001under God, indivisible, with liberty and justice for all. >> All right. Sorry for the late start, but we welcome you to our regularly scheduled board meeting of the Laurel School District. We'll begin with public comment. soon as I could pull up my public comment spiel. Public participation is encouraged in the Laurel School District. All meetings of the board will be open to the public except as provided by law. Scheduled meetings of the board may be recorded. Audience members may address the board during public comment for non-aggenda interests or during the discussion of the relevant printed agenda item. Your attendance is welcome. If you plan to speak to the board, please look over the information on the agenda, then complete the public comment section on the other side of the cards at the back of the
002room and give it to Superintendent Torx or to myself. Public participation is a right that carries certain responsibilities such as informing oneself in advance of the issues being discussed. Voluntarily being as brief and gerine as possible, not unduly repeating remarks others or you have already made, and showing respect at all times for the rights and opinions of others, whether citizens, board members, school district employees, or students. Do we have any public comment for anything that is not on our agenda tonight? None. Hearing none, we'll move on then to our next uh agenda item, which is a presentation by Laurel Intermediate, the Mighty Math Masters, which I assume are right here. >> Yes. >> All right. >> I'm Elizabeth Meyer and I um got this wild hair and Sherry said yes. that I was going to
003start a math extension group and so I kind of just asked some kids that I knew loved um you doing that loved math that I knew from last year. I kind of looked at some data and you know so I made this math group right here and our first meeting I was like all right guys what's our endgame like what do you guys I have these extensions and they were long they were like 80 slides of math and and the kids not even here that said hey maybe we should present to the board and I'm like for real do you guys want to present to the board and they all were like yes and I'm like okay so when they were all done they they made the slideshow they had very little guidance for me
004these kids are awesome. They're driven. They're hard workers. They persevered. When they didn't understand a question, sometimes they would come to me, but most of the time they asked each other. So, this is a group of awesome math kids, and I have had so much fun with them. Even though they're crazy, I have had a blast. So, without further ado, further ado, whatever. I'm nervous. The mathematician, the masters. So, so here are the names that people of people that have slides in this presentation. Some of the presenters are Wyatt Bishop, Logan Cash, Nathan Shanks, Quincy Stevenson, Mason Smith, Ever Maze, Will Why, Sher Kudson, Brendan Markyard. People that are absent but still have slides, Havenerson, Sienna Dennett, and Hudson Gorick. So, we'll be starting with there will be two different types of slides, math and
005create. We'll be starting with the math slides. >> Next slide. >> It's not going. >> Oh, >> this isn't working. >> Wait, wait. >> There you go. Um so here I multiplied fractions that were 1/2 um below 1/2 and above 1/2 by six uh to find if they were if they equal more than one or less than one hole. Next slide >> right here. Um we applied uh bigger numbers and put them into partial products which is putting the numbers into easier equations and I use the box method. >> Next tonight I will be presenting all of the people that are not here tonight. Sienna was multiplying small and large numbers with the order of operations. Next on this slide I was uh making numerical expressions while using the order of operations. Next >> um
006this is me. So I used um I used my knowledge that 100 * no 25 * 4 equals 100. So then I added another 25 which is 125. >> Next. Um, this is me and I was using partial products in the box method. >> I was multiplying small numbers and then it's adding zeros. Next >> um um in this slide I was adding fractions and I had to find the common denominator. >> Next >> I was I was multiplying big numbers. talk. >> Um, I'm here doing numeral expressions using the order of operations to find the the expressions to the numeral expressions. Even was showing the parts and then showing the first parts to adding fractions. Next >> uh here I was working on exponents by dividing uh oh dividing and multiplying fractions. >> So
007I was showing some problems that could occur on the trip like a ship travels 9,800 miles in 14 days. How many miles on average did they travel? Next, that was the math examples. So, here's the more fun and things that might happen on the cruise ship. The create examples. David is showing the parts of the rocket that she will and has worked on. Next, >> on this slide, I showed the food that we might need on the launch mission. Next, >> so on this, I took a snapshot of the floor on each deck and put into where all the activities will be held. And the dancing dude is where a concert will be held every three nights. Oh, back. >> It's okay. >> You did, right? >> uh it's a picture of all the activities
008and all the movies throughout the day with all the times. next. >> Um, here I was finding a theme for my escape room and kind of just a fantasy of inside of a ticking bomb and you have to try to solve problems to be able to get out of that ticking bomb. >> This slide shows a package that passengers could buy on their cruise. Next, >> Hudson is creating another package that people could buy on his cruise. >> Next best. >> In this slide, I was multiplying fractions to find the area of animal cages. >> So, this slide's representing all. So, I made a buffet and this is all the foods that will be put in the buffet. >> Um, so here I converted um like liters into milliliters to find how much water um
009each animal needs. >> That's all. Thank you for letting us present to you. Um, their next project they want to work on is they want to make fifth grade videos for next year's fifth graders on their standards. And one thing we didn't talk about is there were six extension groups or activities. They could make a cruise ship escape room launch mission. So they all got to pick what they wanted and now some of them are working on a sixth grade one for football stadium. So yes, they they've been working hard. So yeah, awesome guys. >> Good job. Good job you guys. >> Thank you, Miss Meyer. And thank you students. You guys can go home. >> Go home. >> Sing around. Did you guys notice there were >> I was kind of curious since they
010weren't all here. Maybe there were a couple more girls, but that's what I But you know, >> that kind of fits a lot of times with the younger kids though. >> All your friends Good. My bad happened. >> Well, now the fun's over. >> We can go back to the boring meeting. >> So, now we'll move on then to our next section which is correspondence. And of course, again, thank you all uh in the community for your support and uh work in the school district. It's very appreciated. Um I will just make a note of the um fiscal 2425 um letter from our auditor. Anything we want to add to that as part of that correspondence? Not for me. Julie, do you have anything down? No, there's nothing on it. Pretty straightforward. Will be done
