your high school, your maintenance building. That might take
035a little bit longer to be obligated, but that's because at the end of the day, they want to make sure that your schematic design budget matches your invoices that you're sending in. And that way when you go close out, you're not under, but you're not over as well. >> So, we send all your invoices. >> That would only be the case if you were building it back. Correct. >> Correct. But if you're if you're just repairing it, it would go a little bit, you know, your obligations a little bit faster. Okay. So, what about using the funds somewhere else from that? >> Now, if we present them, yeah, if you present them with what we call, you know, we can move those funings around if necessary. >> Any questions? >> Still a little foggy. I
036know. I don't currently still follow. >> Yeah, >> we're we're still early on in the process, but as as we get a little bit further along, we get a little bit more cost analysis going. It goes a little bit faster than what it seems to be going right now. But they really need a cost analysis. We need to get everything in. We need that 51% ruling in and then it starts going a little bit faster and you'll start seeing some things start being obligated a little bit faster. What I will say is that the team collectively FEMA state um district everything's moving really smoothly from my perspective. It's going really really well. Lacy's been great. Dr. Jones and the entire team here and and the FEMA team and everybody's clicking on all eight cylinders and
037I think they're you know I I you know knock on wood you know hopefully you know this government shutdown in soon and we get a better sense of of timing um on on all this stuff and um and report back to you as quickly as soon as soon as we get any new information we'll we'll pass that on through Dr. Jones to get to you all. And I will say we are ahead when as far as our documentation goes. We are ahead of we're staying ahead of them. So it's already uploaded into the portal before they ever asked for it. So we are staying one step ahead of them. >> And if we continue, >> they're not waiting on us for anything. >> We're giving up the nine for those projects. So >> yeah, we
038if they I mean if we continue on this way and we stay one step ahead of them, it'll get the the process goes a little bit faster. All right. >> Thank you. >> Hang in there. >> Next up is the temporary classroom discussion. I mentioned it when we toured the building the last time. the thought of construction steel structure that we could reverse engineer. I called Colin about it and he was all on board. He said that he as long as we don't drag our feet. He said yes, I could have that up for you for next year. Um he's building one in Fesus now uh that they're going to use for a indoor practice facility. football, baseball, basketball, etc. You know, we would we would need to determine what our final plans were or
039what we thought we would use it afterwards for because uh the classroom is going to have a different ceiling height than a than a practice field or 10 days. But, uh he said, "Don't drag your feet if you want me to do this, but I can start putting prices together when as soon as you give me a call." >> Cool. I mean, we just talked about those restructures. It sounds as if that that funding might be one of the first ones to come back. >> You guys though aren't aware of that issue though. I don't think you're talking about the expo center when you're talking temporary structures, right? >> Correct. >> Yes. I don't think they're aware of this issue. >> My concern. >> We're already buying the temporary structures. >> Yeah, I know. But
040I don't think anybody's approached them with getting this temporary building we've talked about possibly covered. It might not be a project, but I'm just talking about the funds from that separate structure >> to pay for >> to help pay. Yeah. It'd be like if we got the lumpsum insurance, we pay for that that too. >> So, yeah. >> My my concern with the temporary structures that we have now is the >> they're expensive, >> expensive, and that that contract is 18 months. I'm not convinced that we're going to have a new high school in place before that 18 months is up because we're what four months in, five months. >> I think we all agree. >> And so that's why I was, you know, that's why I came up with this other thought. And basically,
041if you all tell me you want to continue on, I'll call Colin and say, "Let's crack at it." But he's going to want some information from us, too, I'm sure. >> Can I fill them in real quick? I mean, not only because maybe it throws another >> possibility. >> So, the idea is is we're spending a whole bunch of money on the temporary structures as we have it now. So, the thought was, as Dominic said, we probably won't have a high school, but we're going to have to get kids somewhere at some point. So, the thought he had was, and I think we're all kind of bought into, it's at least a good idea to to explore, is can we find a space on campus that's big enough that we put up basically a pre-engineered
042metal building that would serve as temporary classrooms while we're building the high school, but it's has a final purpose, kind of like we're doing with the administration offices, but it has an end goal in mind. Whether that be fieldhouse, whether that be an extra gym, whether that's this maintenance plate, whatever it is, we don't know that. But the point is is is and I think Glendon was saying, can we use the money we get from the expo to help pay for part of that or front some of the money for that? The question is, can this be a separate project where we could even get some of the funding to help because we're we got to get them somewhere because that facil the expo is going to be gone in like you said 18 months.
