001Okay, I'll call the meeting order. Sorry for coming to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay, we've re reopened the regular session and there were no patron comments. So, we are to the consent agenda. >> Make a motion to approve consent agenda. >> Second. >> All those in favor? >> I opposed. Consent agenda is approved. New business uh storm recovery update. It's >> I got a thumb drive here. I need to plug this in. >> And then I'll hand you that mouse. I'll go grab the mouse while you open that up. Can you do that? >> It's hard to do when they take the mouse away from you. Yep. >> Just let you know.
002Well, good evening. Appreciate letting me come back and talk to you. Uh, this is Justin Rose. He's one of my associates at the office. So, I used to help on your project as well. We both came down today, walked through four buildings and had some meetings this afternoon and we got some things lined out for tomorrow morning as well. So, I appreciate again the opportunity to to sit here and give you an update. Uh, first thing I want to go over is just kind of a brief agenda. So, we want to talk to you a little bit about um temporary administrative office. It's over the primary building. Uh then we want to touch a little bit on the high school funding which when when we say that that's really about kind of what we're identifying
003as cost and then a little bit about maybe how you could achieve that and then Mike Mike Reich is also here to also help supplement that discussion about actual funding itself kind of the high school approach you know we're going to revisit some of that we've explored some additional information we're going to share that with you then we want to talk about the next steps so we've got quite a few activities uh outlined between now and the end of this year. So, lots of meetings and lots of work ahead of us, but we got a plan starting to coales on that and we'll share that with you as well. Um, kind of the big takeaways really is what we want to try to get at is wrap our head around, you know, we had the
004community uh meeting. We've had lots of discussions since then, more exploration. Um, but we kind of had some clear direction from surveys and from those discussions on what approach we wanted. We had an A, a B, and a C approach. Uh, you we pretty much immediately grew kind of out to A, which was kind of stay the course, and C was really kind of taking a pretty heavy hand on it. So B was kind of where we were at. So we've continued to kind of develop down that pathway, and we'll share that with you. Um, trying to clarify some of the priorities, you know, you know, as we're going to share some cost magnitude on these as well. So we really want to get your input on on that, kind of prioritize that. And then
005if there's some of these that maybe need to be slated as future phases or something, we want to have that discussion as well. And then ultimately, you know, we're working towards trying to get scope defined a project uh design funding in place, get all those things in alignment so they can come together with bond language should we decide to choose to go with bond to help pay pay for this improvements. So, we're going to kind of move through this fairly quickly. Um this first part is the ECC temporary uh administrative offices. Uh currently the district's releasing space across town for those those uh facilities. Um there's been some recent changes in the leases. There's you know always kind of a sense that there may or may you know that owner could change their mind and
006kind of boot you guys out of there and then you're going to be looking for some other place to go for administrative offices. So that that's kind of part of this behind it, but we see there's I think an opportunity to try to get administrative offices back on campus. Uh this is the actual lower level of the primary building and we toured this after the last board meeting. So this is the the lower level there that we walked through. This is a empty well it's not empty but it's an unfinished uh storage area currently. Um so we walked through that. That's this yellow spot. So the bigger picture of that. So what we wanted to do though is there's a need to to expand early childhood. So we worked closely with their leadership and the
007director over there to to go through a plan. We wanted to look at this, how can it have a future life after a temporary administrative office because that's really the payoff here is to try to take potential dollars today, whether they're insurance dollars or FEMA dollars, uh, and leverage them forward and get probably 80% of this space built out using that mechanism instead of coming back later and filling out fitting out that space from scratch and having all of that basically on your on your responsibility to pay for it. So this side over here, this diagram is what it would eventually appear to be in the end as ECC classrooms. So you got this large room here, uh this classroom here. Uh so there's four classrooms in there. Um and we did maximize this area
008and I'll talk about a little bit. There is a small space currently in this corner sets right here. But when we worked around that space, we weren't able to maximize the four classrooms. So you can get uh 20 children in there, which is going to be with two instructors. After that, you start to have to add additional staff. But with that corner not being available to put into the mix, we couldn't actually max this out. We were coming up just a little bit short of that. And that'd be a real limiting factor if you want to max out your capacity and still be able to have certified facilities. So what is that corner at this time? >> That's a that's a small room right now. It's about 300 square feet and they can't remove that
009room now, but once this becomes available, then they have an opportunity. They can find a space for that. I'm not exactly sure what that is, but it is part of their uh the the program that they currently have in that lower level, but they need it for now. But at the time once uh if this does come to fruition, the administration leaves, they go back to their home well over the old senior high and we fit this out to early childhood, then then that space would be relocated elsewhere. I think it's on that lower level still because that's a 300 foot room. You can kind of find opportunities for smaller rooms than you can't a,000 square foot classroom. So we got the four classrooms. Uh this is that entrance piece. We're still utilizing all the
010existing entrances that are there. Uh this comes into a a check-in area. So they'll be set up with all the electronics necessary for their checkin and a secondary means of security there. This is a storage room. That little space right there is going to be a closet for some IT. So that'll be necessary in the future and it'll also be necessary if you if you move forward now as a temporary office. So then when you then when you transition to where it needs to be for the administrative office. So we want to figure out the ultimate solution first and then back fill it with the the offices that's necessary for admin in the future. The dark walls here on this diagram that's that's the only things you're going to be rebuilding is those dark walls
011in the future. All this other stuff's going to be leveraged and built today basically in today's dollars as well. So it'll be more expensive in a few years down the road if you decide to do that. So then jumping over here, this is how we backfield it with the administrative function. This room here would be a a nice meeting room. So it's for leadership meetings, teacher development, uh potentially board room if you need it as a boardroom or or any other type of meeting space. So that's that's a good size room that would be available. Um, and then out here, you still are going to use this as the main entry into the space. This door here will primarily be closed. It could be used this as an exit. We have a SRO officer kind
012of camped out of this corner. Open office spaces in this area. This is kind of reception. Uh, so watching the front door and that first point of contact. And then this is an office space here. And then again back in this classroom area, minimal walls built. We're going to build these these three walls essentially create those three private offices that are necessary. Then there's some uh taking use of the rest of this open area again with systems furniture just open desk, open workstations. And then this space back here primarily going to be storage. It will also act as a break room for now because because remember it's going to have this notch taken out of it uh in the early use as an office. We would look to try to put all these restrooms in
013as they are needed. So, come back over here. Early childhood, each of the rooms has a restroom facility. We would like to try to put those in. That is something that if we move forward with this, we can we can identify things like this and maybe get separate pricing for that. So, then you can kind of see where you're at on the pricing. You can decide if you want to incorporate those or not. Uh likewise with storage cabinetry. Uh we are showing storage cabinetry for the final ECC use. You know there could be some of this that could be purchased today that would be would be used. Um but again some of that we wanted to watch the cost on this up front. We get separate pricing and you all can be the final decision
014maker on those things. So that these these plans are kind of they're kind of ready to roll since we need a confirmation or some direction that this might be something that we want to move forward with. >> So there's enough office space there for everybody. >> Yes. Yeah. We work closely with Dr. Jones and her leadership team as well after we figured out the ECC side. So kind of looking at some of the specifics here, we would need two to three weeks to get all the rest of the engineering and the documents done. And we will essentially engineer and design this for the ECC use and not specific to the the admin office uses. It'll function for the admin office uses, but uh we want to set it up so most of this stuff can
015stay for early childhood. So if you would go in there for example and you got sprinklers a couple feet off the wall it says centered in the room in the office we we're going to put them where they need to be for the future use. So but two three weeks to finish the drawings u work with Brock Miller and they're going to need at least 10 weeks to try to get this thing executed and implemented once we get cut loose. So, we're 12 to 13 weeks out from having something so that administrative uh could could move out of those lease spaces. Uh we are estimating this is just a rough magnitude of cost, but the allin would be right around 690,000ish. That's the roughly $148 per square foot. And how much of that you go
016back to the picture. So how much of that would be stay for the early childhood and how much of it >> right and >> right kind of it is for the picture on the left. >> Yeah. These these walls that make these three offices those walls would be removed when the admin goes away. >> Right. uh this this office this wall right here and this office right here and these two walls here will be removed. So, so pretty minimal amount of removal, you know, then there would be, you know, some refreshing of the space that would be needed, you know, once it >> Okay. But putting them in is where you're it's part of your 697. >> Correct. >> How how much? >> Oh, how much of that is the >> what is the difference
017in the cost per million, the early childhood fees of it, and then the cost that's taken to convert to >> right to go from here to there. Yeah. I don't know that I actually isolated those costs out. So we >> I sorry >> right I understand that I was that's what I was curious to see. >> Correct. >> Well and we're going to and we'll have added >> when we switch to early childhood we'll still have an added cost. >> Yes. You would you would have to at that point take these walls out >> and add the dark walls. Right. >> And then add those dark walls. Yes. So there would be a little bit of cost at that point. >> Yeah. Do you know that number? Oh, I think we did kind of discuss
018that that piece of it. I think that would be 75,000ish something in that range >> to to undo to get it back to here. But the delta to add >> to >> that this adds to it versus just building it like this. I don't know that number. >> The 75 include the undoing or that >> undo and black walls. >> Yes, correct. Yeah. Okay. So this includes the plumbing and everything that you would have to put the restrooms down in there. >> Yeah, we would be we would include that in there. And yes, we can identify those costs. Yes, >> the HVAC it >> HBAC it. We will have to modify smoke sprinkler systems. Um so yeah, new flooring, new ceilings, those types of things. So, uh, we will be conscious of the final usage
019of the space when we recommend those finishes to you so that for the most part those can remain if we want to do it as much as possible. >> And then we did a breakdown also just trying to estimate what we're going to spend if we continue renting. Do you care if I share those numbers with the board or you have that coming later? >> No, I don't I don't have those. I don't think I have that in These are just estimates based on the bills that we've been paying and it's the six months that we were under the first lease and then another 18 months after that. >> Yes, Dr. >> So the top is um a projection based on the first two lease agreements and if the lease agreement the the third or
020fourth lease agreement would go up to that first amount. The bottom scenario is if we can continue to stay at that rently month that we're currently under for the second piece. So there's a difference there because we don't know if that rate will go up or not. And this is if the building is not sold and it is still available to us. My question is like for example your internet figure here if you move back on campus does that completely zero out? >> That would be an IT question. >> Are you talking about for where you currently are at? >> Yeah, that would zero out >> because we're paying for a separate service because we're not on campus. So we're on spectrum. >> It's terrible. >> We're on spectrum right now. We'll be getting rid
021of that. We won't need that when we when you guys come back. It'll just be an extension of our existing network. >> Thank you. >> Sorry for your >> Craig. When you went to that meeting to get the cost to 2,000, did was there estimated that they give you that was going to be for 6 months or >> six months? Yes, >> six months. Okay. >> That's was going to be my question. That would take us through February about February completion date because our lease is through March. you like it correctly, December, January. >> Yeah, we're let's just say yeah, they end the rest of October for us to get it and then the 10 week a couple weeks of staying 10 weeks. So, yeah, it's probably >> November, December. >> They did say finished
022earlier, got us out 30 days notice. Okay, thank you. >> This is a question that I don't know if anybody can answer maybe to is any of this project possible to fall under a FEMA guideline? >> Yes, we're going to follow the admin temporary facility under C what we call category B. It's an emergency management type project and we will file it with your temp site and then they will pay the they'll pay your lease that you're in right now. >> Okay. And then they will pay for your we're going to present to them the justification of why we're moving back to the school and why you're using that that facility and then we'll present what all modifications you're had to do to FEMA so we can get that covered for you. >> So best
023case they cover 75%. >> Correct. >> That include utilities can't >> I'm sorry. Utilities also beside the >> utilities are well to to implement them inside the building. Yes. Like if you're the plumbing and all that. Yes. That will be a part of that uh project. It'll be one piece. >> Thank you. >> Okay. Sorry. So, uh yes. So some some direction on this maybe before the end of the evening or if you all need to think about that that's fine otherwise we can roll through the rest of this and circle back to some of these if you want. Okay great. So we wanted to you know this is kind of just revisiting a little bit of what we had already pre-shared and some of this was at that community session. So the A was
024the A approach we had really was just kind of renovate. to be uh is where we were kind of landing. That's a little bit of a demolition and re reconstruction, some new construction and and some pretty good significant renovation of the interior of the high school. So, we really do want to make sure we transform it into a much better learning environment. And then the C, like I said, we kind of ruled that one out. So, just as a reminder, that's that's kind of where we are. So, this this B option, it says right here, option A. So it's all of these elements essentially uh plus plus these other elements except for these ones in yellow. We've isolated those out separately. So either way we're about 58 to 63 million on that depend on the