011soon. >> Yep. Moving on to the consent agenda. Do I have a motion? >> I make a motion to approve the consent agenda. >> Have a motion to approve the consent agenda by Britney. Is there a second? >> I'll second. >> Seconded by Jenny. Is there any other board discussion? Audience discussion? Hearing none, we'll move to vote on the motion by Britney to approve the consent agenda. Seconded by Jenny. All in favor say I. >> I. I. >> Any opposed? >> I think. Did you hear Donnie? >> I heard Donnie. You Donnie was an I. >> I believe. >> Correct. >> All right. Motion carries. Next, we have action items. the high school bond. So, I think we're going to talk have you guys come up and talk with us a little bit. I think
012this is kind of a combination of presentation and bond so we can wrap our heads around what we're looking at. >> Okay. I'm pretty sure when I decided to do this, I did not consent to having to follow 12 adorable fifth graders. Oh, not that cute. Um, what we have here today for the again, you guys have seen me a little bit, but just in case, I'm Mary Demer. I'm at A&E plus SMA design. We've been working with the Laurel High School team um and really the Laurel School District over the past couple months to uh start to take a look at opportunities for the future of Laurel High School. Um, with that, this is really a followup of the presentation we had two weeks ago. So, the packet that I'm sending around now should
013be very familiar. There's not really any new information or content in there. Um, but what we're working towards now is a deadline at the end of February that if a bond issue would like to be put on the ballot for May, um, that this is the time to finalize what that bond resolution and that final bond amount is. So what we have here um is again really just a recap from the previous information just in terms of what that team had explored as opportunities and priorities at the high school and what that looks like um and then the impact that that potentially has for the district as well. um there's any which way and direction that we can go here and I'm more than happy to kind of answer questions um and help facilitate and
014offer um anything that Matt and Chris and uh Renee and Julie have been on the committee as well to kind of demonstrate what that looks like. Um but more or less the goal of today is to start to think about what do we want that final commitment to be if any at all. um and then potentially answer any additional questions about the bond language or um the the bond amount itself. >> And we did ask and thank you Shane. I know you're super busy with a just a small project in Helena right now, but uh we did ask Shane also to come if we wanted to piece meal this out or strip it down and Shane can help us understand what some of the impacts of that could be um budget-wise or systemwise is we
015say we want to strip something out but it affects another thing. So, we have the whole team here to help us work through this since we have to pretty much decide on this uh tonight and finalize it by the by the next 23rd. Shane, uh our owners rep was given by A&E all of the uh the project scope and the estimated costs and all the things that were uh being developed and uh I I asked him to go over it and find hey, these going to be fairly accurate costs. So, he's been working with A&E and just making sure that those costs are uh are legitimate costs and can we do what we would like to accomplish, the committee wants to accomplish in the budget uh set forth. So, if you wouldn't mind just speaking
016to that for a moment, uh just to assure them that uh you've done all the owners rep background even though this isn't your technically your project. You've uh >> Oh, yeah. I would just definitely want to look at this for you guys for sure. >> Um >> and then obviously help pay as much as I can. >> Yeah, I went through the budgets. I'm pretty comfortable. They were fairly well um lined up with the dollars that I normally see. One of the things I think the board needs to ask themselves is one on the mechanical systems early on. Are we going to put cooling in this? If we are going to put cooling in this, we probably want to I want to revisit that and go through that with A&E a little more. And I
017I think that's an important distinction um of where we're at. So if yes, we are going to you obviously have to upgrade your systems. You have a lot of deferred maintenance that we need to to handle. But from that perspective, does that mean we're adding cooling to the system? because that changes the dynamics a little bit and that is not accounted for in here to do a full cooling side of this. So I think that's one of the things you would have to maybe we should decide that up front. Um and there's not potential down the road that we couldn't afforded if everything went really well similar to how we were able to run through the elementary bonds. Potentially that would be a a possibility. Um, but for the dollars there, we should probably make
018that call up front maybe and then we could prep for that. >> So, it doesn't have the cooling prep in it like >> Well, you could put the prep for the dollars to have in there. You could not install. >> We couldn't install it for this, but the cooling prep we could >> Yeah, you did on the other buildings. >> Yeah, I think so. I think we would be okay to you could make sure that the equipment comes with cooling coils. You could prep for the space to be plumbed for that. inside the dollars that are there now. >> Yeah, that's pretty reasonable. I I think I think we'd be okay. Um, pretty much the rest of it was in in good shape. They they do have an appropriate contingency. Um, infrastructure on the exterior,
019I do want to talk to maybe a little more about that. We have a $50,000 placeholder which could be for anything the city might, you know, if we need to add additional water service because we're upsizing or something like that. I want to make sure I understand exactly what they're looking at from that perspective. Probably going to need an electrical upgrade. So, if we're putting in a new CTE, um I'm feeling like we probably are underpowered there. I would guess >> additional. >> Yeah, that's what I So, we would need some Well, and I I believe the numbers still support we could get a a power upgrade. Um, so all in all, I think I'm in pretty good alignment with their budgets. Other than I would ask that you would make that decision maybe up
020front so potentially we could put some more dollars to it if we need to, if we're still able to do that. I think we are. Um, one of the other things when reading through the bond language, um, I just made a note. I don't know if we want to, >> it's on the third page. It's listed as page two. I made a note of it on there. So, if you look at it, uh, I made a note on it >> and that was uh, under paragraph one, calling of the election. Uh, there's a a sentence in there that talks about uh, well, multiple sentences talk about what would be done. And one of the things is construct a covered walkway to the existing sports complex. >> And it's not that we wouldn't want to do