043So if we made that an additional project, could part of that cost be offset as well? Yeah, I I can jump in on this, but you know, a couple couple initial thoughts on that. Um, so so FEMA's going to look at everything from a costbenefit analysis standpoint. >> Um, so that that's number one. So you're going to have to run crunch the numbers on on rent versus, you know, doing doing exactly what you described. Um the uh other thing to think about and I'm just going to share with you my own personal experience in working with FEMA is they they reminded me when we started doing some projects like that that were temporary but had some permanent um you for lack of a better term you know some per look kind of look permanent. um
044uh you know they they reminded me that uh basically that you know we're we're chipping in 75% of this and and uh you know okay you can do this project but uh when this project's done you know we may be taking that with us um uh so so uh so that's something to keep in mind. Uh now what I would say when they do that they will also do a costbenefit analysis determine whether or not it's worth their time to tear it down and and take it off site and and then you also always have the option of telling them that you want to take them back to the pre you know precondition where they have to pull out the slabs and everything else and and uh you know paying 75% of all the all
045the demolition costs related to that as well. So so there there's some nuances to it. I'm not saying it's a it's not something you shouldn't take a look at because I I tend to agree with y'all. I think they're going to be, you know, depending on what direction you guys go and how things play out here. It's, you know, looking like 18 months might be that's a pretty short window to get everything done given what your what your challenges are in front of you. So, having a plan and looking at an alternative solution that might benefit you long term, you know, that's that's uh that's always a I always advise school districts to do that. um end the day. I mean, you may have a really great concrete slab there and nothing nothing else but
046but you got a really great concrete slab you can do something with. When Arkansas is dealing with that right now, when all temporary structures come off, they've got an entire campus that may be barren of of temporary structure. They've got a all the infrastructure. Uh they've got uh they've got a lot of infrastructure there, plumbing, electrical, fiber, uh as well as some really high quality concrete pads and sidewalks as they look at building, you know, possibly kind of exactly what you're describing with Red Iron uh buildings, prefab buildings and and doing some career technical education programming there partnership with, you know, a local community college. So, so those are those are opportunities that that you got to take a look at real hard um as as you kind of kind of think think ahead. >>
047Do they typically take the the I mean I mean I'm just asking more often than not. I can only speak my own personal experience. The buildings that they said that uh the things that they said that that that they might take away are still set in Joplin. They they were installed in 2011. So that's just >> they'll they'll do a cost analysis and end the day. They'll decide whether or not it's you say take them. They'll do a cost analysis and they may say now we'll just leave them. >> Um you know it's not worth it to take out. Now what our situation wasn't a big building like what you guys are describing. It was uh you know light poles on football field, bleachers, uh concession stand, dugouts for baseball, softball, batting cages, stuff like
048that. They didn't they it's all still there. Uh they they left it all. >> So they would do a cost analysis on whether to help pay for it and a cost analysis on whether to take it away. >> Correct. the cost analysis is going to be based off of rental fees compared to, you know, just buying it outright. Then if you choose to go down that road and maybe do a cost analysis again if they say, you know, we're going to take it, you're you're going to say, "Okay, that's fine, but you're going to pay to to remove it, you know, and so they'll do another cost analysis of that." And at the end of the day, they're going to realize it's going to cost more for them to take it then rather than to
049leave it. would how long do you think it would take to get a decision on whether to do it or not? >> You're going to have to present I mean you're going to have to at least do a schematic design showing us how much it is. I I've already got the contract for your rental fees. So, all I got to do is put that rental fee contract in. >> I just need something showing how much it is to purchase that building and put a slab. I mean, you'll have to put everything, you know, the slab, everything you're going to have to have in order for it to be a functional building. >> So, back to your point on talking call and you know, getting getting some numbers. I mean, that's that's that's where I had
050numbers in the column. That's the beginning. >> That's the beginning of it. And then we can at the end of the day, all we can say is no, we're not going to do it. >> But even if they say no, we could still continue as long >> continue. But at least you would know because they, you know, you might even be surprised say, "Yeah, we're going to cover that 75%." >> Sure. >> Because we the the reimbursement from the temporary structures is not earmarked. We don't have to spend that on anything specifically, do we? >> Your temporary site that you're doing now? >> Yes. So, >> let's use a >> I mean, you got you got the insurance piece that comes into play there, too. You know, you got some insurance coverage on that. That's
051that's more of a John Donnelly question. >> That was an extra expense line. >> Yeah, that was your extra expense line. >> Yeah. >> So So we could only go in the excess of what >> they did not pay. >> Yeah. >> So not I can't I can't think of it or we can't think of it in terms of total cost of temporary structure only the excess of what we paid that insurance didn't cover. >> It goes over that >> changes the number quite a bit. How do you figure that if you don't know how long you're going to need to rent something? >> That's a challenge. I mean, you know, when when when high school um it's just now I almost took the picture I brought today just to give you guys some hope
052that you know eventually school does come up out the ground. Uh but uh you know they got the red iron going up. They got the again they got the storm the gymnasium that's storm shelter. It's it's up and they're pouring concrete floors in the the on the second floor of the building today and there a lot lot of stuff going on there. But uh um but but you know their tornado was in in March of 23 and um and they're not in their high school yet. No, it's you know but but I would say also that that no criticism of process, but it took them a long time to get it designed for the high school before they even broke ground. long time, longer than I would have expected. Uh longer than I would have
053expected. So I I I think they're really in my view probably about, you know, nine months to to a year behind probably where I would have liked to have been. Um but but it kind of is what it is. So Mr. President, do we discuss like a a max we would want to build to that or do you want to get numbers first? I I don't care how we discuss it. I you know, Colin just said, "If you want to do something and you want to try to have it ready for August, let's not drag our feet. Let's give me the go-ahhead and let me start looking and pricing." I think the big issue that we need to know when I call him is again, if it's uh intended to be classroom space, you know,
054we talked at one point about career center expansion with the culinary art piece. You're asking what the future use is. >> Yeah, because I think that that's going to be important on a 12ft sidewall or a 25 ft sidewall and that's going to be a drastically different price build. >> That's what I think we need to know when we call him so that he can spec the right building to us. >> Do you care about Miss Mr. Schaefer and Miss Martin? Their impression of that their impression of that idea, Mr. Schaeer and Miss Martin? >> I think it's an exciting idea. They would be a little more we had a more permanent feel and greater feeling of to use your word Mr. Sadler of normaly for our students. We're going to be in there for