025yellow items just as a recap. So then what we started to do is we looked at programmatically you know that's basically a list of all the various spaces that's going to be required of a modern day high school. So that's where we're looking at this. So existing you have 108,400 square ft of space. Uh there's this portion over here on top that we're calling is a demo. So that's that 200 300 wing. Um so we're going to be demoing that. And then plus a portion of that library in that area in the classrooms that are stacked up there. So we feel that that portion of that building has got some some damage to it. Now whether that's damage that was previous or previous and exacerbated by the tornado that's still I guess for some of
026them to figure that out. But but either way we've got about 32,000 square feet we're in his favor to tear down. So that lead to 76,000 and to get to the program space the program space we need to be at 127,000 ft. So that's an addition of 50,850. That's kind of how we we get some of that math and then that'll manifest itself back when we talk about some cost here. Um so looking at at these elements, we got the 127,000. Uh you know, one way of looking at is this base building over here. You know, a gym addition would be nice to have on that. So you have your competition gym, then you also have practice gyms. Makes the space this much more functional, more usable. And then what this is actually what's called
027PAC, a performing arts center, which would kind of coales all the fine arts into a group. Uh so that's what that block is. And it's kind of rough order of magnitude of cost. So 35 million uh but it doesn't have that expanded gym or it doesn't have that pack element. Okay. So you expand the gym or 42 and a half and you do all of those things rolled up for 56.5 million. So then we say, well, how do we what do we do? How are we going to accomplish this? So we break it down and you you may have more up-to-date numbers now than than I do. So, but let's just assume on the insurance side in this scenario, we say there's going to be $15 million in insurance that's going to be able to
028be used to accomplish the renovations to this high school, whether it's additions or renovations. Okay, we're it's going to need to be supplemented. So, this is running a scenario where a $40 million bond. It's going to produce $40 million and that's got some costs associated with that. And my practice here this evening and we'll we'll kind of circle back to that here in a little bit. But you take the two elements that we know are are kind of controllable. Okay, we know they're going to happen to take the FEMA out of it because we don't know. That's to be determined at this point. And then there's if there is FEMA money, there's an owner match to that. That's that 25% that we're talking about. So, we can't really control that at this point. But, you
029know, is it going to happen? You know, I think there's a probability that they're going to chip in and help here, but we don't know enough to be able to tell you to put that in the formula to make a decision. So then the 15 to 45 that's about 55 million. So and we just talked about kind of the numbers for the VA option. So this is within that slot there for that project. So then I'm going to turn this over to Justin. Justin's going to walk you through again some of these diagrams. you've kind of seen variations of them, but we do have new information in here and we're going to start to kind of part it out a little bit for you and have some discussions about that. But but all of these
030tied back to everything we talked about already. So, so I've introduced myself again, Justin Ruff. It's a pleasure to be here with you tonight representing SAP Architects and I'm I'm going to be more involved with the project. So, I'll likely be down here quite quite a bit more. Um so I have been working you know uh in the background on developing the schemes thus far the the three schemes you saw A B and C and we've taken that B scheme to that next next level. And so the first few slides here are going to set the stage of kind of our thinking of what what brought us to that point and then we'll we'll talk a little bit about uh how those budget numbers we just discussed apply to each piece piece of that. So
031the first thing that we look at is, you know, there obviously was some pretty heavy storm damage to some of the uh infrastructure, not just to the high school, but to other areas on campus to the point where we don't feel like they they're inhabitable to where there's there's life safety challenges with those those pieces. So those are the red red dashed areas of the 200300 wing and the maintenance uh maintenance building. Uh we also have some other either underutilized or um some structural damage that's obvious where you might actually see a crack in the wall where you can actually see the outside from the inside kind of a thing going on. So there's a lot of unknowns at the library. There's a couple uh spots over here in the music spaces uh and the
032lower level off the cafeteria where you know it might be because those spaces are you under utilized it may not be uh appropriately designed uh proportionally for their use anymore. Maybe it would be a better idea to go ahead and demolish those spaces too and start over uh with a clean clean slate for those. Then we also you know this building's been added on to over time uh since the 50s. It seems like there's a project every decade and with all those different additions, there's been some really unusual circulation patterns that have developed with the stairways and the elevators and those sorts of things. So, we'd really like to take another look at those uh those spaces, kind of the connectors, if you will, and look at those and see if we can reimagine those.
033uh ideally take those down and start over where we could come back with a circulation system with stairs and elevators that make more sense that don't just meet the letter of the law and the letter of accessibility but actually function well for everyone in the building and create a nice circulation path through. Um the end goal here is to really leverage um the investments in the recovery dollars we're spending. So this slide demonstrates some areas that we do plan on on reutilizing. We feel they're in good structural shape. We feel like they are good reusable spaces that we could reimagine within the shelves. So that would be the gymnasium uh both both the lower level locker rooms and weight rooms and the gymnasium itself. Uh the west what I call the west wing uh that
034uh more rectangular block of classrooms that are in the center west side of the building. Uh the banded choir rooms seem to be in pretty good shape. Uh with the exception of the smaller choir room with the wood risers in it. Uh that one is a little bit questionable structurally and and it is an older addition that has some energy um with the windows and the wall wall conditions a little bit questionable if it would still meet energy codes. Um we have the science classrooms that do seem to be in very good shape still after the storm uh that uh really don't need a whole lot of of rehab to get them back up and functioning. So we're looking at maximizing those. This area in yellow is the library and the classrooms underneath the library.
035There is a bit of a structural movement in the southwest corner of the library where it appears that it settled a little bit. Now, if that was a result of the storm or if that was just natural settlement of over time, we don't know. But it's something that might be uh a way we can help fix some of these circulation patterns if we were to re readress that library space. um keep as much of the structure as we possibly can but find a logical structural line where we could maybe uh remove that structural issue or remedy that structural issue if you will and expand on that space. And then the last last point here is the cafeteria. Um it is a bit unusual to have a single kitchen serve an entire campus as you all
036have have now. And so it's a bit of more of a grander question of does it make sense for that single kitchen to be in place and can that space be utilized for something else that could help contribute to the renovation of the high school and maybe support just the middle school and the high school in a different way uh and those connectors. So um more question marks on on that one than it is a solution but kind of giving you a a behind thes scenes look of our our our story and how we've arrived at the solutions that we're at. Um and then with this slide we get to the critical adjacencies of those larger spaces. >> Yes. >> So in that cafeteria, so you would renovate the kitchen to where it only served
037the high school. >> Um we don't we don't really know if it would if if it would make sense for it to serve both the middle school and the high school given its current location. Likely. um it may make more sense to um potent we some options we're looking at I guess to say to say it clearly is what if the cafeteria for the high school is not in that location what if it happens somewhere else in the building how could that cafeteria space be utilized um in a different way and then it's an more of an overarching question from a master planning perspective for the entire campus given primary and elementary schools being served out of that same kitchen is that a is that a good long-term solution because you you only have one
038one kitchen. If that kitchen goes offline for whatever reason, then you have to cater in food and you have to find some stop gap measures before that that can be. Um, so it's a little bit less about the high school and more about a master planning for the entire campus. Um so getting uh thinking about the four uh major components of the building basically the larger spaces and how those spaces will work around those uh states in the ground was the the areas those that we identified in pink that were really usable spaces the classrooms the science rooms u the gymnasium how would these other spaces revolve around those and how would those work out so the critical adjacencies of everything and how they would uh communicate with each other. Um and be zoned in
039a public and private uh access, be zoned to have common activities near other common activities. Uh be zoned in a way that um teaching structures would match uh match the spaces would match the teaching structures. So the common space right now there really isn't a common space. It's the cafeteria essentially. And right now it's best served as a lunchroom. It's really not served as much of another another use. So other uses it could be or it could be a gathering space. It could have some small performances in there. Uh it could be a collaboration area. It could be another teaching area outside of the classroom. So can we develop a commons area within the building um that could be more than just just a lunchroom. Uh performing arts, we understand that you'll have a wonderful
040performing arts um curriculum here and um how can this building support that? uh both for uh uh for performances but also for formal gatherings for for student gatherings for uh performances um uh both uh with the school and potentially with community uh rehearsal spaces and you know uh you know tornado got us into this so can uh tornado kind of help us out with this too where this performing arts center could potentially be a FEMA shelter for the community. Uh it's our understanding that that you have your bases covered for the student population with the existing shelters uh that are in place at the middle school and I believe the primary if that's correct. So um if we were to do another FEMA shelter it would be over and above what would be needed for
041your current student body but it could be a community element because right now the ones you have are not sized with the community could would not be able to have access to it and legally uh meet the occupied numbers. So it could be uh something that could help you out with the bond issue. We're saying that okay community we we'll be willing to build willing to build this for you. Uh vice versa the gym and a gym expansion. We can design a gym to meet FEMA standards. It's pretty common thing especially elementary schools. Uh so that could also be a FEMA shelter for the community and then the obvious physical education and athletic competition would happen in those and potentially other large gatherings if we design uh the risers appropriate way. And then the library,
042you know, your library is a pretty good size actually. Um it just it really isn't set up for a modern media center. It's really set up seems like it was set up for for books and a little bit different way of learning and different way of teaching. And so how can we um get all a few of those more informal activities and those more digital activities involved with the library um and create study areas and small group settings and collaboration areas inside of that space too. Now that library could bleed out. It may not have to be a closed behind closed doors company. It could we could think about that a little bit different concepts. So, all those things considered, um, we've taken option B and added a a little bit of a spin to
043it, a B.1. Um, starting with the entrances, we have, uh, primary entrance still on on the north facade, uh, where it is now, adjacent to the gym. Uh, we have potential for a west entrance, uh, off of that west parking lot. Uh, that could be, if depending on how things evolve, it could be a new front door. it it uh or it could just be a secondary entrance uh into um certain semi-private semi-public open spaces. And then there's also opportunities for uh entrance to the south uh where it could could work out well if we put the performing arts center adjacent to the uh existing music and band rooms. We could have a bit of a performing arts kind of entryway and have a different experience from that that direction. Uh we're looking at expanding
044the gym to the east where the stage is now. taking a bit of that real estate to expand off of the really wonderful gym you have now. Um, keeping science where it is and on each end of the science wing, that central wing, uh, rethinking those circulation hubs to have them, uh, function a little bit better, have them be more bright and airy, maybe bring in a little bit of community spaces, a little bit of a common space into those zones. Um and then uh having a library uh renovation andor addition uh up to the north and west adjacent to basically a restructuring of the 2003 300 wing uh in a similar footprint in a either a north south orientation or even going back with the east west orientation that it has now. kind of
045that would be what >> the classrooms the 200 300 classrooms basically rebuilding those um in a at this point a twotory footprint. We could explore a three-story footprint there too uh if we needed to. Um thinking about long-term uh looking at uh how the athletics components revolve around um the high school renovation. potentially moving the uh competition uh the football stadium and the bleachers and concessions and restrooms to the track uh track field and developing uh developing I guess a an updated I guess the right way to say it updated uh experience down there. Um, and then a a future fieldhouse that could go uh adjacent to the existing maintenance facility. It could go in another location, but kind of keeping it in that athletic zone down there to where similar kind of activities are
046happening so coaches aren't running all over the place. Um, and at this point, uh, having the maintenance down on that side, um, makes a lot of sense. It's kind of away from things. You can make a mess and it's not really visible. So, having getting in that zone, whether it's in the in in in the the old alternative school or if it's in the storage facility across the street, um, however would work out would be fine. Um, did I hit all the bullet points? I think I did. >> I think this this diagram, you know, the performing arts, the gym, some of those elements, how the relationship is to the side where we do have the outdoor activity spaces. I think that's that's valuable to have that connectivity between that building function and that that
047outdoor field or football field or track or whatever it is that's helping to support the health and wellness. So those work really well. The PAC in this location as Justin said your current band and choir rooms you know those are nice spaces in there. So could we kind of again coales a few elements to support those and create more of that fine arts out there and again those sorts of things whether it's band and so forth that direct connection to that outside on this uh the uh side would be great um and a lot of these bigger elements and then the library that library is kind of moving a little more front and center a lot of these kind of core areas the commons library pack gym these are all kind of public facing spaces