021that, but that's something I'm not sure we want to have in here cuz it does >> commit us commit us entire hands to that. >> Not to say we we wouldn't want to do that, but that may be a fairly large item that we could leave off of this. And if we can, awesome. Because that would be other site improvements. >> Yep. Um, but putting it in here really commits us to that. That may be something we want to take >> and there's a there's a dollar figure associated with that. I I think would be careful though is we don't want to >> lock yourself into that when you haven't finalized a design. Um, yeah, >> I would just be careful with that language. >> Yeah. >> Um, outside of that, you know, I've built
022it. I think the schedules I think we can work within that schedule for the renovations. you know, we could get started. You know, if it's a May election, June, June through December be designing, um, we could start picking up any work while schools in session, we'd be like the additions. So, we could coordinate coordinate off those areas, be able to start the additions while school was in cuz obviously a lot of that work's going to have to happen even while school's in. Um, you know, and then hit the summer work as hard as we could um that first summer with uh mechanical, electrical upgrades as best we can. Um the roof, you know, one of the things we'd have to do is try to hit that roof during that schedule. Um potentially for doing the
023the gym upgrades and lighting and hopefully we get that done over the summer and then push the remaining large renovations to the interior classrooms that next summer and be able to plan accordingly. So and then have a clean up, you know, clean up any remaining scopes of work in summer 29. So, I think it does fit within our, you know, three-year bond requirement, threeear >> time frame. So, I I think it's doable for sure. So, >> it seems a lot like West to me. >> Yeah. >> Similar bigger scope though, but to the interior. >> Yeah. And we're kind of tearing the rooms up a little more. I would say we're doing heavy renovation versus some lighter touches like we did at at West. Um, I still we can work through that if we planned
024those heavy renovation pieces during the summers. Um, you know, allow not to interfere with school. I think if we planned it that way, we'd be we can get through it in the two >> it would be three summers, you know, that we would have to work with and still give A&E time to get through their designs. So, >> how does everybody think about Oh, sorry. Sorry. I just I looked the other way. >> No, that's okay. I I have to make sure I'm just just clarifying. You're not part of our project this year at this time. >> Not Not yet. You'd have to >> We would have to hire him on as a uh >> the owners rep for the high school bond. Should the high school bond pass, we would hire him on Well,
025we would >> So, this is a little pro bono work, right? >> Well, I'm still fully engaged in I'm I'm doing work at Graph. working for prepping for the >> but we had you hired way before we started the work on the other buildings. >> No, >> I thought we did. >> We hired him after >> After the bond pass. Yeah. >> We engaged we engaged Mary and Brad and Chad of A&E prior to the bond and once the bond then we went out once it passed then we went out and got ourselves an ownersh. >> I'm pretty sure you were the first hired like I think we hired you in like June after the thing. Yeah. >> Yeah. Was >> I for some reason thought we already had Yeah. >> Okay. >> Yeah. And
026I don't catch I'm already doing a lot of work for you. This is not a It's not out of my way length whatsoever. And I'm happy to do it to make sure you guys are in a good position. So, >> does anyone feel that this is the right size bond? I mean, and um we've got it up on the screen. There were three options presented by the committee. This is this is the 62 and almost $63 million option, but then these other ones have smaller price tags. And I think that's in Mary's presentation. >> It is. And then there's certain projects that are you can see on the right side on those that list Mary scratched things out as we change. you can see, okay, it wouldn't uh option three, concept three, you would lose
027these particular items. So, she scratched those out. >> Okay. >> And I would I would just add that there's still flexibility within that. um that these are really ideas to help define a scope and a cost that there is flexibility one within design but I think the more that we can rightsize and understand what you guys want to accomplish and that's priority list to the best of our ability we've tried to align what those goals are also with that project cost so that we can kind of go through and filter those and understand the impact that each of them has to that total bond amount. Um I think you did a good job of stressing this earlier. Some of those go together which is why we're strategic about not crossing off certain things. Um, but
028really at this point it's a matter of, you know, what feels comfortable to go out to the community with and what also do we know are priorities of the high school that we would like to accomplish. >> So, Miss Barry, when they were talking about the uh the air conditioning, I know that's not included in there. Is that accurate? >> I would say that that's accurate. >> So, if we were going to if this board said, "Hey, we'd like to at least budget for air conditioning when we're doing this uh mechanical system." What that would obviously change our bond amounts probably. >> Yes. So the tricky thing about anything with your mechanical or the existing building is that if we do something we're not doing it to one room we're doing it everywhere. So the
029impact is great. Um so what I would do is probably increase that score but a number of probably to 100 at least 100 more than that something like that. And then right now that your existing building is about 103 in terms of square footage. And so that's, you know, at least a million dollars a third. >> So if the board says, "Okay, we'd like you to uh add the air conditioning and maybe that's going to become a $64 million bond instead." Then um that would be a choice they would make. You would go back to the drawing board, come back with the new language and the new numbers, and we would approve it on the board would approve it on the 23rd. Then if that's the case, >> yeah, and I would say actually at