055at least a couple more years while we await the outcome of the permanent high school facility. We know we need to expand. We know there are opportunities to do more than what we had before. And so by developing this kind of intermediate facility with a long-term plan that puts us in a good position to do that. Had some programming we didn't have before. Had some facilities we didn't have before. So it's we're taught at a pretty young age. So always better to buy than rent. And I think this is kind of boils down to that. And and as an aside, in terms of funding opportunities are out there, Pat and I have talked about this EDA uh DR funding. Um you know, it's workforce and economic development funding and and we've used that in technical
056education programming before. And the DR stands for disaster recovery. So it's a it's a unique pot of funding that isn't available yet, I don't think, for this particular disaster. sure hasn't appropriated by Congress yet, but when it does become appropriated, um you know, as you think about those kind of future uses, um this is a this is an opportunity for for career technical education expansion as well that that you guys will have an opportunity to pursue if you're >> That would be that focus for EDA, >> not sports. >> Sound like that would >> Yeah. Yeah. EDA economic health administration funding would be available potentially and we'd have to apply for it kind of like it would any other grant but but we have to have a plan and uh and so thinking about those
057things in advance is smart. Would the entire building have to be dedicated to just career and technical education or could part of it and then they pay part? I mean there's half the whole building would have to be I'm just picturing let's just say we do maintenance and career and culinary arts or we do you know I mean if we do some combination would they only cover the part of the building that's tied to career and technical education. >> Well depends how it's presented to them. So, so if uh it's part of your current technical education program, you happens to have a a bus garage uh attached to it that that also uh um offers some diesel mechanic uh uh programming for your for your high school kids uh as a part of the bus
058your transportation program. You know, there's there's >> you know ways work. Yeah, >> I think we're going to more flexibility. We look at it as more of a classroom space than sports oriented space >> and it would cut your building like I said the height down to a normal size ceiling height. It's going to make it a lot. >> Yeah. If you're want to punt footballs in a building, you're pretty high ceiling. But but you're also need pretty high ceiling too if you do need piece of tech or uh or some other program. You might have some big equipment in there, too. So >> with us >> just calling and say start getting me some number >> some plans and some number 20 classrooms. >> I think that's correct. >> 41 I think >> in
059the expo >> expo I think >> you said a minimum 1920. Do you feel like you got a direction for future use? >> That was your goal right? Well, I I I think that ultimately that would be if we knew exactly what we're going to put in it at the end would be really good with what you know Dr. saying there's a possibility they would take it away. I mean unlikely I would think. Um I I think it's more um we'll see Colin getting us some prices so we can evaluate that and you know let him know that we may be wishing to retrofit this thing as soon as you get done at the top whether that's culinary arts or or whatever piece pops up by then. I mean, maybe there's something different that pops
060up in the for the high school or the elementary or someone else on campus, but >> So, how many Mr. Schaer? How many classrooms? >> 20 is what we would need. If we were to maintain the old senior high, then we can make it work with 19 to 20 plus offices for administration and counselors. 20 plus offices. >> Correct. >> Because was it was it 32 we counted that we needed at one time? >> Correct. We've got the old senior high, >> right? >> Okay. >> And choir should be going back into there. >> And then we have our still housed in the middle school. >> Okay. seven offices. So, the nurse would be there. >> Would the nurse be >> the nurse could stay in the old junior high? Um, realistically, if we were
061going to put, you know, 20 classrooms in this this intermediate facility, it would probably make more sense to move over there as well because that's where you're going to have a larger group of students. We we'd have to go back and forth on that because we're still using a senior high gym and that's where gym. I would I want to consult with nurse before I make a decision. >> And then when we're going to move the art classes together with those two as well, >> that would be two more classrooms. >> Two more classrooms facility would be compared to career center facility. >> Yeah. And when I spoke to him on the phone when I when I was talking to him about this degree engineered steel, he said the one thing about that is he
062said uh as you expand your square footage, you shrink your price per foot. Uh if you go 500 by 500, it's cheaper than 200 by 200 as far as per square foot. So you thinking pretty close to the same dimensions as the big structure with the side building. >> Kevin kind of made some rough steps and uh no tape measure numbers but the parking lot facility just out here that we set up this year. The expo would set nicely on that area and each parking lot is wider than the So, so it's >> so we can at least >> Colin like Colin liked that area the best on campus to look at it >> as far as that goes. >> Well, we don't need a basement or anything. >> He said it's you know the
063area the other area that I spoke about over here between the back of the storage and this career center. He said the problem with that is there been some dumping in there. So he said likely the very first thing anybody would make you do is excavate it all out. start back filling. He said this here, >> we flattened, we leveled, we're ready to go. >> Uh so it would just I mean the restrictions on the building side there would just be how far can we expand that without getting into other areas >> and we wouldn't necessarily have to even if we let's just say we wanted to use it for sports. I mean okay we can still keep the roof lower just don't use it for punting. I mean they still practice blocking they can
064practice pitching. They can p you know what I'm saying? I mean, I mean, they could still do some of that stuff if they if we wanted this sports, if we wanted this and take advantage of the career technical education, the problem. >> Like I said, I I got a brainstorm and came up with 50 different answers, but I'm not sure that any of them make sense to the administration and the people that are working here every day. >> So, uh, but I'll just tell him to come over here and get creative. some something they will look at side as you think about planning. You know, when anytime you you write a grant, they always look at collaboration and what what kind of input you got in terms of making a decision on on how you
065how you came up with this with the with the plan that you're putting forward. So, just something to think about as you as you put this together. If you think if you're taking more toward towards the you know EDA route and possible career technical education program what partners should you have the table to have some conversations about what that what kind of programming you know of course the chamber of commerce be heavily engaged in those conversations. So that's going to be important part of that planning process to get you to point point B on that. >> So if everybody's good I'll call Colin tomorrow and tell him to get some sharpen the pencil. Um, I did talk to John Donnelly today. >> You just still don't really have a good idea on >> the end.