048there spaces where you invite the public into a lot that you don't want that public to go any further than where they need to go. So trying to position these things so we have a clear line between the academic structure and the spaces and the forward community facing ones is part of the challenge as well. Now we can move these elements in lots of different locations. Um the cost to build that pack there is probably no different than if we build it on the upper left. But we think we got a pretty good orientation of these relative to the assets you already have in your high school we can continue to build on because we're not terally tearing that building down. So we're trying to put them in areas where we can leverage that. So
049maybe that box actually could get a little smaller than what we're showing because we've got assets that are currently there that we can enhance and then just getting those like I said that indoor outdoor connections. The parking is obviously a big player in these things as well. We want to put them in areas where we have a variety of parking. There's parking to the north, there's parking out there again to the east side. So, and the last thing I'll comment on is the fieldhouse location. Trying to get that position so it kind of frames the the football stadium that that experience, but also can serve multiple fields is nice. And I'll say there's a lot of doodling we still got to do with these things to get them really in the right spot. Um, but
050we're trying to just identify the big pieces and some of these elements that we're talking about maybe that fieldhouse or this state in development. Um, you know, they're somewhat independent of the rest of these projects. I mean, there's not a lot of elements that were saying, well, if we don't do it here, we're going to have to to shove that into the program of what we're trying to fit inside the high school or attach the high school. So that is one of those things where we have to start to identify things based on finance and funding. Uh you know some of those outer elements could be some of those I think put into that. >> So you didn't include the stadium or fieldhouse or any of that in your initial estimate. Do you know how
051much those could add to the total if we >> I mean I think we we kind of just just brainstorm. I mean, just putting numbers out for the say for that stadium complex there, you could easily spend about $5 million on that. Lighting, turf, concessions, uh, bleachers, some bathrooms under that. >> That's not in your earlier million, >> right? No, >> the packag is not in there. that that fieldhouse. I mean, you could be looking at anywhere between seven $9 million. I mean, depends on how you want one level, two levels, how many locker rooms you want in there, you want community rooms in there. But those those numbers >> you ruled out the option C, what was the money and time? >> Yeah, it was I think it was I think it was a
052lot of finances. I mean that was pretty much taking the high school almost down completely and rebuilding that trying to separate the middle school from the high school and it was just there was just a lot of cost there and I don't I think people they still have a lot of pride in what what there is here to work with the challenge is to get rid of the bad stuff getting rid of the stuff that's damaged and try to keep keep the good parts >> with me and this hypothetical down the road that in that plan expansion of the gym. Can that be done to where the two can be opened up together where we could host our graduation there instead of going to the parks? >> Well, we're proposing would be to take the
053stage off of that end of that. And yes, we would want to try to have as much openness there as as possible between those >> one court run this way and the other ones. >> Yeah. the the whole court situation. I mean, we're still playing around with that. I'd love to turn the court. Um, but, you know, we we just need to kind of determine whether we think we want to invest in some supplements of that, gym, and then we'll take a holistic look at the whole thing. So, but yeah, we would want to try to get as open as possible. Obviously, you got a game going on in the gym and you got a practice or something high >> and separated. But currently, we go down to the park center for graduation because it's
054big enough homes. >> Yeah, >> we're going to spend all this money. I'd like to do it right here on campus. >> So, we certainly explore lots of options. you know, the PAC is probably not going to be large enough. Um, right now I think we're we're predicting that to be around 750 seats. Um, but you know, the size of that can fluctuate, but what we have plugged in is about 750 seats. >> It did include moving the art classrooms and special ed classrooms in the annex into the main. >> Yeah, we Yes. Yes, we were planning on getting those things. >> Does that help pull together? No, actually um our discussion here kind of Steve's comment about we got a lot of doodling still to do. Um I should mention that that this is
055this is just one scenario. Uh we still have a lot of exploration to do. Um, we may come back uh in future meetings with a with a different layout because we think it works better. This is really just an exercise to visualize what the costs might be and how we might get to a number that could be fun. So, we this is really our lititness test to make sure that what we were talking about from a spreadsheet perspective worked in the real world. Um, so we will likely come back with iterations of this and those critical adjacencies I was talking about, we have at least six other options that we've explored that may meld together to a better solution at a given time. So, well, we could we could also because just based on the
056numbers you gave, I mean, I know you guys your number on the PAC was similar to what you've given us in the past. I mean, you could actually do the fieldhouse and the field for the same price. I mean, in other words, you could flip-flop and do the field stuff first and do the PAC later. >> And that maybe that's another survey question to see what we think everybody wants. >> Exactly. It's a matter of identifying priorities for the community. Yeah. >> I want to ask a question. See where Colin and everybody else gets in on this, but we're seeing these numbers thrown around and we haven't even designed the building. How accurate do you think these numbers really are? And can we stay within these budgets? Are these high? Are these lower these right
057in the middle. What do you What's everybody think? We can do it for this. >> You can you can you can build it for those numbers. >> Okay. >> And they're not I don't think they're low. >> Okay. I got money. I would want to be able to open that space up for large gathering. >> You might have everybody sit in chairs. >> You know what I'm saying? If you've got them lined out like that, >> they said they said a lot of chairs up in the park. >> We definitely need two gyms. I >> that is renovation just kind of mixed in all those categories. >> Yeah. >> Like those science areas. >> Yes. >> Yeah. >> It's just mixed into arts. >> Yes. We we >> we've developed a kind of a full
058like spreadsheet where we try to affect renovation new demo for the various areas and then and then that's how we portion these back out. I guess the this is intended to give you the full project renovation demo new and we know some areas are going to be a little lighter on renovation than others. So we have not just thrown $1. We've not just said all renovation is $250 a square foot. We've not done that. We know some areas are going to be lighter touch than that. So some areas are like $150. So we do have data behind these. And so but we just I we just felt like we could kind of keep it uh more digestible because there's a lot here for you all to take in and try to make decisions on it.
059And you know, you can leave a lot of the details and get in the weeds to us because we're going to eventually get down into those, but I understand for you to try to make decisions. It's it's better to kind of grasp the whole thing and there's a lot here to grasp. So, but yes, we have down in that just like Colin said he thinks he could build that. We wouldn't have put the numbers out on the sheet if we didn't think that they were the reasonable numbers. So, Any other questions before we move on to next steps? >> Yeah, let's go ahead. We'll get through this. >> Yes. So, next next steps, um we do have a lot of uh meetings we want to try to get uh worked in here over the next
060couple of months. Um so, first off, you know, conf confirmation on some funding approaches to this. Are we are we okay going at this 55 million? Uh 60 million, 50 million, whatever the case is. Uh Mike can probably step in and talk a little bit about that, but you know, we we've given you the scenario best we know. Let's just say insurance is what we said it was. I would hope maybe that number could be a little higher. Um but you know, again, I'm not going to wish for something and it fails the first time it doesn't come through. So I'd rather air on the lower side of things for you. So, so some decision on the funding, make sure this is the path we want to go because we need to be moving uh
061meeting with um well, we're going to prioritize the spaces. We know that. So, so we can go into these listing sessions and meeting working sessions with the leadership uh with principles, other stakeholders. Phasing, we're always going to keep an eye out for where we can maybe have some phasing for this stuff. um that that can kind of come together after we get uh past schematic design. We can then start thinking about identifying phases. So, we have to get toward bond language. Um so, assuming there's going to be a bond, you know, that bond language has got to be turned in. I think January that 24th or something. So, you have to have two readings. I understand that puts you back in December. So, we got to get work through this and get really comfortable with
062what we're doing. Uh, and then we got to get enough detail in it. So, uh, you are confident with it. We're confident with it. We can give you renderings of it, pictures of because we know after that it's got to we got to get out and start making sure the public knows exactly what it is the plan is. So, so that's kind of the next steps on that steering committee and stakeholders meetings. U, we're trying to get those things uh figured out. We've got several of them booked hooked up on some calendars. So October 15th, October 22nd, November 5th, November 12th is your board meeting. So we're trying to uh work some of those into the board meetings December 10th. So got a whole series of these whether they're with a larger group, which is
063a steering committee. um which is going to be at a higher little higher level on the on the process as far as putting the message out there, providing us with feedback, making sure that we're hitting the big goals of this project. And then there's going to be a building uh kind of a design committee. Uh so that's going to be a little more down in the weeds. That's where we're talking with the principles and assistant principles. We're also talking with the leadership. for talking with school teachers, instructors. Um, so there's all series of those meetings. So I think leadership, teachers, staff, community's got to be a part of this discussion as well. So I think right now we were looking at something in the community around Thanksgiving. >> Yeah. Yeah. Second half of November because
064we want to we want to be far enough with that. we got a good succinct plan and but we can still get feedback so that then that can help um solidify the bond language and the actual scope of the work that you're going to be asking for. So we wanted to make sure we can get that in kind of eyeball in that time period another community but then continue to work with the insurance continue to work with FEMA a lot of the FEMA documents I think now have been uploaded to them so some somewhat that's in their a little bit continue for us to develop these things and then provide you all updates so we'll be seeing quite a bit of this >> we'll take a question here. Let's say we go ahead and we
065say, "Yeah, this is the plan we want to go." And we continue to develop it. You're working on it. We build this bond language and we're gearing up for this in April that bond fails. We're left with the $15 million that we have from the insurance. How do we then retrofit and proceed to where our kids are still in school out of the temporary structure? >> Yeah. Right. Yeah. Right. This is going to be But yeah, I don't know. That's a that's a big question. >> I don't want to plan, >> but I want to have a plan. >> Yeah. We'll have to I mean, we got we're going to have to put that in in the loop here and work that plan before I can kind of give you a direction or an answer
066on how we do that. But but so but so but so but so but so but so but so but so but so but so but that certainly is something right need to be on our radar if it doesn't pass what we do we know we got to get there we know the urgency to continue to keep moving this process I know that doesn't make it any easier because of the decisions but >> is it reasonable to have you guys to be doing that alternative in other what can we put back in place and how much is that going to cost us so we know if >> the insurance plus X >> excuse me how we can have to figure out how to fund that delta because I'm guessing 15 replace but like I said
067hopefully 15 is not right but is it feasible to have you guys be doing some of that in parallel with this just so if it doesn't pass we could shift gears relatively quick that start all over. >> Do you remember? >> Yeah. Just just to remind you as a contingency plan, again, not knowing how this fits into the grand scheme of, you know, what future the building holds, but um you can do $17 million on a no tax increase with the COP, >> right? >> Yeah. So, yeah, that I mean that would be a fall back >> because you're you you're not going to get any FEMA money until your project is completed, whatever that project is. So we'll we'll have to finance that on the front end and you can do up to 17,000,
068>> right? But a worst case scenario is no fees and low insurance and no tax increase. You know what I'm saying? So my question is is what does that look like from a redesign or a retrofit and can the insurance plus the 17 cover that or what can we get for that 32? >> Yeah, good point. >> Yeah, we would if we're going to want to try to still keep our eye on the the ultimate solution and then we're going to stop take a step back say what could we start to kind of if if the worst case scenario we let's postpone doing that piece right there let's postpone doing that piece there so we'll have to do a deep dive into that but we can certainly support a plan that way yeah we would
069we would look at uh components that could be based so for instance the performing arts center or the gymnasium expansion and kind of similar to what this study did, build on what needs to be done now and then what could be drawn as an alternate design now but maybe funded and built in the future. Well, because part of that it's going to be getting out of that temporary stuff. You know what I mean? So, right getting everybody back in there, saving that money and then like I said, it'd be like we did with the other buildings. You'll have to do this wing this summer, this wing, right? You can close off and you can do it during this week. >> Sure. Yeah. So I guess today answer we can give you today is that looks
070like a high school without an auxiliary jam and without a performing arts center would get you close to that 32 million of no funding. We figure out what that gap would be that gets funded or what else would be pulled out of the program to make up the difference. We should have put here the administration as well. That's the next step to move forward on. >> Right. that. >> Yep. So, we really don't have anything more to to present. Um, Mike, I don't know if you've got anything, but you're here to questions on any kind of financing. >> Yeah. >> Um, Steve, did you mention you had that slide tucked away back in there somewhere? >> So, really nothing's changed as far as the potential plan of finance. Um, this slide really summarizes all of