030this point that probably impacts mostly the numbers. The way that that's captured in the language is there's kind of a generic like existing mechanical electrical systems coverage. And so that wouldn't get as specific in there. It's with or without air conditioning unless that's something you guys wanted to do. Probably wouldn't recommend that because it's really specific. Um but it would impact kind of the whole law amount, >> right? So the language probably not much of a change other than constructing a covered walkway where you probably want to eliminate that. >> Yes. >> But um you wouldn't have to change anything with the AC would just be the bond amount that we need to look at changing. >> Absolutely. The other thing I would maybe call attention to is kind of in the back of this
031packet. This is the only thing that's really different from the previous presentation is there's a cost model and then there's a cost model with alternates. And on that second page, what that's saying is there's certain things that within this, if we wanted to potentially lower the bond amount, um, but still kind of hold an opportunity for those, I think just to support Matt's point, the covered walkway is a great strategy in terms of that's not our first priority. If we have some extra money, if bid day goes really well, that's something that we can kind of parcel out. Um, and so those are projects that are a little bit easier to identify at this point as might be successful as something where as long as it's not the most priority. It's something we can add
032back in and be a little bit more flexible and adaptable through the design of the project. Um, upgrading our mechanical systems is not one of those. And so just as you think about that total bond amount and what things might make sense to pull out, um, there's some suggestions there, but obviously that's really up to this team to decide what the priorities are. Jenny, >> the only thing that gives me pause and we just got the updated enrollment numbers is that we are have fewer enrollment and I don't know if I'm comfortable bringing this to the full comprehensive plan in the community when we have fewer and fewer students. However, this could increase our enrollment if we become, you know, uh um an opportunity for for surrounding kids, you know, to come and do CTE.
033But I just did you guys address that in the committee? What were your thoughts on that? >> Yeah, go ahead, Mary or Rene. >> I mean, I think yes, we talked about that. I mean, this is I think the drop in enrollment has been an ongoing issue, right? And I think that we have to find a way to capture some of those kids back to our district by doing things that are creative and are outside of the box and are new and are different. And I think that's the only way that schools are honestly going to survive because it's not just our school that's losing students. So we did talk about that and that this piece of that is really looking towards that of because in the high school I mean kids are littleer it's
034not really their choice that they're leaving the district. When they get to high school it's a lot of times the kids's choice that they're leaving and going to a different school they're going to home school they're going online. Um they have a lot more say in that. And so I think this is an opportunity for us to um keep those kids or um attract kids from our area. >> And I've talked to a few CTE people and that was the sentiment they had too was it's really needed. The Billy's Career Center is like at its limit, >> right? And so this would be a great spillover opportunity for that district as well, but also for Park City kids, Joliet kids, even those kids who are looking at this these pathways that those smaller schools maybe
035aren't able to provide and give us an element of attraction when it comes to these kind of programs. >> I would just add I think it's a really fantastic question. We did spend quite a bit of time talking about that and it's not included in this presentation but there's kind of like a summary of the demographic report in the previous one. Um it's part right because I think in most fond situations what you're doing is playing for growth and that's a little bit easier reason to understand and is very accessible like where are these kids going to go. That's not the case here and I think it's probably best to be upfront about that. The discussion that we had really centered around it's not about providing more space, it's about providing the right space. And
036that's especially true in high school is that your learning opportunities are specific to what career readiness looks like, what life after high school looks like, and feeling more prepared for what that future is. And I guess as you guys think about this board and as a community member, I think is it is important to probably just say that this is this is about having the right types of spaces um and what that looks like rather than just saying we're planning for growth. I will say moral is a really t tricky demographic to predict. You guys are a little bit boom and bust and kind of shuffle a little bit. So I think to Rene's point the out of district students is pretty significant. Um over time it looks like a lot of out of district
037students have left to go to other places and so this I think one of the key messages in the committee at least a discussion was about keeping Laurel graduates local. >> Yeah. Go ahead. >> Um this is kind of for Julie for everybody else. Do you know roughly how many kids we would need to support the staff that we have currently in our budget? and then also for the amount of teachers that we need to hire for like the CTE program that we're wanting to expand. >> So, I'll start format. >> Sorry. So, we're we're we're right now the kids that we have or what we can support with uh and and you may or may not realize over the last your career in high school, we've cut a number of staff members uh through
038attrition, through retirements, through moving uh and that those were all to make the budget work. So, right now we're right about exactly where we what we can afford. Uh it always be nice to have a little extra money, you know, for things like textbooks and just extra things, but we're right about maxed out with the number of staff we can afford with the student accounts we have. Uh if we move forward, it's actually on the agenda tonight to talk about. Um our school, we're allowed a certain budget, you know, up here. That's the max that you know that everyone wants to vote on it. This is the max budget we can run. Well, we're running right about here, right? We're running about 93% 94% of our max budget. So, that's that's hundreds of thousands of
039dollars. It's not just a little bit of money. It's like 600 grand or 5 400 grand, something like that. So, it's a large number. Um what what we would like to down the road is is we would like to It's tough to run a levy the same year you're trying to run a bond, but we would like to run leveies. Uh if you remember levies are for learning as your videos pointed that out. Uh we would like to do those. We we would like to expand our CTE and I would like to hire another staff member out in the the shop area shop a area where we can expand those additional programs. We'd like to get into more construction programs. I mean we can't just give up welding. We we'd love the welding stuff. We'd