066The end goal height. >> Um, no. But I'll just see what he throws me. >> He can give you a 12T option. >> Number one, he can probably tell me what he's using in Fesus when he's building that one up there right now. >> Okay. And then um I don't know sometimes there standards >> sometimes there you know these pre-eng engineered building companies have a >> 12ft package and it's 16 or 20 foot package and they >> going to be this price >> sometimes they have that situation. So I'll just feel him out. >> He wants hard numbers. >> He's probably done enough of those buildings at different places he has some information to draw on. I said when I mentioned it to him, he said he's currently putting one up. >> So he's familiar
067with the process obviously using it on a school facility. One of the things that we talked about briefly is use it as a school facility. We're going to have um we have have a lot of extra bathrooms and plumbing that certain some buildings wouldn't need. But I think that's my John >> from anyway. Yes, I talked to John Donnelly today and he said this will be at a different place for the second use of the first use. >> Wow. Yeah. We're going to have to be creative. He was uh very positive. He could not give me a number yet. you said, uh, we've made the right connections. We're with the right people. They've got my numbers. They are moving in my direction. Um, he thinks by the end of the week, first of the next
068week, we should have a a number that we need to come together on and approve. And again, he would not give me a number. He would just say, "They're going my way." He was very positive. So I like this. Wait till he calls back. But he he was positive. Next up, APR and MP6 APR for your presentation. >> Thank you guys. >> Thank you. Thank you. >> Thanks guys. Be careful going back. You want the mouse? Oh, >> that was in the package and you can swallow that. Terry, they were in the ring. You can make it bigger on >> I had to do the same thing. >> Searching for my mouse on the bed. that table texture make. Sorry. Slow and opening up too. I wonder if it's the internet. We're skipping around a
069little bit. Okay. Well, we're going to just leave it where it is instead of trying to make it bigger and see if we can get it to scrub. Um, good evening. and Miss Bon and I are here to talk to you about our APR report which um you all should have received some information last week and I got copies for you there in front of you. Um so we're going to begin by just reminding you of uh the areas that our APR is reported in. So 70% comes from performance. That's the academic achievement and growth. Um so out of the 200 200 points 140 points comes from performance and 30% comes from what they call continuous improvement. Um all of those items there are listed that go under uh that area. All right. This is
070going to be a struggle tonight. So there um on the first slide is the um the top portion of the district report which is the performance report and you'll see all the numbers there for the district. We're going to talk about the building reports as well tonight but there are some highlights there. Our total score for this year is 76.2. 2 up in the top right hand corner. Uh for reference, last year we were at 70.7. >> Um and then again, um like Jane said with that continuous improvement, those are some of the things that um we do by building um that go along out they're outside of the actual performance, the state assessments. It's the um as you can see there, it's the KA, which is the kindergarten assessment um that we give to
071all kindergarteners. um the IAP which is the um uh post-secary plan for eighth graders uh and beyond and then um attendance for each building and then as a district as a whole um and then those things that um timely submissions to to DESIE for some of our um our financial reports and some of our data. Okay, moving on. These are areas in which all of our student scores increased from last year. So in the elementary we um increased in achievement in ELA and math and our growth scores also went up in all three content areas. The middle level all six areas um achievement and growth increased from last year's scores. And at the high school, our social studies achievement and growth increased. Um, and then when we're looking at student groups, I kind of wanted
072to define that for you. Also, who are our student groups? Um, they are our students who are lowinccome, um, based on free and reduced lunch, um, students with disabilities, English language learners, and then any student in the five, um, main racial categories. And so those students, we always say those students are counted twice. Um they are in the all students performance and and achievement and growth count and then they are pulled out to be separately counted. Um and so that's kind of why we talk about them being um counted twice. Um you will see that we saw tremendous growth with those students uh student groups as well and we are very very excited about that. Um we are starting to close that gap. Um we're very also um we're very realistic that we aren't finished.