071your available options. And if if you're kind of uh keeping score based on the information that was just presented, the $55 million total project um assuming again the assumption is that you get 15 million or some somewhere around there in insurance and then you're financing 40 million, you would be in the second uh column from the right. Um, so if if this were a general obligation bond issue, it would be a 56 cent tax levy increase and if it were a cop, it would be a 26 cent tax increase. Because again, you have some outstanding cop debt, we're able to shape this new debt issuance, the new cops are on your existing debt to minimize the tax burden. Right now you have about 65 cents of your levy um that that is servicing your principal
072and interest payments of your outstanding cops. So as this as this current debt falls off, we can reallocate a portion of that 65 cents to go to uh paying on the new debt. Um couple things I wanted to mention that I didn't last uh last month because some of this information we didn't have yet. I talked a little bit about doing some short-term financing to account for the fact that you you won't get FEMA funding right away. We really aren't going to have the information necessary to really know what that looks like. So rather than we're we're kind of uh our our best option is to is to take FEMA out of the equation uh but but plan for some injection of funds later at a later time not knowing how much and when it's
073going to come. But if we can issue this debt, so using the let's just focus on the the bottom scenario, $40 million new money coop tax levy increase, we would put a five-year call uh feature on on those bonds or on those certificates so that in five years you can redeem you can do a cash redemption of those bonds. So, if you get FEMA, let's just say FEMA sends you $10 million, you have the option at the end of five years to cash redeem those bonds and lower your t your overall uh burden in terms of principal and interest payments. That would give you the ability to lower the tax levy. >> So, it's early payoff. >> It's an early payoff. Yes. Or you could use that uh cash payment from FEMA to supplement the
074project to take care of additional projects. Um, so, so you wouldn't have to finance that portion of the of the of the project if you if you were doing additional projects beyond the scope that we just reviewed. >> Let me ask you this. We're talking about short-term funding so that we have cash flow until we know if he was coming. If we know FE was coming, could the insurance money not be that cash flow reserve? I mean, we're going to get a bulk check from insurance that would just sit there. Did that 15 or whatever million dollars it is not function as our cash for our cash flow? >> Yeah, it would certainly help. Um the only thing is we just we don't know what's coming from FEMA or when it's coming, >> right? >>
075So um you know the way we kind of just shifted gear once we figured out that that wasn't information we're going to have before you all have to take action on an election resolution. We shifted gears and said, "Okay, we're going to get some insurance money. We need to finance the rest and we need to put put that short call feature in there to give you maximum flexibility to allow you to either get rid of some of that debt early or supplement the project with some cash from FEMA. That makes sense. >> The short call feature will raise the interest rate though, correct? the short call feature would would increase your true interest cost because you would likely not generate as much premium or in other words investors aren't going to pay uh more than
076par or they will pay more than par but not as much as they would if you had a longer call feature because when you have a short call feature you're telling investors okay you may only have this investment for five years and these are typically a lot of these are institutional investors but retail investors especially are looking for a longer term return on their on their investment, but it's I can tell you that we I see fiveyear calls all the time. >> So then my next question is uh let's say we proceed with this and we say we're going to try to get $40 million. Why what is the benefit of doing a bond issue and asking the additional 30 cents out of my taxpayer over the uh certificate >> certificate? That's a lot of
077money. That's >> I can tell you I can give you my thoughts and I can tell you what the differences are. We talked a little bit about that last month, but but you know there my explanation of the differences are kind of you considering the differences in a vacuum. You have many other considerations in this community of which you know much more about than I do. Um, you know, at some point you have to ask yourself, okay, what's what's the tolerance for a tax levy increase and where does that where does that tolerance start to fall off? Um, and that's a question that you all are much better a fix to answer. But to to answer the question, uh, general obligation bonds on the same day in the market, if if I'm going to go
078tomorrow and sell $40 million of general obligation bonds versus $40 million of COP bonds, the general obligation bonds will have the lower true interest cost because that is general obligation bonds are unlimited tax bonds. And so you have the authority as a board to levy whatever you need to to make your principal not only you have the authority you're required to levy what you need to to make those principal and interest repayments. COP debt is what's called annual appropriation debt and that it that means you have the annual ability to appropriate to pay repay principal and interest payments or not to. Now obviously there's consequences to not paying your debt just like there are in our personal lives. Your your credit rating would suffer as a result of that. Um but because of that additional
079risk, investors will require you to pay a little higher interest rate and a little higher return for that. So that's the difference between those two mechanisms. Um and we've talked a little bit about the COP debt is paid out of fund four which co-mingles with your operating funds. And so, um, you know, we've we our original conversation about your outstanding COP debt is, gee, it would be nice to get to redeem those with general obligation bonds and stop that co-mingling and have your all your debt isolated in uh in fund three. Again, those are worldly considerations that have kind of changed since, you know, the tornado blew in, and we're talking about a a completely different number and a completely different project than than before the tornado. So, um, to answer your question, I don't
080I mean, if I'm looking at your options and I'm on your side of the table, which I have been before, as you guys know, um, you know, I'm looking at trying to get this thing across the finish line and minimizing the tax burden on your constituents and that clearly is the coop option. You know, maybe it's a situation where we we look at the COP option and then we come back at a later date and look at our options about uh potentially redeeming those bonds and trying to move some of that debt over to a debt service spot in the future. >> Mr. M. >> Yes, sir. >> For those in the audience or watching, uh was Prop Kids in 2017 a COP? >> It was. Yes. Okay. >> And and and it has a
081it has a sunset of when >> uh 30 or 37 I think >> 37 I think that's right and so uh and that's I'm glad you mentioned that because this would be an extension of that levy >> so what what year am I reading this right 2045 on the example you used was 25 cents there 26 cents >> yeah 26 cents >> and am I reading that correctly that that would set in 45 I think that's Right. >> That that 26 of it. >> That's right. >> Does it also continue the prop kids? >> Yes. >> Amount? >> Yes. >> Which is 35. >> It would it would continue the prop kids >> both of them. >> Yes. And add to add to until the the maturity date on the cops. I'm glad you mentioned
082that because one thing I haven't shown you yet um I wanted to mention tonight these are 20ear notes. You're you're you can only do 20-year notes in general obligation bonds, but you can do a 25-year note on COP's. You do pay more in interest cost, but it would reduce somewhat your tax liability off of the 26. >> Yes. And I could I mean, no, you guys aren't making any decisions tonight. I could run that scenario and have it for you next month to look at so that you can see what the temperature >> that's taking it to 2050. >> Uh, yes, I think that's right. if you want. Let me check those dates real quick just to make sure. So yeah, the to the the final maturity is 2045 on a 20 year. So it
083would be 2050 on a uh on a 25 year. So current is 35 35. Yes. Right. So the 26 would be over 35 >> through 30 through 37 through 20 37. >> No 35 would extend to >> extend the 35 and add to okay >> the 26 >> and another thing to keep in mind is again this is more political than anything but we just lowered your levy this last year because the Hancock roughly 12 cents remember correctly. >> So something question is is If we're adding the 35 and the 25, then the bond issue is better. Does the bond issue, the 55 cent bond issue, does that eliminate the prop kids 35 cents? So, if if we did a 50 56 cent tax levy increase for a $40 million general public issue bond, your
084uh tax levy, your cop levy, your prop kids levy, that would sunset in 2035 or whatever the sunset is. >> So, your your date 37, excuse me. So your your le total levy would lower in 2037, but you would you would have the 56 plus the 35 until 203. >> That's right. And another thing because I I actually looked at that like today I looked at what would it look like to issue general obligation bonds and only pay interest until your sunset date at which time we would increase your uh debt service levy at the same time your fund for levy would sunset. So basically minimizing the tax levy increase up front and then stepping it up when your when your cop when your prop kids levy sunsets. But I talked with bond council about
085that and they did not like that idea because basically you're asking voters to approve a tax levy that would uh step up in you know 12 13 years in the future. So they didn't like they didn't love that idea. But, you know, I mean, kind of again zeroing in on that $40 million cop scenario. If you look at where your levy was highest, and it's it's 26 cents at the most, unless we consider a 25-year term, which would lower that, but let's just call it 26 cents. your levy just lowered by 12 cents. So I mean the net tax levy increase that generates $40 million in coops for this project is um you know for example I just did a $40 million financing Marshall in 23 and that was a that was a a 99
086cent tax levy increase of which 83 cents was going to pay the principation payments. So you're in uh not not that anybody ever wants to talk about raising taxes. top 10 on your side of the table and it didn't wasn't my favorite year. But uh but I mean you you really are in a pretty good position where you're minimizing the tax increase if you go that route. Mike, maybe a question you can't answer, but is there any way besides giving the taxpayer a handshake to tell them if we got this FEMA money, we would we would eliminate that additional levy that we asked for or or a part of it? >> Yeah. Um actually, uh and this is getting into bond council. Sure. I think so. >> But I can that's something I'll check on
087before next meeting. But I believe you can incorporate in the in the language your intentions to um lower the levy in the future once FEMA uh appropriations are are known. >> Well, can you find out if that's at all binding or is that just a handshake or a promise or >> Yeah, I can find that out. >> It would I would assume the language would say contingent upon >> receipt or something like that. If you don't get it, then >> that's right. It would be a good faith measure. Um the problem is it it'd be perfect if we knew exactly what you're going to get from FEMA because then we could I could do the calculations and tell you exactly how much your levy would need to be after we got that money and then
088we could literally promise that to the voters. But without that information, it's difficult to to uh to be so precise. Would you think it is a possibility to give some sort of commitment in that language? >> I believe so. Yes. But again, that's something I want to run by bound council. >> Is that um something you'll know by November? >> Yeah, I can. That's that's something I can take. >> Could you give us a summary of what that would look like? >> Yeah, >> that language. Yeah, in fact I um I mean I can have bond council put together a draft u election resolution and I could have that for you at next meeting. It may not be anywhere close to where it ends up, but if it's something that you would that you want
089sooner than later, I can I can I mean they can have it for me next week. Any other questions or comments? >> I don't know. You were just here in case we needed you all. Is that correct? Or did you have something you want to present Colin or Andy? >> But I'm here if you have questions. >> Okay. I just wanted to make sure I didn't leave you out if you >> question. >> How about a copy of the one sheet that had the different Right. The the kind of the menu you want to add the pricing. Yeah. >> Cost >> right now we don't maybe this is for Mike. I mean how would we not knowing what's coming from FEMA? How would we fund the early childhood renovation? I mean, our hope is is
090that FEMA will pay for it, but we don't even know if they're going to pay for part of the high school yet. So, I mean, >> Mr. Mike, did you say we had some COP that we could issue? >> We could increase that. >> Yeah. I mean, you could you could issue a >> to cover 697,000. >> Yep. I mean, that would take me if you said go tonight, I it would take me about three months to get your money deposited. But before we do anything like that, I'd like to talk a little bit about fund balances and what your possibilities are to not finance it. I'm not trying >> Well, that was my question. Do we have the money that we could use theoretically or do we have to fund it or >> I
091think so. I I want to talk with Dr. Dr. Jones. >> I'd like to look a lot closer. >> Yes. >> We we we we have been carrying a fund balance. We've been um >> and for things like this. That's why you do that. >> That's why you're careful year after year after year. It's why you try not to deficit spend so that fund balance doesn't go down too far. But I'd really like to look very closely at that. But it's possible we could. >> So we can't really do anything with that yet. I don't personally I don't want to vote on on building developing this $700,000 development. >> We have any idea how we're going to pay for it, right? >> I'd rather figure out how we're going to pay for it before we
092>> develop. >> We could we could probably get that. >> I understand that's going to postpone the project. >> Is there any way you could frontload with another insurance payment to get you through that? get another insurance dispersement and use that money. >> That's a job question. >> Well, and this is a very generalized statement, but if there's 14 million that should be sitting in our bank instead of theirs, right? >> And that 14 million could be making money for us, not them. >> I feel I feel pretty confident you could get that and use it however you need to. It's it's temporary facilities, right? >> And they could come up two weeks from now and there's has nothing to do with trying to go over here and put these in and they're going to
093say, "Well, you're going to have this. There's no temporary facilities because they're out." So that's our argument is this is it's really a replacement of the temporary facilities are in with another temporary facility. And in this case, just happens to come in benefit to you all and Mike and I can run a few balance scenarios and then we can discuss with John as well that I can just communicate through you all through email on that for the next few days and if the board feels inclined we could call a special session Um you mentioned the community meeting. Can you tell me that somewhere around Thanksgiving? >> Yeah. >> Um if you can have all your wishes, what what would you would you want to be presenting what we have to spend and what that can
094buy or what kind of input are you asking for close to nothing or close to here? Uh well, we're going to need we're going to need input to really kind of move forward. You know, are we designing a a $32 million high school solution or are we designing the 556 million? And we can and you know, we can certainly look at making some of these the PAC, the gym, those things as separate or phased or whatever, but kind of just need to know that that's direction we got. We're going to keep moving forward. We can't show up at a community forum with default diagrams. >> You need to know what this board has a appetite to spend >> or ask for. Correct. >> You mentioned some other steering committee meetings that you had planned already.