040love to do more more construction and woodworking and electrical and plumbing type uh programs. maybe even building some, you know, helping build some housing unit type things, some things that will have a a practical application where you can step out of here and go work for Langless right away or go work for, you know, some of these companies right away out of high school. So, we probably it looks like I feel like personally as a superintendent, we would need at least one more staff member out there. We have the bond, we have the levying capacity to to add multiple staff members should we want to. Uh other ways of doing it are to well maybe we uh cut somewhere else and add that C teacher. So maybe we feel like we can uh cut in
041some other department where we're maybe a little overstaffed we think uh and then we can hire that other person. So there's a number of ways we can approach it. >> Okay. >> You say it's dead out Julie? >> Yeah. Answer it. The other thing that happens too I think is when you build uh facilities like this, it shows a community investment and it's something that we can go out and showcase to uh the business community and to the trade organizations, unions and things like that um as a place where they can um recruit and hire and train the next generation of their employees. So there can this is our part of the investment and then we work with community partners for that other part of the investment too. So it's it's sort of a if
042you build that they will come with mindset to in some ways. >> I just wanted to make sure that if the bond does pass that we will have access to hire teachers for the rooms that you're building. Might >> totally understand that question. probably not like day one but >> well the facility will be built for a couple years so we would have to that's where the planning starts on that >> the one thing that I would point out oh go ahead >> along the same lines Charlotte do you feel comfortable with the curriculum side of things in three years because that's going to set a I know you guys are exploring your CT Derek and you know with all that so um do you feel supported in districtwide curriculum plan from that side of
043things >> just for the high school or just >> focusing focusing on the high school for potentially districtwide once we get that kind of pipeline going on. I think a big part of the expansion leads into the workbased learning where they I I think very few curriculum are just the hard copy books like you don't go buy a building book or an engineering book. Um it's a lot of hands-on. Um, we're probably going to be going to be looking at more teacher certifications and search that then the teachers are certified to then get the kids the additional certifications. And another piece that we would probably need to expand on is the world of curriculum will be around um the oh I just lost the name of it. The the training that our eggs which were
044just went through through the agency case. Thank you. >> That's true. um they that's vast. Um and then once you have that teacher has that training, they can utilize all of those materials and resources for curriculum in the classroom. So um like everything it's going to cost you money, but uh those certifications of the teachers are things that we're going to need to look at. Shane probably a little out of my lane. Um, as far as it comes to what districts choose for and for this, I can tell you that all the districts that we've been doing work for lately, CT has come on extremely strong. We built a 70,000 ft addition to Great Falls High that had its main focus was career technical education. Currently, we're looking at Helen High. We're doing Helen High
045School that has a pretty high-end focus on career technical education. A very large section of that school capital I exact same thing to you know they're able to offer those um pathways for students. it seems to be a reoccurring um it's almost like you know something that a district almost needs to look at to in the current and in career center we continually are doing upgrades at the career center you know to to add um technical aspects that that kids could jump into that lane um but again that's I'm not a programmer but that's what I've been seeing pretty consistently the last five to seven years and it seems like the students are gravitating to I mean there there's a large segment that because we're they're filling those CTE programs. So for what it's worth,
046I don't mean to push you one way or another. I'm just saying parody along with other schools in the state. That's what I'm saying. >> Yeah, >> we would >> and I think that's where I'm struggling the most with this is that I don't feel that that is the center of this to be honest with you. I feel just reading even just the language and the key aspects all we're doing is talking about doing a lot of renovations. And I know we have to in our building. I'm not saying I I don't get it. And I know our team, the planning division and everybody who has taken multiple hours of their time to do this. So I'm not trying to discredit their time, but I don't feel that that is and I understand that there's
047some marketing. I get that. But at the same time, we know that. You're going to stand up here and you're going to tell me you know that. But does the community know that? Cuz if I were to be somebody who had to vote on this bond and the first language that just instantly says constructing and then renovations, high school building, auditorium, ceiling, lighting. We know we need that. But why do they need to know they need that? And what is the purpose of this? And we're not selling that. We sold that on the other buildings because we had issues with our buildings. We had a student fall through our buildings. We knew our issues. I just don't feel that we have the energy behind it. I just feel it's more of a we're going to
048wrap up a renovation in some bond language to get what we need and we're not focusing on that CTE program. And that's where I want to make sure that we're doing it. And I kept my Melcha cuz I don't want to poo poo on anybody's time and energy and effort on this cuz I know there has been countless hours and I have not been a part of that. So I get that. But I I if I'm going to go out to a community and say why are we doing this? I don't care that we need mechanicals as an AC. What are we trying to draw the students to? And that's that CTE. So where are we focusing on this? Because the key aspects on all three of these concepts are the renovations has nothing to
049do with I mean it does but I mean it just starts off with it just feels like it's more the renovation project than the true mainstream of what we're why are we doing this why so >> well I don't have you seen the boards that we've had at the >> No at the last meeting correct >> yeah but again >> you but and so I think those speak to that. I mean, we have to put this other stuff in here if we're going to fix the I mean, >> we do have that first. >> That communication piece that you're asking about is what comes next. If we decide to do that, then that's where we have an obligation to communicate these things. We could move this statement around and add the CTE at the top