073We are not done um growing and moving those kiddos forward as well. >> Miss all those groups you said they're at a group. So when it says student groups, all of those groups you mentioned are a total called student groups. >> Yes. and they are not so there are students that could could fall under several of those groups. They're only counted once additionally if that makes sense. So they're not they're not counted for um being an English learner in their race. They're just counted because they fall into one of those categories. So in other words, they could be counted twice against us or for us. All right, the next slide, if I can get it to move, um, shows where all of our students achieved on the math performance index. And so, this is a
074performance index that shows um, well, just basically what it says, how we how we performed on the performance categories of the MAP test, both MAP and ELC. And I just wanted to point out to you on uh, that top line there, our ELA scores. we had a 380 MPI for the district. Uh the next category would have taken us at 381 we would have um been on track. So math was not far off either and neither was science. But that one point um there shows how close we were on the cusp. And and just for information that would have given us three more points uh for the achievement on our AR trying it help stood over at the computer too far away. Is it? >> It's It's It's slow. >> Can you operate? >> Back
075up. Uh, Bill to a couple slides. One. There you go. That one. Okay. This um compares our scores this year, which is the green to last year's 2024 which is the yellow. And the reason why I only uh compared those two years is because uh this year and last year we had 200 points for our APR. Um in 2023 there was 192 and in uh 2022 there were less 188 I believe in 2022. And so, um, just overall I wanted to point out to you, it it may seem insignificant, but to get growth in each of these areas in the MAP performance index shows that our students are growing. We're moving more kids from basic to proficient or from below basic to basic because that's that's what that is telling us. And so, um, they
076may not seem like huge jumps, but that is the whole district moving as a whole. So, I felt like that was significant and good to look at. >> And along the same note, next slide. >> Along the same note on our student groups, that just kind of shows you where we fell and how close we are to getting to that next level. Um, so emerging um gives us that um 20 25%. Anyway, they it will move us to that next level, that next category if we just keep pushing our kiddos. Um and and so again, we are excited, but we're also cautious about um not not letting off the gas um because we are right there um even in our student groups on all of the core areas. And that would have been an additional
077one and a half points if our ELA there, which was again only a point or so away. That would have been another point and a half for our student groups. That would have been a total of four and a half. So it's not a points game, but it it is too. I mean, we need to we need to look at it honestly. So this is the last four years. This is MP6 APR. Um and just shows u the differences in the points that we've gotten and where we are uh from this past year. And then the next slide shows by building um the trends and I also put the point values for each building that goes along. So uh you know going from the high school to the the primary there is some pretty significant
078differences there. The primary does not have um achievement. they have the um kindergarten entry assessment and um attendance. >> What would be your thoughts on the downward trend? >> I think last year we had some pretty significant challenges. >> Agreed. >> Uh but those are things that we're already addressing um with our achievement at the high school with some of the plans we're putting in place instructionally. You think that the fact that we're doing better in primary, elementary, and middle school, they'll be more ready and they will succeed better in high school. >> I believe that I I think there's u we we are already seeing some significant growth there. >> Yeah, we're still um we are still seeing the effects of the MR Missouri reading initiative that we used for so long. Um, and
079so we're still trying to filter through that. Um, and we've made some great changes in some of our um, ELA and math programs. So, I'm very excited to see where those trends continue to go and how they benefit our our current kiddos. >> And how far along would those would the first students be now? >> It's kind of hard to say. They would be in middle school when we started our um our science of reading initiative, >> but our high school would would still be MRI. >> God, I should have kind of got it. >> All right, next slide. This is another area. So, our college and career assessments are our um ACT, ACT, Work Keys, ACUPPLACER, um ASVAB. Uh there are the they are the placement exams that our high school students take. Um
080in the past, we did not have a consistent way to show some of our students who were taking those assessments outside of school. Um, so if they took the ACT in CAPE, they may or may not assign Pyville High School as getting those scores. So we we could have taken what a a zero point on those students even though they took the ACT and maybe they scored pretty well. Um, we didn't get the results. So we couldn't log them as having taken the ACT. Last year, we made a um a concerted effort through uh Miss Leler at the high school to ensure that nearly every student took a an assessment of some sort. Um and that is an automatic if you take the assessment, you automatically get 0.25 points. Um if you perform better, those
081point values go up. Um and so she made a very conser concerted effort to make sure that we all that all students had an opportunity um we will not get to see the results of her labor until next year because they take for this particular area MEP 6 takes the last the previous three years and so um we didn't get credit for all the work that she did but we will in the future um and so um you can see again how close we are to that next step um but we've already put things into place to make sure that that is um is a successful avenue for our students. >> So So those three years only included one year of increased ACT taking. >> Um it didn't really even it didn't count last year.
082It took the prior three years and so that won't really even be filtered in until next year. Um but I think it's more I mean obviously we want the points. Um, but for me it's more about the process that we put into place to ensure that all of our students are getting that opportunity and that we are tracking it consistently. >> The more you get, the more accurate the data is. >> Correct. And the more opportunities the students have. So, it was a win-win to get those those procedures put into place. And I would say there there were no students that did not take a CCR assessment last year that graduated last year. All all students took them. So, that was fabulous. work on her on this level >> and she's focusing on them taking
083the one that would be most applicable to them. >> Yes. Yes. >> Not just forcing everybody to take the ACT cuz that's probably not >> correct. However, if she sees that they are on the hey this is really really close let's take this one or let's take you can take um the ACT work keys you can take by section. Um and so if they're very close on one section she may encourage them to retake it. So, some of those near misses that we had um with points, we could have potentially had a 79.8 APR. Just wanted to share how quickly those points add up and how close we were. All right, Mr. Ford. Um so, this is just the district comparison um and where we fall. Um and and this scenario just kind of took