095>> We're trying to get those things locked in for the next week or so. Yes. >> So, I'm unaware of those dates. >> That was we just talked about that was the discussion. >> Yeah. We don't have those. We don't have those committed yet, but we've got a a schedule that we want to try to follow >> so we can get get things moving forward considerably. >> Yeah. And to I guess to answer your question directly, the the the next community input meeting, we would like to be showing an example of what we would be asking for with the bond language. So what what would that ask be providing in a building form, not just a >> paragraph 3D rendering of this? >> Yeah. Yeah. So, what you guys might or might not know, but
096I I think that was critical in our 17 getting it approved >> is we were able to show how bad the existing buildings were, which is kind of obvious now, but then we showed them what they could get. I mean, it didn't match the final renderings, but I mean, it gave them something that people could wrap their head around. You know what I mean? If you got something that they're like, "Oh, look. Well, it's easier than if you, like you said, there's no way you could go to anybody with that and get them to buy into that. I mean, it's fine for here and now, but I think people need to understand and see. I mean, walk through. I mean, technologies changed in the eight years since we did that, too. So, I mean, >>
097but yeah, I think that's what you need is to be able to show people what they're going to get, right? >> Mr. President, I feel like when we when we as a board discuss this funding amount and how we're going to do that, that's going to be a long >> I agree. >> Um, should we do a meeting dedicated to talking about that before our November meeting? Um, we need to wait on Mr. Donnelly. He has some negotiations that are happening. >> I I don't know. >> And Mr. Mike's going to get us some information, but that sounds like it's pretty quick. >> I can be ready for >> I I Yes. Do I have a date in mind? I do not. Do you all have a date in mind? I mean staying with Wednesdays.
098Do we want to meet on the 22nd and have a special meeting specifically trying to discuss the future plans as a board? >> Well, I think it's going to be in-depth conversation talking about what the appetite is for that dollar. >> Yeah, we have to we have to figure out how deep we want to go in this project and then and the ask for the taxpayer funding and all of those issues. >> Feels like needs to have something dedicated cuz that's just my >> I would love to have I would love to be able to ask for a vote about this early childhood development piece tonight, but I feel like I need to find out the funding first. I got to figure out how we're going to pay for it. >> Could that be incorporated
099into that? >> Absolutely. >> I'd like to have all that figured out by then. I know that took me two weeks. >> Is tenatively that what we're going to do? >> I mean, is the 22nd and that's two weeks. That gives Mike, John, everybody two weeks to do some research. I know that puts Colin a little further behind on building it, but >> yeah, it's going to put us further behind on trying to get project design moving forward so that we can have a good amount of information to put in front of the community meeting. That community meeting will likely shift in a little bit probably. >> Do we need next week? Is that too Is that too early? I mean, what's everybody's availability? How tolerant is everybody to sit? >> Is I mean, is
100next week doable for my everybody to consider next Wednesday another? We're talking next Wednesday. >> I I would rather do the 22nd, but we don't. I mean, it depends on how quick we need it. >> I think the 22 answer question, but at least we can maybe move some things forward. You know what I mean? >> Just Dr. Jones, could you figure out all the financial aspect on the early childhood temporary and maybe we can squeeze in a special meeting just for that where we're just discussing that aspect >> to get that ball rolling and then >> I'm fine. >> Yeah. Second is the mayor conference if that's a conflict for you. We we will be at the mayor conference. >> I I don't want to speak and volunteer the entire board for an extra
101seven meetings a month. That's consideration I'm trying to make. But I don't have a problem doing special meetings. >> I don't have a problem doing special meeting to talk about strictly the uh central office early childhood development piece once we study that funding and then have another meeting to see by the date of that. Again, I would like to spend some more time developing this committee and getting some people invited to this committee to help us steer that if that's the direction we're going to go. I'm available for an additional >> and obviously other four board members that apply I think should ask to be on it. >> You know what I'm talking about? >> Yes. >> Yeah. So, we'll try to figure out the funding for the early childhood and central office project. We'll
102have a meeting as early as next week on that and then meet again on the 22nd to uh with the entire agenda that we dive into the rebuild plan and the funding and the tax language and all of those types of things. Does that sound good to everyone? >> Okay, we'll formalize our thoughts and conversations we've had about, like I said, steering committee, building committee timeline. I know timeline might be kind of squishy a little bit, but we'll try to get that kind of job down. We'll share that back through Dr. Jones. >> And then if you don't care and can attach any of your presentations, to that email >> she can forward to us so that we can all sit there in our own time and >> yeah that's good >> stare at it
103digest it a little bit >> you know that that may be helpful too >> one more thing I want to mention on the early childhood funding uh I know that we feel like there's a good chance insurance will cover it um but if we use district fund balances to cover it in the interim we'll also have in the bond resolution that be approved there'll be a provision that allows you to pay yourself back from bond proceeds if you use any of the district funds. So just as an additional uard that'll be in that resolution as well. That's just standard language. Okay. >> All right. It sounds like you're pretty confident that we'll get it funded. I'm just u cautious enough that I don't want to spend the money until we know where it's coming from.
104Second >> any other storm recovery update pieces or shall we move on? >> Anything else? >> Thank you, gentlemen. Thank you. >> Okay, next up is the program evaluations for the early childhood program of parents and teachers. There >> going too fast. >> Not at all. >> Is there any questions or concerns? All right, seeing none, we'll move on to the artificial artificial intelligence guidel. >> All right, good evening everyone. Um, I think you've all had a chance to look at the document. This is just informative. But as you know, artificial intelligence is becoming more prevalent and uh we need procedures in our district to address how we use that appropriately. And so um I've created a handbook, procedures, guidelines. What might be most applicable to look at is the um the appendix, which is
105the red, yellow, and green. green being acceptable uses, yellow being used with caution, and red do not use at all. And moving forward with that, we'll start working on a little bit more uh informative training with our teachers and students. Currently, we do not restrict artificial intelligence in the district. Just want to make you aware. Um what is restricted is how we use it. Now going forward that may be something that we look at but currently there there is no blocks on that at this time. So I'll take any questions that you may have. Oh, additionally, uh we are going to put together a committee of teachers uh to work on like the nuts and bolts of going forward. Should we do some consideration of how we we use it differently? Um should we have
106approved embedded AI tools that we that we use? uh things like that and what are some um barriers and obstacles we see coming up that we need to be looking at and these teachers would be those who want to participate who are already using AI who are interested in it and want to make sure that we use use it in the best possible way. >> So any questions? >> Yes sir. I'm deal with things. I expected somewhere in here to see the word research. Is it okay to use AI to research according to these >> or or is it intentional that you didn't use the word research? >> It wasn't intentional. uh research, you know, uh essentially Google is an AI. >> It gathers information and so um some of the um AIs that are
107out there like a chat GPT for example goes into a little bit more in depth and it can actually compose and draft things for us whereas Google doesn't do that. However, could a student go into one of those resources, one of those AI tools and ask for sources? And yes, they could. And and I know that um we have teachers that are doing that. You know, give me links to articles, give me links to resources that that we could use in in our teaching. Uh that's that's a good re that's a good source for that. What we want to stay away from is the use to create things composed >> and claim them. >> Um is this the language that will be enabled or or be presented to parents? And >> so there is there
108is a link there uh familyfriendly I remember what we called it. Um AI in our schools, >> how we use AI in our schools. And it's it's condensed, but this is something that we will put on our website uh that we'll make available and then this we will send home to parents. M I know I'll get asked this question by someone. Is there any reason why we didn't just say fair and equal access instead of using equity and access and equitable assets? >> Equity is what is used in uh Desi's policy and in the US policy. Um if you look at the resources that I have in the handbook there, that is what they use. >> Could fair and equal be used in this? We could change that to fair and equal. >> Is it
109change the meaning? >> I don't see it changing the meaning. >> Any other questions? >> And I apologize for missing the first part of it, but as I read through it, I noticed there's professional development. So, there's training for the teachers, but I didn't see anything as far as training for the students. >> That would happen within the classroom. >> Okay. I mean, I just I to me that should be a piece is at some point teach the kids how we want them or how we believe they should use. >> It's important. Yeah. I we're we're never about banning these tools, but about effective use and safe use. Anything else? >> Thank you. Next, uh, I'll schedule a roll call vote to schedule close session to discuss legal, student, personnel, records, and real estate matters
110as provided permitted by revised Missouri statute 610.21 section 1, 2, 3, 6, 13, 14, and 21. At the conclusion of the open session, >> Nancy, hi Kevin. Hi >> London. >> Hi >> Terry. >> Hi >> Alex. >> Hi >> James. >> Hi >> Don. >> Hi. >> Next up is the proposal to revise cumulative grade point average calculations for dual credit and dual enrollment courses. Brought some friends with us this evening. Um guys, first off thanks for uh giving us a couple minutes here. Uh, good news. I've got a handout. Uh, and what we're proposing costs $0. Um, from the, uh, several hours that we put into kind of looking at this, there actually doesn't seem to be any downsides at all. This is just an opportunity for us to help some of our