050of it. >> And I do like that. >> I mean, I don't mind that. I mean, I don't know how many people read. I don't know. >> Well, they might just read that first few lines and that might be the >> I think that that our selling of it and >> but the discussion mostly in our in our um meetings was about the CTE space and all of that. It but we have to fix it. We have to do these other things. And the other piece of that, the music piece to in our committee with our students and in the community is honestly been just as important as the CTE piece. And so I think that downplaying any of that is also >> I'm not trying to downplay that. What I'm saying is if nobody
051ever went to a basketball game for our signs, if nobody ever listened to what we were doing in these meetings, if nobody ever knew what we were doing and they read this bond language, >> purely the bond language, >> why are we doing what we're doing? >> That's my only concern. And I don't mind. Yes, we we need it in there, Renee, and I get it. >> And I know you're frustrated with me for my for my put so much information. I mean, >> I would rather then put the why at the beginning. So, if I am a little old lady who never is even knowing what's going on, >> why are these kids asking for this and why do I need to support them >> then to say that and then trickle all the
052renovations behind it? >> Sure. So, I flip-flop. I just made a note here above I and double I >> flip-flop. Even more to Britney's point, can we plain language say for the purpose of reshaping education in the district, we are doing uh a new career technical education center to include the these kind of things. Can we be that plain language in it about it right at the top to your point and then be like, "Oh yeah, by the way, we're going to fix all this other junk that's broke with the school at the end." >> That's kind of what we did at the other >> bomb. So just kind of like hit them like we are reshaping the pathways. In fact, most of the renovation too, the actual physical be outside the systems >> is
053also all CTE related, right? the moving moving of the fax right FCS room the library becoming a media a resource center the rearrangement of the business rooms the creation of flex spaces those are all driven towards CTE also so it's almost like you even lead it into the renovation part and and to renovate existing spaces to accommodate these new pathways >> I just >> and then say oh yeah we're going to fix the HVAC and the plumbing and electrical upgrades and you could put that at the end I I think that's a very astute point. I think that we should like just hit them with we're doing this for this purpose and the majority of this money is for that. >> Do you agree with that? Is that possible, Shane? Is that comfortable? Could you
054be could you work in those constraints as a >> Sure. >> Okay. >> Yeah. Yeah. Absolutely. I just don't want to limit us or >> I would still um like I said start off with the CT that seems to make absolutely make sense because then they know what they're you know getting and what's the benefit um but I haven't seen a lot of all the past bonds when they understood that how rougher shape some of your mechanical systems are. I mean it's a community asset that needs to be taken care of. Um, you've got to do some of these things are deferred maintenance are long overdue, >> but we we did that same thing with the other bonds, but we we sold the why. >> Yeah. >> And I think we have to sell the
055why. >> Well, quality learning environments. I mean, that comes with mechanically. I mean, having the built spaces >> be a comfortable learning environment is is part of part of the gig anymore. It's not the old the old cells and metal. If we put in there like replacing 63y old air handling systems and I mean can we drop those little nuggets in the bond language? Is that inappropriate? >> I don't want to hit him with the wall attached but Britney I'm right there with you cuz we've been in this since day one. I think we kind of missed the forest through the trees since we're right in the details. So I think I don't want the language to be this big but if we can hit it at the front and put art in there. I
056don't know. But >> art is important. Music is important. >> Well, those are all pathways. They're all pathways. >> But the community that we talked to, what they said no to the first bond for the high school was that in their mind we were building a wrestling room and we were having this entire wing for the music and we lost the why. >> I don't think we lost the why. I think we lost the >> the community lost the why on that. >> I think so too. Yep. And so if if we're going back then we need to hit them with this is why we're doing it. It is for the future of our students. It's for the future of your students. It's for the future, you know, >> and it it is truly I
057mean I went to a um an economic seminar and we're losing we're losing jobs just because there's nobody to fill those jobs >> for Montana even not just for the nation for Montana. So, back to your point, Rene, and I'll be done. Is if we're going to be a different district and we're going to think outside the box, then why don't we be a district that says we are CTE in these surrounding things and build it and then sell that and be different just just a public school. Be different. And I am in agreeance with Renee on that. We've got to step out of the box and we have to be different. and I'm in agreeance to this because then we can say we have this. I understand that there's going to be some heavy
058lift on the curriculum. But if we can be that kind of a district and we can attract it for that reason, that's our point. Okay, I'm done. Well, I think too, and I've said it a couple times in these these um building committee meetings too, is since students are less tethered to their districts now, we have to operate more like a business and we have to understand that our students are our clients and their parents are our clients. And how do we attract uh clients to our product? our product is our education and our outcomes and our curriculum. And so instead of thinking about it in public ed terms, we kind of have to go a little bit private sector on it and figure out how to attract these students who have left our district
059and how to I mean we all love the stu the school camaraderie, but I want to suck up every single student that we possibly can um to make this successful. And that's the way we do it is by doing exactly what you just said, Britney, is thinking outside the box and having uh changing the way that we say this isn't just a public education. This is preparation for your kids for life. And here's the systems that we've offered. This building, this facility facilitates that. And that's how we're going to do a better job attracting new clients, which is that's not even a lack of a better term. I think that's exactly how we need to start thinking about our students. They are our clients and we attract them our customer by doing things like this.