084the the the schools that historically we have compared ourselves to. Um so that's why those schools are listed. Um but just kind of gives you a visual. And then the next slide shows growth from 24 to 25 which again I want to focus on. I'm I'm very proud of the growth that we saw last year. And so if you see that in in the same schools, the rankings, the growth from the previous year, um it's significant. Again, not where we want to be, but we're definitely wrong. And then the last slide, I did link in there again the the spreadsheet that you have in front of you with the comparisons from 22 to 25, but I just wanted to recap. We in just academic performance um we increased 11 points in district scoring eight categories
085on the district APR report increased 22 on building APRs. We saw very significant increases on our overall building APRs which includes both performance and continual improvement um at the elementary and the middle school. they took their scores last year as a challenge and said we're going to grow. And then um on the MAP performance index, which is achievement, which is um what we want our students to do, 14 of those areas increased on the building APR reports. And so again, uh plenty of work to do, but we're very proud of the work that was done last year. Congratulations to you, your building leaders, all your teachers. >> It's very positive to see those numbers coming up. >> Thanks for working at it. >> You're most welcome and they will continue to work. Ready to move
086on to the program. >> Move on. I have to open for a bit. >> Uh program evaluation curriculum piece. Does anyone have comments, questions, concerns? Okay, next up, the policy updates. I had a question. I don't know that it impacts the updates, but I was curious because it was a policy. Out of out of district students, how is tuition treated for those students? Someone from Oakidge wanted to come here. Is it different by school or is there a standard for our entire >> We do not accept just tuition paying students. Currently we accept tuition paying schools like Altonberg K8. If their students choose to come here for high school, we would accept tuition from that school. But as an individual family paying tuition who lives somewhere else, it's currently not in our policies to accept
087that type of tuition from an individual. Does that answer your question? >> Let me give you an example and see if let's say someone in Oakidge, they're like, you know what, we work up here in Pville. We just want to come to the Perry school district. Do we allow that? >> We our policy doesn't allow for that right now currently as it stands. Can you give me a pro and con to that? >> Sure. It would gain the students attendance. That would be a pro. >> Okay. >> So, is it only district 48 that sends someone? >> A K8 school can send a student to any bordering high school. So, is that the only other school that would them or do they on the other side? >> I don't know that they That that's >>
088that's the K8 side. They would then pay tuition to whichever bordering school district. It has to be that bordering. They have to share a district line property line and then they would pay tuition to whichever schools those students chose to go to. As far as a con for us on our side, um there's always the con if you run into um you got large class sizes already. Um, you know, you're you would also want to look at the cost of the tuition and making sure that that keeps up with what it costs to educate that child here because you're not collecting that that tax. So, you would need to really track the cost per pupil expenditure and make sure that you made the tuition fluctuate with that. I could see that being a con if
089you got behind on that because you would basically be going in the hole on that student. If I had more time, I could think of a few more. >> Well, in the policy, part of the updates was we we do allow a traveling teacher to bring their student if they live in a different district. Did I understand that correctly? >> That is that is part of Missouri law that was passed years ago by MSTA. >> Maybe just the language. >> Yeah. So any school, any teacher that can bring their children to attend at no tuition cost while they're working in the state of Missouri. >> I had one question. We Mr. Hayden, we upgraded the attendance policy this year uh to where it affected their grades. And I've had some people questioning me U the
090one kid got hurt playing football and had to have surgery laid at home and he was concerned that he was going to fail because he was going to miss so many days and I said I don't think that's the case. >> That's correct. >> I said I think there's an appeal process, >> right? >> And there's extenduation. >> I just wanted to make sure that I was telling that parent correctly we talked about it >> extenduating circumstances for injuries or something along that line. So MSBA made recommendation. My group is here this evening, assistant principles, building principles, something we agreed on, agree I think we presented back first of the year from >> Yeah, I remember doing it and and I I think I remember having that conversation that if a child got ill and
091missed so many days that there would be a discussion, a review process. >> Absolutely. >> That it wouldn't just be a great idea. Right. That's correct. >> Okay. I just wanted to make sure that I was passing that information on correctly. Any other policy questions? I'm going to do a roll call vote to schedule a close session to discuss student and personnel matters as provid permitted by revised Missouri statute 610.2131314 at the conclusion of open session. Nancy, >> hi >> Kevin. >> Hi >> London. >> Hi >> Alex. >> Hi Terry. >> Hi >> Jamie. >> I'm >> That's the way we've been here. >> Yeah. Thank you. >> Sorry. Next up is the job description for the pair of professional transportation a come to you tonight asking if we can add an additional position
092um which is way out of my um comfort zone. I typically like to um ensure that our staff um is not um that we don't have too many staff members. However, um most schools have um bus monitors on their special education buses. Um I have I have tried very hard to stay away from that um just simply because um we want to ensure that our students get the right skills and strategies to succeed on their own. And so I I have a team of assistant principles who are incredible at coming up with um a variety of strategies. Um our student population is increasing, our student need is increasing. Um we have behavior issues occurring on the bus on a regular basis. Um it is difficult for drivers to uh maintain um safety when students are
093kicking the windows and screaming. Um and I am not legally able to remove students from special education um buses. They have to come to school. Um we need them here. Um and so I am coming to you asking we can put an additional person on our special education bus. Um, I think I have it worked out that we would only have to add one additional position. We have early childhood special education routes that run Monday through Thursday. Um, and they run throughout the day. And so, um, this particular person could ride a morning route to bring our K12 students in. um ride throughout the day to transport our um ECSE kiddos. And then on Friday, because there is no early childhood special education class, they could um put in their morning route time and then
094um their hours would not exceed 40 for the week. Um and so um there the other the only other concern that I really have is during bus evacuation if something were to happen. I have one bus that currently has three wheelchair students on it. Um it would be nearly impossible for her to remove those students in addition to the other ones um on her own. And so for safety reasons alone um I am asking that we add this position to our um to our staff. >> Currently you only have the director. >> Yes. Have these issues affected the driver just in terms of their willingness to keep going? Is it frustrating? >> I think they're getting very frustrated. I think we're limited on drivers as it is. Um so if I could alleviate some of