111students potentially in their uh, their scholarship and college application process. Um so just to jump right in um many of you were on the board a number of years ago and I I don't remember exactly when this change occurred. I want to say roughly eight or nine years ago. Um we moved away from the saludiator and validictorian to uh what we currently have with the kumlad kumlady honor system. At that same time we moved away from uh weighted GPA. From what I've learned in looking into this, the main reasons for that was the weighted GPA. Um, one, they seemed to be um half-hazardly uh aligned to certain courses. You know, we had uh some honors courses, we had some fine arts courses, we had our student council, which is our leadership class. It just seemed
112almost kind of hodgepodgey the way that certain classes were weighted. Uh, another part was that counselors reported at the time just getting a lot of students who were just kind of fixated on getting taking the classes to get those weighted GPA to kind of push them up in the class rankings, which is really not what we'd want. You know, we want students that are taking classes that are going to prepare them for whatever path they choose after high school because that's really what we're here for, getting ready for us later. Um, things have shifted uh at this point thanks to uh Mr. and Mrs. Brown kind of reaching out. Um what we have found at the time that this change made most colleges and universities were uh and scholarship opportunities were looking at unweighted GPA
113solely. So even though we had a weighted GPA where a high achieving student may graduate with a 4.26. their actual GPA that the colleges were looking at was the unweighted, which would then drop them down to maybe a 367, you know, which is still good, but would take them out of the running for some of those higher scholarships. What we found out, the Browns reached out um and I'm I'm hate to talk for you here, but I'm just going to hop in. um reached out uh and asked if we would consider going back to waiting GPA specifically for our dual credit and dual enrollment classes which are college level curriculum, college level assessments. when I reached out to the three colleges and universities where we send the vast majority of our students. So our our
114post uh postgraduation that will be Southeast Missouri State, Mineral Area and uh Jeffco and asked them what they currently look for. They were unanimous. We will take either weighted or unweed, whichever puts that student in the best possible position. So then the question arises, why are we not allowing our students as some other regional schools are to have the opportunity to go in with a higher accumulated GPA and then qualify for these higher scholarships. So started calling some high schools around here. St. Vincent's, St. Genevie, Frederick Town, Farmington, Jackson, Cape Central, um, and Scott City. Spoke to all of them personally. They've all gone back to way to GPA as well. So, in a nutshell, that's the homework and the hours that have gone into this so far. So, we kind of got a breakdown
115here of what we're looking at. We would like to move back to um allowing for an increased GPA point calculation in the cumulative solely for the dual credit and dual enrollment classes. On the back side of this page, you'll see we currently have 75 students who uh and that's a combination of both juniors and seniors who are enrolled in at least one and most of them several um dual credit and dual enrollment classes. That's 75 students who will benefit from this boost to the GPA. 75 students who will potentially qualify for higher scholarship monies than they would if we don't make this move. Now, the great thing in working with Mr. Tucker, who's kind of our our infinite campus uh specialist, he's already been in touch with Cape Central High School, who has this exact
116weighted system that we're proposing, and they have the infinite campus student information system, and he's already found a way that we can actually put this into effect for this fall 2025 semester. So, these 75 kids who are already enrolled can start earning those benefits this year. So really what we're doing now is just looking for you guys to say, "Hey, this is exciting." And uh to kind of give your blessing that we can go ahead and implement this change, start communicating that to parents, to students and families, uh so they can they can actually start making those applications with that higher GPA that they've earned. >> Those 75 students, are they um juniors and seniors? I'm correct. None none lower than junior. Correct. Okay. What percent of them are seniors? >> Uh I don't know
117the exact percent. I know that we actually have a higher number of juniors than we do seniors. >> Okay. >> Based on this information in your statement, the scholarship applications don't ask whether it's a weighted GPA or not. They just look at GPA. >> Some do, some specify, but a lot do not. >> We both continue to stay on the transcript. >> We have the option actually it was as simple as a click to show one, the other, or both. >> What's your proposal? >> Uh my proposal at this point would be to have both available. Um that's something that we're going to talk about and look at a little bit more closely. Moving on, my the representative I talked to at mineral area specifically, I'll be honest, it was a little wishy-washy. She said,
118"Well, we can take either one. If both are on there, I'd probably look at non-weighted, but if the weight is going to help more, we could look at that. We're talking about thousands of dollars in students pockets and potential student loans. So, that was one of those, okay, maybe we just go ahead and go with the weighted only and then upon request, if they want to see the unweighted, we could provide that as well. >> Would you still would it still be visible to parents if you chose that? >> Correct. It would just be a print out on the official transcript of what they would request from our counseling department. They'll see whichever one it looks like in Infinite Campus right now there's it says cumulative and >> it says weighted and they're identical. >>
119So according to your proposal those would be different if they're in a weighted class. Now the other thing if you get into how this all works um there are a couple of different ways you could do the weights where basically the weighted courses have a greater effect on the GPA. Uh we looked at that very briefly but that could actually have adverse effects on a student's GPA. You know if they you know if they end up getting a C that has a greater impact um waiting factor. What we're looking at is what the other area schools have done where it really cannot hurt them. It's basically just bolstering bolstering their grade by adding that into the calculations um by that twothirds of a letter grade. >> So that part standards, >> correct? >> All of
120the ones that have provided us with examples, this is how they >> thanks for coming around. How did it affect you? I >> was gonna say, would you like to know? >> Yeah. So, um we went on a campus visit with um our son who's a senior and um he he got an A minus his first semester of his freshman year in a honors English class. He was like I think it's isn't it like 90 to 94? An A minus 95. He got like a 94. And you know, as a 14-year-old, you're not going to be like I can't believe you got an A minus. It's terrible. So, we were just like, oh, okay. This is high school. Um, anyway, since then he's had all A's and so a just keeps sticking out there. So
121now he has a 3.992 and so we're like 08 from a 4.0 and we went to Simo and they show you >> these are automatic scholarships. >> Yeah, >> you just got to give your information that you want to make. >> You don't have to apply for them automatically. They're going to give you $8,000 if you have a 4.0 0 and a 28 or above on your ACT. He has a 31 and a 3.992. And I was like, I can't believe we're going to lose out on $8,000 because the next one that you would qualify for is like $4,000 less just because of a mathematically insignificant. 0, you know, 8 GPA. So we were saying is there any you know and he's taken all advanced classes all honors classes um >> and this and this
122would help him right if we could incorporate this for the last few classes he has as an honor student to >> right >> bring it up so he can get you know that's almost $15,000 >> and the reason >> over four years >> is our yeah our um one of his friends at St. Vincent, the the parent was like, "Oh, I'm sure that his college classes will be weighted to fix that. He's taken all these advanced courses. Of course, that's going to help him." And I was like, "I don't see it." And I thought, "Well." So, I reached out to the counselor and she was like, "Unfortunately, we don't." And I was like, "So, that's when I realized like St. Vincent was doing it. um Cape Central, you know, like he said, he just called
123around and we were just kind of wondering why our students were at a disadvantage because they're missing out on these funds that these colleges are offering, but our students are still taking the same college classes and not getting the the weighted, you know, even though it's a college course. So, we were um then I reached out to Mr. Schaer and he was like, "Let me see what we can do. call around and see um because I just didn't like it that our students are at a disadvantage to their peers at other surrounding schools and this money is just out there automatic and I want our student our kids from our district to get that money as well. >> When did you go away from it, Mr. Shaker? >> I believe it was eight or nine
124years ago. I know that that change happened. >> What was the reasoning at that point? Um, like I had said at the beginning, uh, I wasn't a part of those conversations. Um, but what I have learned thus far, it was most colleges were only accepting the unweighted GPA at the time, scholarships specifically. Uh, and that's all shifted. Um, the biggest thing that seems when I was talking with the uh, the representatives from Simo specifically, they said they want to offer the most attractive package to incoming freshmen possible. And uh in talking with a few other folks, it seems like because college admissions are down across the board and because student loan debt has become such an ongoing part of all conversations all over the country, they're really just looking to incentivize more and more students,
125especially high achieving students like to come to college. So that's why they've all kind of shifted over to accepting the weighted GPA. prior. If we're showing students a weighted GPA and they're applying to colleges under the impression that, yep, this is my GPA. I've got a 4.12. I'm going to qualify for this. And then the school they're applying to says, no, we need unweighted. And it's now, you know, you're actually at a 3.76. All of a sudden, the expectations of what they'll earn don't match up to what they're actually going to get for that school. So, it was just about clearing out the clutter. Let's show them what the colleges and what the scholarships are asking for and let's go that route. Now that the colleges have shifted and the regional schools have shifted, I
126really don't see any reason why we wouldn't follow suit and give our students the best possible opportunity. >> And why why would you give no downside if I heard you earlier? >> I don't say that. >> I did. Yeah. I don't know what a downside would possibly be. >> Well, I thought you said if you wouldn't let it pull down there. Oh, that would be if we there's there are a couple of different ways that you can calculate weighted GPA. The way that we're doing it's it's basically a bonus twothirds of letter grade, which is how um Cape and Jackson and St. Vince have have implemented. Um Farmington and Fredericktown do the same, but they have kind of a convoluted additional piece that um we're not looking at because they're programs that we don't offer.