060Yeah. >> Okay. Bringing us back to the I think big picture. We're all on board. Cost alternatives. You said that we should consider cooling. Is there something that we can maybe lessen so that the burden of cooling is not so high and we can fit it in to that or do we want to go all full boore? this cooling would add an additional million and above. >> I think we pull I think we pull like we did in our last bond, we prep for it and if we can do it, great. If not >> Mhm. >> it's not super necessary in our region. >> But again, if we're building and we have all the energy efficient mechanicals that we know we need, not saying we don't need them, but then if at that time we
061don't have the monies to pull from anything, then we don't do it. But if we do, then we can. Yeah, >> but we're running at a height and that's the way I've understood it from Shane is that we run at a higher efficiency on our new on our new building and with west >> and I'm always going to call it west. I apologize it's going to be that for a while. Um our elementary then yeah, but I think we should keep that broadened. >> Okay. >> So we have the ability in the language >> to to do that if we'll manage this just as good as we managed the last one. We'll I will have Shane or someone equivalent to Shane probably Shane um on on our team again that will help us uh efficiently
062manage through these dollars. There's still this I would imagine if we try to sell these bonds this year, there's still uh premiums out there to be had when we sell the bonds. It's still a favorable market. So, >> it's not as favorable as the last time we sold a bond this big, but >> that should be still a pretty decent return on that side, too. So between interest the premium smart management we should be able to have some excess I would think. Knock on wood. >> Yeah. I think it's just controlling the expectations out of the gates of do we have an in or out. >> Yeah. >> Cuz okay we're not 100% committed but we understand that. And then at the end >> there is some issues. We're like yeah we want it. >>
063Longer one gets start. >> Yeah. As long as you know that from the beginning. Not that everybody's like, "Oh, I thought we were getting that all along." I don't I don't want to have that scenario that everybody thought they were getting it. >> Prep it possible. >> For the record, Shane is very good at curbing our enthusiasm. He's very good at it. >> I'm hesitating to jump in here because this is a really rich discussion and I think an an important one. Um, I would say mostly what I'm hearing in this language is we just need to make sure that the I think the way we talked about this in the committee meetings was we need to do what's right for our school, what's the right program, and then also take care of what we
064have. And I think it's a very astute observation that really that swapped here. So, I think there's a way to go back and reword that and make sure that that priority is clear um relative to like AC and costing and what those things are. Yeah, there's we could also say maybe it's just AC in the admin area and there's other ways to strategize that at this point it's saying do we want to put in all those things and and run that number to where we think it needs to be to include everything or do we want to say you know we're comfortable here and that's where we're going to go from and this is what we to the best of our knowledge is our priority including within that. >> Yeah, I think we just do
065it through smart management. >> I think that's fine too. Yep. Well, I Oh, >> go ahead. >> I'm personally comfortable moving forward with the comprehensive options, the 62. >> Um, if we could just nail down the language a little bit more, is that >> what we're going to go for it? Let's go for it. Exactly. >> I'd point out you had that the difference on it. So, the average house I'd say taxable and here's probably 300, would you say? Pretty tough in Laurel. 300 taxable. That's probably the middle of the road in in Laurel. >> 300,000. >> Yeah. For on tax. >> Yeah. >> So that's four bucks. I mean, >> we have we have some of our bigger our bigger households in a couple of our areas, which again, we'll have to >> sell
066those. But >> so say average in town person, >> the difference between 50 million and 62.8 is $3.20 >> per month. So that's like >> $38 a year. >> Half a coffee. Jeez. No, it's and it's only $38 on in the whole year different um on a bond like that for those folks. And but even a half million dollar house, >> it's not even $6. So I think it's a for the buck bang for the buck going for the whole thing in my opinion is also the right right move. comprehensive and then that's a t that's a one-touch done for 30 to 50 years done for many of the systems the roof and other these kind of wearables but for the most part it should meet capacity needs and um system needs for another 50
067years >> so going back to the language I agree that I think that if we're going to do it we might as well do it right? Um I feel like we got our other projects right and we um didn't cut things out of those and so I feel like these were thoughtful um decisions that were made. Going back to the language though, the only part that kind of and maybe we have to be that specific, but where it says renovating the gymnasium ceiling and lighting. >> Well, cuz we aren't renovating the gymnasium. We're just addressing the ceiling and lighting. Well, but what about the sound system if we have money? And what about like fans >> in there? Or that does that include would that be included in the mechanical system? I mean, I don't
068want to like if we have extra be like, nope, we only said we were going to do lighting and >> the electrical system upgrades that that'll cover. If I remember correctly, in the first bond, I mean, we hit all the key touch points, but we were very vague. >> Well, that's what my concern is. Are we being too specific by saying ceiling and whatever? >> And we talked about that last bomb where we we kind of had to we added some of the personal touch points and we took out some of the specifics, but wrapped it up into a very pretty bow that said we're covering all of this. >> I don't I mean, I don't Yeah. So, I guess I'm asking for input. Is that going to limit us or will that be covered
069under the electrical and mechanical that we can >> if we have electrical upgrades, communication upgrades, um, lighting upgrades, that would be plenty. >> And we don't have to like stay in the gym. We can >> have to say I think we should avoid saying stuff like that, too. >> Well, that's what I mean. Like 30,000 ft view. We'll get into specifics later because we did that throughout the whole project on the last one. >> Yep. >> I would say the way this kind of reads right now, especially because it's a first draft, is like almost everything is on there. And I think this is the right thing to do is like what can we take out that can be a little bit more broadly covered? And then the counter to that would be what do
070we know will resonate with the community that might catch their eye? And it sounds like more or less what you're saying is anything related to these renovations, let's be as generic as we possibly can um and focus more on some of the new construction or the CTE related items. >> Yeah, >> that right Reed. >> Yeah, I think you could even like I think too like removing non-aily classrooms to create flex modern flex space. >> I like the flex space, the right space. I mean that all reads into the pathways and you know like how we help our students because again we talk a lot about LIS and how lighting and windows would help with and you know and look at it as I mean personally has I thought done some growth into our and
071our students and ability to stretch and move when they need to and I think the high schoolers need the same ability. But I don't want to like lose that touch. But I know we have like I know we have the renovations, but I just don't want to concentrate solely on that. >> Could we could you even take out like painting reflooring portions of the interior hallways and circulation areas? Could you just say like general finish improvements or something like that? Or is that too vague? >> Pretty vague. I'm trying to think how it would hurt you either way. Part of it too is their impression is going to be why does this cost almost $63 million and there's nothing about mechanical and electrical systems are cheap and all these little things kind of add up.