095that frustration. I have added a um a current to one of our routes on a temporary basis to try to deter the behaviors and try to um model correct behavior. Um it is sporadic on whether or not it's successful. Um but I think my biggest concern again is if if the bus needed to be evacuated. Um trying to get all of those students off would be very challenging. >> And other districts have something similar. >> Yes. Um there are districts that just have bus monitors on their special education buses. There are districts who have bus monitors on all of their buses. Um and so um just kind of dipping our toes in water here to see if it makes an impact in the positive way. >> I assume Sarah had no objection. >> Sarah had
096no objections. Sarah has had many objections to me over the years saying I no I don't think so. I don't think so. >> So we need a motion for >> Yes sir. I'll make a motion that we add professional transportation aid position. >> Second. >> All those in favor? I >> allos. >> Thank you. I appreciate that. Thank you. >> Superintendence report employment opportunity. >> Looks like all of these very very similar to the past few months. Uh however, here in the close session, we will be taking care of a couple of those positions. Uh they're listed there. We also will have a couple positions after those sessions that can be accessed there at the website. Uh we'll be filling the district grant coordinator position also high school assistant baseball coach here in close session
097attendance report and that looks very similar to the year's past or excuse me the months past. We did a little bit different last month and you like that. So, we went ahead and did from last month's meeting from September, excuse me, from October to November. I can't help but sound like a broken record. We have some awesome people here in the room that helped out with that, making sure the attendance and you'd ask inquired about the percentage in that. Uh, I think we've seen they're going to be doing a report December. Um, and be reporting on that how that's working out. We think that's had an impact and situation. You mentioned Mr. life. Those are extenduating circumstances. We're going to have a review attendance review committee we used to have years and years ago for
098situations like that. There is a question that comes up. So, but the attendance has been pretty solid, pretty consistent there. And u around 90 anywhere from 93 to 96 97% some of our buildings are great. >> I have a question more of a procedure question. So, I know I asked you about my nieces being excused absence and it was just the way that the system reports it. So after you review all of those that so is my sister going to stop panicking when she gets an email because it will reflect like an excused doctor's note or will it just stay as an unexcused absence because there's only one way to report it. >> So what I like to tell parents is like quit like focusing on the word unexcused >> like absence is absence and
099look at the notes. So along in the notes that it says there's a doctor's note, the parent called. That is all we look at. >> Okay? >> Like the unexcused, we wish that infant campus would let us just change the word, but they won't. >> And so, we don't even look at the color, it's red, we know it's offensive. Um, but we just look at the notes. So, as long as when she logs into Infinite Campus and sees it, it shows that there there was a doctor's note or call, that's all we look at. >> Okay. Okay. So, in the comments section called what we tried to do two years ago, I believe when Infinite Campus come along, we tried to simply do an A and say absent. They >> they say nationwide they can't
100change that due to the way they've got that program, but as long as it's in there in the comments section that would be something will be reviewed by our attendance. >> I had seen >> so on the lovely WTF bill, too. So, I just wanted to make sure I was educated and took care of that. >> Perfect. He was like, "Oh, I didn't know that." >> Well, the answer is always on Facebook >> and ask me first instead of putting a dent. I know that there that's a source of really good information, but sometimes it helps if you call us and ask us first. >> Thank you. >> And also, I don't see Mr. Tucker here this evening, but we started setting up last year. Uh the first Friday of each month, we're sending out
101an attendance. Just FYI for parents, even if they're 99.8% or 100% uh just information. So they know that. So it's been going out and that went out last Friday. So can I ask the favor and keep you telling me if it's feasible or not? We used to have a sheet that only because it's hard for me to keep track of everybody but listed out like if somebody was replacing somebody or like we have the existing all the physicians listed. Here's who it was like this year and now here's who it is next year. Yes. >> Something chair. >> Okay. Gotcha. I was going to say because that's something that helps me keep my because I don't know >> every person hearing from my head. So, okay. Thanks. >> Any more questions on tenants report? >>
102Financial report. >> Okay. Financial report. Uh same format as before. with revenues first with a three-year comparison so that you can track where we are compared to the prior year and the one before that. So we've got it so that it breaks it out by local revenue, state revenue, and federal revenue. gives you a visual representation of that as well as the numbers. The numbers are important because we have also a column that shows what we have budgeted for the current year. So we're we'll like every month the yeartoate number we're tracking that pretty closely compared to what we did last year this time and then compared to where we are overall and the percent of that budget kind of tells us how much of that guesstimated amount we've hit. So, if we need to
103go in and make any amendments to the budget in revenues, which we have done in the past, that's kind of where we start to see that come I think it was not done it before February or March before. But on the revenue side, >> do you start to see local taxes in December or is that typically January? >> It's a little bit in December, a little bit, but it will be very heavy in January and February. Yes. and then it will continue and then fall after a cut off point and they'll all be applied as delinquent tax. Those are the ones that are hard to predict because those are all delinquents even maybe from prior years that people are still making payments on. And then the next sheet, if we scroll down, you'll see that
104it is the expenditures and those are split out into the three object codes of salary and benefits, purchase, services, and supplies and materials. Then you'll see this one's really good visually to see where we are with salary and benefits, purchase services, and then supplies and materials. Sometimes those kind of fall into similar categories, but the salaries and benefits are it's nice to see those broken out separately. And then if we can jump back and click on the link, we decided to also kind of present something to you. um our tornado bills kind have started to taper off a little bit. So, we wanted to start giving you the big total numbers so that you could see tornado revenue versus expenses and then the percent of where those expenses are going to. So we have had
105more expenses than we have revenue and that's because in the beginning insurance was providing uh coverage on smaller ticket projects and provided a cash advance in the beginning and then now we are in negotiations. So those cash cash advances have come to a stop and we still have to continue to pay the bills and we are in the mode of fixing a lot of things. So, we have been paying out uh and have not had the chance to reimburse ourselves through the revenue. But I think the uh pie chart was really a neat idea um just so you all could see kind of where the breakdown of where those expenses are going. I hope this is helpful. Um a little more insightful of totals, I think, rather than looking at a bills and awards list.