127Um, but the other way is is a little more complicated and it could potentially have a negative impact on a student GPA, which is not something we want to do, right? We want to make sure that students are only being rewarded for the increased rigor and challenge of these college courses and they're rewarded for their efforts. Especially if they're able to earn an A in a college level course with those curriculum and assessments, they should get additional bonus towards their GPA. Dr. Jones, were in the schools you've been in, was it mostly waiting? >> Yes. >> And if if we decided to do this, would it impact students immediately like this semester? Prior prior certain classes were only certain classes were waited not all the classes one I remember was banned well it was weighted
128to encourage kids to participate I think and I I don't remember which all which ones were chained >> student council was waiting >> student council was wait >> you're going to only >> my boys had jump. >> I think another piece of why we went away from that Victorian saludator so that we could recognize more kids at during graduation because we were really only recognizing those two. I think at that time we said we were going to be recognizing was it 10% I think was I think that's the number that I remember when we did that. >> So >> and I believe this past year the graduate class of 2025 it was it was upwards of 20%. >> Since we're on that topic had five people ask me this over three years. Why can't we
129do both? Should we not honor the number one performing student in the class? >> I don't know that that's something I can answer right now. Um, it's not something. >> Is there a reason why you couldn't still recognize? >> I I've lit literally had five people. They may have all had number one people in their class. uh who were disappointed, but it's a pretty big honor. >> I I think that's a another discussion for another evening. >> We'll put it down. >> Let's put it on the agenda and let's address the current proposal. Make a motion to revise the curriculum grade point average calculations for dual credit and dual enrollment courses. >> Second. All those in favor >> opposed. >> All right, we're going to revise. >> We'll put it on the agenda to talk
130about Next item on the agenda is the seal of biiteracy. >> Just made a little one pager about the seal of biiteracy. Um it is an option that DESIE offers for schools to do. It's basically just um a student shows proficiency in two languages. Um we um really have some students who uh would possibly be eligible for this. Um they have to have um an ACT score on reading and English of 18 and above I believe. And then um or they do um advanced or proficient on the EOC. If they do that, then they um also take what an online assessment, which is the Apple, it's assessment of performance for proficiency in languages. And then they would do a project based um uh assessment as well, which could be an essay. Um they could host
131a a cultural evening. Um there are several different varieties that they can choose from. Um it would go it would be a special stamp on their transcripts. Um, and it also benefits the school um with the APR score. >> So that let's just say they do that evening thing, it would be in the alternative language. Is that the idea? Is they post it in the alternative language? >> Not necessarily. Um, they would just explain something that they learned through um pursuing that language. So it could be um food related, it could be cultural um celebrations. Um it's it's kind of up to the district on what we choose as the parameters. Um we will form a committee and kind of talk about that and and um gather a rubric for for assessment. >> Can you
132give me a similar award that we give out that would be similar to this? >> No. >> Okay. >> No, because I can't think of any. Um, and like we are just thinking like some of our um, some of our English- speakaking students are really advanced in in Spanish. They're doing really really well. Some of our Spanish speaking students are doing well in English. Um, some of our Japanese students would be ideal candidates, too. Um, we were going to go through the EOC scores and just see what kind of number we're looking at that would even be eligible. >> Sorry, I apologize. I just can't think of anything that's similar. see ball one might be the CTE certificate come into effect in 2021 if they complete so many hours and assessments that would be additional
133to the high school and and because we're issuing it you want to ask us if we want to start giving this award >> if I yes I have your permission to do so yesterday >> all those in favor I >> we'll be issuing the seal of literacy. >> Thank you. Thank you. >> Next is the local compliance plan. You're >> up again. >> Um anytime they make changes to the state plan um for special education, we have to adopt the local compliance plan. There are no um um no changes as far as the way we do things. There are verbiage changes that go along with some of the Senate bills. And I kind of summarized it for you. is very generic. No impact on what we are currently doing. >> Motion to approve the local
134compliance plan changes as those in >> favor. We have a new local compiance. >> Thank you. >> Now we need to approve the bus and emergency routes. >> Yes. So in October of each school year, we are required to adopt these through the bus routes presented by Sarah or have these in your packet for you to review and then we would also need an approval of the emergency routes. >> Now once we approve these routes, are they still somewhat ever changing with our eb and tide of uh bus drivers? >> Yes. Yeah, too. >> Make a motion to approve the 2526 bus and emergency bus routes as presented. >> Second. All those in favor? >> I oppose. Okay. Motion passes. Bus route pay. >> We have a proposal for you all to consider. There would
135be a change to the bus driver pay, that pay salary schedule because we have had so many drivers who have stepped up and helped us with those double routes. We currently under the current practice that we have, they get paid for their route that they go run and do and then when they come and sub for that other person who's gone or the route that doesn't have a driver, they get subpay. So the proposal is for the driver to get their pay and the pay for that route at their rate. If that route takes them, if it falls into that higher mileage route, they would also get mileage. So we've tried to lay out some verbiage here for you and to provide it as an example for you to see if There are pros and
136cons to it. It is doable for us. It does create definitely more steps when processing payroll because there will be a lot of manual calculations because every person is at a different rate and every route has different miles. So there's going to be some exchanging and checking and doing some manual math we have to pull out from the payload process. I think as we discussed, I believe it was in a close session last month, do what we need to do to make sure those routes are covered. So that's why we're currently four drivers short >> 35 per route. >> They do medium and stuff here, >> 72 7 a day >> 36 sorry >> this Dr. create a situation where you have competition for this and cause angst. >> I think that would be similar
137to the situation that you would have open trips. You may have multiple drivers that are wanting to make that extra. So, they're wanting to those evening trips and so >> and the director decision fighting over >> I can assure you that's not the issue right now Mr. And we provided in in the example of that one employee the difference in pay that they could see in a month if they covered for us for a month doing two routes twice a day. >> I mean that to me that's still a reasonable amount of money. I mean to have somebody here and available to take those I don't think that's at all. I see on the contour it says that some drivers might not want to give up the two routes. Is there I mean can we
138express like this is because we have a problem right now. This isn't how do we how do we how do we address that common? >> I don't see it as a con itself because we're going to we had one return today. We're going to probably have an additional one next week. which when it comes back to the regular route, they will have a regular route. >> So, it will not be it will not be that you're going to be fighting for which I I get it. It's nice to have the extra paid, but you know, we don't have that right now. We're calling it 435 53 and try to get >> and in reality from a budget standpoint, we were we budgeted for full staffing. >> Absolutely. Not now. >> Absolutely. >> Yeah. you kind
139of explained that if if the driver that's picking up the second route makes more money than what that route was budgeted for, we might lose a little bit of money, but it could be completely the opposite as well. True. So, if it's a driver that actually is a newer driver, we actually could be saving some money. That driver salary schedule is very complicated, >> very complex. This would be to to to their advantage and they are stepping up and putting a lot of extra time in for us. approve the rate the bus driver paid for a regular route driver or a second route to be paid at their regular route paid bus if that's applicable. All those in favor >> oppos. All right. The best route. Uh on an update to the school board election
140finally being handled by the county clerk. Jared and I have been playing phone tag for four days. As soon as I get a hold of him, I will give you an update. >> Did we ever find out can Can you tell us though? >> I think at this point he sort of has. >> Well, I don't. My my point is is there any legal justification for sure. >> We've always let him say no. >> I'm going to pry on him a little bit. Try to be soft and make his decision. Mr. President, why would we do that? >> To make it easier on our central office staff. Um, they're opening special days throughout that Christmas holiday to merely sit there all day and wait for an election candidate to sign up. >> And his office
141is open those regular hours. >> And honestly, when I filed, I went to his office expecting that to be where >> that's where everybody else go. >> I I probably won't vote to give up on election authority. I just want to tell you that up front because we're we're an independent body and I realize the convenience aspect of it and if as a board member if I need to obligate myself to help with that um I don't see the benefit of besides convenience >> just you also could have more consistency as far as the practice more more assurance that everything is done properly someone by someone who is doing all of the elections. There be some consistency there where if we would have different people administrative assistants throughout the years just be more secure that
142it would was being done ethically and correct. >> I know that Nancy talked we kind of talked about it last year and she talked to him and >> I talked to him. Yeah, I've talked to him twice. He was resistant and one of his comments I believe was he was concerned that if he took them over it would be an inconvenience to the Alenberg district because they would have to drive up here at five but I think their board could vote to keep them there. >> Yeah. Well and yeah and I did explain that to him and because he also was worried about the other school boards in town. I said they're not elected though. I mean they're just >> so I mean we had a good conversation. Um, and I basically I just got
143his pros and tried to throw some cons and I mean, you know, we I felt back and forth. It was a good and he did offer to if we felt that the reason we wanted to give it back to him was we didn't know how, you know, the filing went and everything. He did offer to come over and meet with the people that would be handling it. I mean, he's very he's cordial. Um, but and at the time I spoke with him, his assistant was at a state conference and he felt that there would be some direction given to them from that state conference and I he hasn't gotten back with me since. So, and that was probably >> at this point it's only been foam tag. So, I can't say one way or another
144how he truly stands, but if we need to have more discussion whether we want that to go back then, we can do that before I talk to him. James or Nancy, had we not in the past I mean I I think I remember where there was a week where you couldn't >> Yeah, you well >> I mean it was just stated that okay December till such a date you could you could turn in your application or then there was a week and then it started up Yeah. >> Basically, you wrote the filing period around the regular office hours of the central office staff. >> Yeah. Have we contacted the secretary of state and asked what were >> that is that what you're saying? >> Well, I thought it was okay. How long is school out?
145Two weeks >> pretty much >> that there was a week in there when you when you couldn't come in, >> right? >> But I but I don't think the state changes the >> right >> final date. >> There's a three-week window period. They won't extend it into the first week of January. >> December 30th is the last day to file and you have to be open until 5:00 p.m. for any >> Okay. >> We would be closed on that date. So now >> that's that's the part that has changed. >> Okay. Is it beyond that? >> There other dates just that is the convenience. >> If we're closed as the district is closed, we can put that in our statement. But you We're just asking about >> Well, >> but but we're closed all the
146other days. So, >> yeah, I was just going to say come during those times closed and they would be open >> 8th through the 30th or something like that. I mean, everything after the 19th, you're down, right? >> That whole week of Christmas, 22nd through the 26th >> and then the 29th and 30th. >> We're there. 22nd. That is an open day. >> Oh, okay. So, you got one, two, three, four, five, six. You'd lose six days that or somebody would have to be here for six days and we're not going to have come in on Christmas or Christmas Eve. >> Well, I mean, to me, it's wrong that they include the holidays as part of the three weeks because you everybody auto those two days. Well, and I know Jared said there was some
147talk, I guess, the clerks in the state to change those dates to make them like the filing dates would be maybe the last week of November until like the >> Yeah. right after Thanksgiving, December, >> that time frame in between. >> Since you weren't over those Christmas holidays, be better. But I only No, I don't. >> Well, didn't it used to be four weeks? It did bleed into January, didn't it? Cut it. They've cut it back to 3 weeks, I think, is part of the problem. I think it did go into January previously. >> So, it was easy to take that Christmas break off. >> You You didn't Yeah. You still had time >> because you could think about it then on Christmas if you wanted to or not. I mean, >> and you still
148had a week to do it after Christmas break. I think that's I think that's what the change was is complicated >> just makes for a tight window for the public. >> I mean when I signed up I was leaving it was I signed up Christmas I left on vacation and the last day was like if I was going to sign up it had to be that day because it was holidays and then the 30th. I mean, >> I think if you have an option to have it at a location that is going to be open, whether or not it's >> Yeah. I mean, I don't I don't know that we really gain anything by doing it ourselves. I mean, I we're not losing anything by giving it our keeping it, but I don't think we
149gain anything. I agree with London. It's just I can do a couple hours myself on New Year's Eve. That will help. >> I will not be able to do that. I will be at home with kids because they're at school. >> Well, don't you have to have somebody that's a notary? >> Yes, it has to be. >> I think it has to be the same person because >> I'm not because of that consistency piece. I mean, I it's fine that everybody volunteers, but I think if you were talking about a consistency piece when a candidate comes in, they need to be handed the folder and explain the folder in the same manner. Otherwise, you may get a different presentation than myself or Kevin or whoever is the next candidate. It needs to be a very
150consistent. So, we need to have a designated person to to speak to each candidate in the files or they're going to get a different presentation. Nobody comes in and gives you the board of ethics book and she gives you the application and she gives you the I mean, there was a whole folder. I got it twice, right? If you had a list to go through, here's the other. Here's the I said at this point I haven't talked to him. So I tell him Matthew Berkeley and checking on this kid. We went to school together. But I uh I think last year we had talked about it and when it came up again this year I was just going to reach out and see if I >> do anything. So that's the reason I did it.
151I don't know if we want to vote whether to proceed to try to move it to the county clerk or we want to keep it or how we want to proceed from there. At this point, there really no update. >> Okay. So, who took care of it last year? >> That's who I was a backup. >> So, I don't know how Dodie handled that specifically. She was a notary, so I assume that she notorized it after. I do not know the answer to that. call him and see what he says and we can discuss it. >> I mean, it might not be moving anyway. So, >> yeah, I mean, he may just tell us no, I think. >> The board refresher training uh number eight. uh every year we have that hour or so piece
152that we have to watch the videos. In the past we've done it together. Um to me the only benefit of that is it sparks some conversation amongst us after watching video. Um that's up to you all whether we want to do it as a group or as individuals. There's no benefit I think either way as far as MSBA is concerned. We'll do it as a group. >> Yeah, I'd like a group. >> Yeah, schedule a group. >> Terry and I do not. >> You don't have to do the board member refresher. I think you'd be welcome if you wanted to, but you'll have that additional. You'll have the pieces. >> I got plenty of >> I'm sure you started. So, >> so we'll try to schedule a date for the group. usually start. >> Okay.