106That's what I have for this one. I appreciate the >> Can I ask you a question? I I would have expected the pie to be larger in roofing. Can you give me some examples of what you're classifying as construction that? >> Yes, it's going to it's I can provide you a little further information because we code things differently. Like when you look at that bills list and you look at the budget, you know, it's all those codes. And so this sorts by those last few codes. So let me go into the construction and renovate and give you examples of why something would be coded there versus just roofing. Because right off the bat, I couldn't, you know, there's there's Besides just the Hback, there's been a lot of little things. >> Well, the football fields
107probably a lot of vendor work that's a lot of those bills have been going out to different vendors, but I'll have to look to see why roofing is is pulled out separate. >> That's fine. With mediation, you support the construction. mediation of surf row um the first first on site >> um >> that's okay >> I think they would be construction >> okay >> that would explain it like shame >> construction >> okay >> um even the company that came in did the duck work >> they would fall under that >> that that >> but I'm not sure why we have to separate roofing out so that's a good question because >> why isn't that constructive So, I'll find out questions. >> Any more questions? Over to Bud from their financial report. Next up is
108the board newsletter. Some days awesome news about a grant. >> Did we sign up for that or did they just I think Miss Baskin >> Mrs. Baskin applied for that. Yes. >> There was no match on that. It was a full fully awarded grant. So there's a matching grant. Typically they'll come >> if there's a match which so the board would have to approve if someone wants to apply for a matching grant. But she um found out real quickly that this was a pull. So we told her to run with it and see what she could get and she got it. That's awesome. >> So support your local Dollar General. >> All of them. >> Can't miss it. >> Next Spotlight Middle School elections. watching on. >> So, the quarter wheel is four elective classes
109that our sixth graders are allowed to take. Um, we decided to bring that back to the middle school because we felt like sixth graders needed a choice. Um, they needed to explore all their options before we locked them down into semester long classes. Um, sixth grade is our first year in middle school. And so, it's a big transition year for them. And so, making a decision right away about wanting to be in the STEM track or the art class or or band or anything like that was a big decision. So, we wanted to give them some options. So the quarter wheel gives me a couple of weeks to work with the sixth graders. It allows me to emphasize a lot of the elements and the principles of art over time. So they're able to understand
110how basic components go into sum up to a piece >> like u drawing, you can start with lines, you can start with shapes, color, and how they all combine to create meaning within their art. So it's pretty uh straightforward in basic form. a lot of pencil on paper, a lot of uh learning how their tools work. One project that I like to do with sixth graders is to start the flower in the center of the page with seven petals and label it with the seven elements of the arts and have each section of the page around it devoted to essentially either the same or different photo using primarily that one element. So, sixth grade is introductory to family and consumer science. And what we what we focus on or what I focus on two units
111basically uh cooking and sewing. And for their cooking unit, they focus on reading a recipe and learning how to do measurements. So, they get a little bit of fraction introduction to fractions of uh you know, measures. And then we have um somewhere three or four labs that we do where they get to um show me that they they get to demonstrate that they can do the measuring and they can do it properly. We have a little bit of safety and sanitation of course um mainly being able to wash hands and wash dishes. That's their focus in sixth grade. Um we go on from that. Then in our cooking or sewing unit, we make uh small pillows. Um and I have focused on emoji pillows in the past. They have to choose uh what kind of
112a character face they're going to put on it and then they learn how to do basic sewing stitches within a quarter of a health. Um there's five different units I try to cover. So the first one we start with is bullying because a lot of kids go through different situations. And then we move into what health actually is like what it all entails. Um and then we hit a little bit on mental emotional health so they understand like when they get to middle school they're going to get stressed, what can they do if they lose somebody or something? They can understand what to do with those. Um and then we talk about the wonderful puberty, the different changes that their bodies are going to go through in sixth grade. Um, that's usually our longer unit
113because I really focus on so the kids really understand. It's also my favorite unit to teach because they get the whole life like, "Oh my god, that make that makes sense. I get that." And then depending on time, I also have safety precautions that we talk about like what do you do when you're out alone or whichever which way do you look when you cross the road? And then um that's pretty much it. So the class that we teach is called design and modeling and it's through the project lead the way curriculum and it's basically just a general overview of all the different STEM classes that we offer. Um they get a little bit of everything in this one. They mainly focus on engineering and then of course designing um as in drawing pictures out
114models and all that kind of stuff. So we go from creating a boot for um a child who has hemoplegia and um can't walk correctly. So they just use regular craft materials and build a shoe. We actually then talk about the design process and how we have to follow this kind of uh process to get through everything. We then move on to 3D drawings. Um, so we focus on using unit cubes and putting everything um in a model so that way they can see the 3D model and then they sketch it out into multiple views on the paper. We then go back and learn measurement on the ruler. We go back over the imperial system and we also go through the metric system. We then make a it's called a skimmer car. It's basically a
115paper race car made out of a file folder. Um, and then from there um we usually go into 3D printing. So once we learn about how to draw in 3D on paper and we learn how to measure on paper, then we move over to the computer part of it all. So we start off by making a name tag and then we eventually go into making um puzzle pieces. I I really really like the quarter wheel. I did miss it when we didn't have it. Um it lets me see all the kids. I think that's important that um especially when you have the kids for three years in a row like that. Um and a lot of the the kids will say, "Oh, I definitely want to take your class." class. And then you have a
116lot of kids who are like, I'm never doing this again. And that's okay cuz at least by sixth grade, they kind of figure it out. So this gives a sixth graders a chance to come in, experience a little bit of everything, know what they would be signing up for. So going forward, I think it has a lot of opportunity to let the kids know what they're doing, know what they want to do, and explore that even further, which is what the exploratory is supposed to be exploring. Very good. >> I make a motion to adjourn. >> All those in favor? >> All those journ