153Superintendent report. >> Are we doing the meeting of the 22nd at 6? I guess it's home a little earlier. >> 6 football, right? >> It's seven now. Hey, Mr. Hayden. I think you're >> uh very similar to what we've seen the last couple months. Uh I want to share with you about two weeks ago did attend a career fair at Simo University, accepted three applications, a resume, excuse me, uh from prospective teachers. And March 5th, they will be having another uh career day specifically for teachers and that will be returning back down there uh in March. Sorry, it's not a little bit bigger. Uh but we we will be deleting a couple of these, but we also will be adding a couple here in close session. So, very similar to what we've had. >> You
154said you got three >> three that's for future possibly. Some were just a junior, one that's going to be graduating at Christmas time. Did you ever have any bus driver career fairs? >> I was I offered free uh you know Starbucks and gift cards and actually I took I told him if they do they will have to drive a bus for three years but they have to be 20 years that's there. We'll be filling a couple of those here in close session but also having a couple the attendance report. >> Attendance report. I kind of switched it up a little bit this month. And what I did is to add that there. We go. Uh what I did, I took the day after our last board meeting, which would have been September 11th through last
155Thursday, and so that was the attendance since our last board meeting. So went with that. Uh first of all, we had the primary center here. and overall 96 and then it did from the beginning of school on August 20th through October 2nd. So not quite small enough to yep. So 96.26 26 uh there for overall for the first almost two months of school for about seven weeks. And I think you guys have had an opportunity to look at this already, but just kind of go through that also elementary and just kind of give you a different report and I plan on doing that probably monthly if it's if you guys and gals are okay with that and then do overall switching up just a little bit there. that uh very pleased and I I can't
156help but I'm going to do this at every meeting the folks that are sitting here in the audience which would be our building administrators uh emphasize their importance and what they do reaching out uh we did send out before the year started uh they're doing a great job of contacting our parents to let them know and Mr. Tucker, I'm going put him on the spot. Thank you. The first Friday of each month, as we did last year, there will be an attendance go out. If your student has perfect attendance, that's awesome. Take them to Sonic or somewhere or McDonald's or prize there, so to speak, or reward. But we're doing that the first Friday of each month, just so students, excuse me, parents and guardians are aware of that. So, just kind of scrolling through
157each one here. And uh very pleased. And these guys and gals are working very hard. Thank you. uh administrators for what they do each and every day uh to make that work. So >> I have a question about high school. Is it I' I've just noticed ninth grade is always so much higher and then it goes down. Is that is that because we can drive ourselves? Is that because like what why does the older they get the attendance just starts seeming to fall in high school >> and I'm a high school mom so I'm invested I I mean I'm asking for >> part you asked for the cry you mean that they're >> they're responsible for getting themselves to school like is it is it student responsibility do we think do you think there's a
158reason >> as a student progresses through high school there are other um demands on their time and energy. Um, you know, when they get when they turn 16, they get the car, now there's a job, now there there may also be extracurriculars and things like that. So, there are more days where they maybe they just choose not to come or they have other obligations that keep them from coming. Um, I will say it's not always that the freshman is the highest class year after year. Sometimes it's it's the lowest, uh, which was the case two years ago. They were consistently the lowest all throughout the year. >> Um, it's Each class kind of has its own personality and issues that we deal with and and uh it kind of varies. >> I I have a
15915-year-old who every Tuesday morning ask if he can just go during the second hour instead of first hour. So I understand. I just want to >> that extra 48 minutes of sleep. Yeah. >> Apparently it means a lot. >> Yeah. >> What we've noticed like at the elementary between third because third is always better than fifth is the older the kids get, parents let them stay home by themselves and it doesn't inconvenience them if they're sick. So, like for me, I have a third grader and a eighth grader. The eighth grader's sick. I just say, "Here, Noah. Here's some water and some Tylenol. Call me if you need me." If Piper's sick, I got to take off work to stay home with her. And so, we notice as the kids get older, it's much easier
160as a parent just to leave them at home >> and it doesn't inconvenience you because you don't have to take off your time. >> Is it some on our annual report, we're graded as far as the 90 for 90, right? Or 9090 number. It's not actual attendance. It's actually 90% of how what percentage of the kids are there. That's that number at the bottom, right? Attendance status percentage, the 086 the as we've mentioned, we still are not sure if that is accurate. >> Yeah. Which and I and I get it. My even even just the general attendance, it's still we're graded as a total of all buildings, right? I mean, is there a possibility of just getting a total from what the average is? I mean, in this case, it's pretty easy because they're all
161pretty much right at 35. I can get that for next month. Mr. Robinson, >> I'm just curious. >> I want to make sure we're tracking all glad to add it to the report for sure. >> I mean, these are going to be the numbers we report on for the 90 for 90, right? >> Yes. No. They're they're still trying to figure out what 90 of 90 is at the death se at their level because I don't think anybody's come up with how that formula is calculated because they can't tell us how it's >> and I get that but they're still grading us on it. >> I'm sorry to be >> No, no, no. I get it. But they still grade us on it. So this is the number we turn in is my point, >>
162right? Is whatever that number is. >> We have a different number we turn in. >> They get their tools from our from our from our student information system. So they get all of the attendance information from every kid >> and they pull it somehow. >> So it's not a number we report to them. They pull the information. >> So this is our best guess how they want to. >> That makes more sense. Thank you. >> Thank you. >> Financial is amazing. >> Okay. So, I am really glad that Mr. Framan is here so that I can give him credit where credit is due. Wish Lacy was here because she also was part of the creation of our own dashboard. But it looks pretty familiar, doesn't it? >> If that falls apart, Yay. >> Yay. Yay.
163>> So, um, Mr. Framan took the time to sit down with Lacy and just kind of to understand what was currently on our dashboard with the frontline company which did a direct pull from our books and um Lacy and I both were very frustrated with with Frontline and I haven't used that dashboard for several months with you guys because we rolled over to the new school year. we'd never have got it to calculate accurately. And so out of hearing that frustration and what we were doing, um, Mr. Framan said, "Hey, tell me what you want." And this is what they were able to create. And it is identical. And it gives us three years again because it was very important to me for transparency that as a district, we aren't just looking at a single
164year to date. one at a time, one one small little narrow glance. I want to be able to see where we are comparatively to the prior years. So again, it is separated out. The first one would be the revenue, local revenue, state revenue, and federal revenue. Gives the current year, which is the dark green. We're going to shuffle around. of year one, year two because year one to me and Lacy should be probably here in the middle maybe because it's the prior year. Year two you've been here before. This is our first show of this. So very proud of it because it still gives us the same information. We want to know what percent of the budget we are in. So every month we're looking at a 12 month budget. We want to know like
165where are we in comparison to this particular month where we were the prior year. And the same thing for I'm sorry >> Dr. Jones if you're wondering the federal revenue that was from the MCO grant that was approved a couple years ago. That's why it's almost doubled. This is the final year of that person expansion. Sorry about >> no thank you. And the next, just like we did before, we split it out by expenditures so that you can see all the different expenditures and broke those down into objects such as the salary and benefits, purchase services, and supplies and materials. So, we will continue to play to this, but I'm just so very grateful um that his expertise with Excel and the graphing and then Lacy's unbelievable knowledge of how the the codes all pulled
166and matched together. So, very grateful to have them on my team to help me with this and I'm excited about what else we're going to get to do with it. Sorry, I'm trying my two computers. >> Any questions or comments about the current financial next piece is those uh tornado recovery expenditure piece. So, we've been running you a separate ledger so you can just kind of see some of the expenditures that were tornado related. Those are starting to get to be as lesser of a list. Um, what I think I would like to present to you is moving forward that total overall so it could reflect the 5.5 million that's already been expressed to us. So we can watch and see how that's going out as a total number. What's coming in as a large
167number and what's still remaining to go back out instead of the items line by line. I think this is going to be it. We're just about done with all the small small things. We placed pretty well everything minus some picnic tables that I didn't realize blew away and never came back from the tornado at the elementary playground. There's a few other things obviously, but it's going to start getting smaller. So, I'd like to take us back to that big picture and start tracking those big numbers that are coming in from those insurance advances. So, we're seeing and tracking that. >> You're using that balance sheet or possibly just a revenue flowing in and the expenditures going out and it compares. But if you've got other ideas, I am open to >> still I'm still gray
168on that. Like we approved a bunch of bids, but yet we hadn't paid some of them or we're paying them out of our balance and still waiting on insurance. >> I like that. >> Okay. It's it's it's a bit >> seeing that all together would be >> it's a bit of a shuffle because it all it's all in our book, >> but now we have a whole separate pot that we're tracking on top of everything else. Next is the board newsletter. Lots of dates on there. Everybody read it. Any questions or concerns? >> Good stuff. This looks great, Mr. Lots of >> Click on it real quick. >> Yes. >> Sorry. >> Middle school practice building by the middle school parking lot. you all get a chance. This will be linked you all to see
169information from this. This >> Yeah, it's really great. >> It's really great. Looks good. >> Next is our spot on technology. Seven. [Music] down. It worked earlier. [Music] I sound better. >> That's not a neat problem. [Music] >> All right. >> Okay. One more time. [Music] >> My name is Mark Freeman. I am the new IT director for Perryville Schools. I'm very excited to be here. I'm from Detroit, the Detroit area. So, car metaphors kill in Detroit. So, I'm going to try it here. If we are a vehicle, if if what we do here at this district is a vehicle. We all have different jobs, different parts of that vehicle. Like for example, the teachers would be the engine. They drive what's going right. They are what pumps and and makes us go. Our facilities
170group would be the powertrain where the wheels meet the road and moving us forward. Administration, the school board, they would be the one steering the wheel and hitting the gas pedal. So, what direction and what speed are we going? And then it would be the dashboard. It would be all the electronics you see when you're driving a car that connect all those pieces together and make them work together. One of the jobs of the dashboard is to collect data and put all the data in a usable format for the driver. So for us at Pville, that data would be from the time a parent registers a child uh through our tool infinite campus. And then that data allows us to help the student move forward from things like their what class they're in, what homework
171assignments, what teacher, uh how their testing goes all the way through everything till the very end where they do their placement tests or their ACT tests or things like that and even beyond when they have transcripts. So our job is to not only collect that information but also make sure it's safe, available, and that it moves forward with the child to make sure that we as a team can help that child. >> Infinite Campus has been amazing. A it allows us to take attendance every day so we know that the kids are here and that they're safe. It allows us to communicate with parents. It allows us to be able to have all that students personal information in case of an emergency. We can contact their emergency contacts. We can have all those pieces. Um
172it'll send emails to parents if students are absent. um update on grades. And so it's really good. It's kind of like one-stop shop for all um student personal information, which is just so helpful that we only have to go to one spot. >> But we're not just about data. We also have a lot of the pieces of the vehicle that work together that we're responsible for. To give you an idea, here in the district, we have around 7,000 devices that connect to our networks. >> The Prometheian boards, which are great for like interactive lessons, games, they can literally be used as a whiteboard. We use those. And then we also are one to one. So every student does have a Chromebook. And so um like we saw today like you can have students doing interactive
173games on both the Prometheian board and their individual Chromebooks. Um but by students having their own Chromebooks that's allowed for us to really promote digital citizenship on teaching kids how what appropriate is with technology. You know once something's out there it's out there. Making sure they know how to like type a paper and use Google search and do all those pieces. And so we want to be able to give them those skills that they can use later in life. Technology is a huge part of our dayto-day. Um I'm in both the middle school and high school and um through our library, we help support the student Chromebook issues in addition to most of our um curriculum being on the student Chromebooks. Um sometimes those devices also just just don't work. And so our technology team
174is really fantastic at responding to our work orders. Um I I feel confident in telling a student I'll have an answer for you by the end of the day. Um if not within a couple of hours. >> Um definitely. Um we have substitute teachers in here. They are over here in a drop of a hat to get our subs in and get them ready to go. They help with kids Chromebooks if they go down. They help with teachers. Um they are always willing. I mean um we have probably one of the best technology departments I know of because I mean they help us constantly. >> The IT team we have here is fantastic. They are like the pit crew you have at Indie Race. They're fast, they're efficient, they know what they're doing, they're experienced.
175Um, it's it's been a great privilege to step in to the role with such a great team and to help them as we move forward into our next challenges. >> Very nice. Thank you. >> Thank you. Second. >> All those in favor.