072So not to counter that but that that would be the other balance here is the more specific we can be the more we're also able to speak to this is why that number is what it is. Sure >> because it is significant you know your gym's 8 to 10,000 ft. You start moving light in there that's a big number. Yeah, >> I don't have an answer to that. I guess I just didn't >> I'd like to know what I >> I'm Jordan. >> I know. We can go back to our old bond language. I tried looking it up, too, and I couldn't find it through our minutes, but I had to go back for >> you. Just kind of curious to know what that looked like >> cuz I know we captured all of that.
073>> We have >> and still sold it. I can look at that and then converse with Mary and see if there's some additional changes we could. >> We did some really good bond language then too. >> He gave us good flexibility to get done. >> Yeah. >> We have to approve this by next week. >> Next board meeting. Yeah. >> You guys wanted to I mean I'll have this redone probably by Friday. we could turn around and have a if you guys wanted to have an additional special meeting on Zoom uh or our teams then we could certainly do that just to freshen it up before we hit the 23rd if you guys want to. If not, anything we do on the 23rd, you know, I could have this into your hands to take a
074look at just privately independently so at least you can see things and make suggestions. Then we come to the board meeting and we hopefully have worked out a lot of the little kinks or the little >> Yeah. I definitely want to see a freshened up version because there's a lot that we discussed that >> I made a lot of notes while >> that um >> things to remind me of what to do. >> All good things though. >> So question to the recommendation that's sitting on an action item. It's recommended that the board approve the full bond amount as presented by the um by the high school bond building committee. Is that all you're asking for is just the amount tonight, not the language, not anything of that. I think if we did the amount
075tonight then we could >> then I think we work on the the if you guys want to approve the amount tonight and we could turn around and play with all this information and have the >> we could even update some of those um presentation boards a little bit to have better information for >> well they might be good and Rene is right I haven't I haven't physically seen them so I mean I'm not I'm just saying what Mary has been presenting to the full board in her slides >> Oh yeah >> that's where I was reading, not what has been created. >> Well, what I meant is we haven't we haven't put any dollar numbers out on any of those boards >> a little bit. There's some dollars >> some but we could create like
076a nice like dollar board like we had last time shares and >> I think we do that after this has been approved though >> the bond verbiage itself. >> Well, not necessarily. If you guys are approving the number I think the number she's already got on the bond or on the boards that number the 60 >> that the 62.8 May is the number currently on the boards. Yes, cuz we've been planning for that, but that's easy for us to change. And also, I don't know that we printed them because we thought this exact date. >> So, they're ready to go, but I don't >> we printed some. Yeah. Yeah, we just Why is CTE important, >> but just one copy out of >> Great. >> What has the feedback been from the games that few
077games that you've been to? Actually, I've probably gotten a lot of a lot of head nods and a lot of uh a lot of it's about time. We need to do this. We probably should have done it last time. I'm glad um there's you I'm glad there's a couple of other ideas. I've had a lot of kids go through and I had up I think six boards and I said, "Well, which order do we read them in?" And I kind of put them in an order that showed the process of the thought process. And I had a lot of high school kids, even a lot of them asking questions. So, I've even talked to uh Andrew and Derek at the last game about we may just want to leave them up for a week or
078two in the high school hallway and and let kids read them. Um I think that would be a big benefit to us as well. But I think everything's been pretty positive. >> Talked to a guy for 10 minutes before I realized he was from another town and didn't really care. I think it was honestly was just too polite to really say it. I think they're interested. >> Where are you from here? >> Yeah, I think we had I had good conversations too um with people about it and it some thumbs up and some a lot of like about time and um when you frame it in a way that it's about getting young people ready for the world >> it re that really hits people like yep that needs to happen. The boards has a
079the boards have a uh overemphasis not over a big emphasis on CTE stuff. It has board dedicated to just what is the CTE. You know, there's not a board dedicated to replacing ceiling tiles. There's not a board dedicated to, you know, the auditorium or anything. It's just it's really talking about CTE is where our initial boards are. So, >> yeah, >> I think that that was an important piece in our committee. I mean, we all know what CTE is. I mean, we've it's part of >> the language we speak, but to most of our voters, we have an older block of voters that don't know what CTE is. And so, you have to I mean, they might know it as TNI or they might know it as. And so, explaining that piece I think is
080going to be very important to us. Um, communicating the message on this Great discussion. Anything else we want to talk about or have these guys address for us? No. All right. I would uh entertain a motion then on this action item. I make a motion to approve the full bond amount of 62,800,000. That's a mouthful of money. Um >> yeah, it is >> that the high school bond building committee >> 865,000 >> 86 what? >> 80 62.8 million. >> My bad. My bad. My bad. Now you're just getting jeez >> cuz you didn't get a statue in the last one. Don't say that. >> We would like to approve the mat for explaining the high school. >> No, no, no, no. >> Yeah, we'll put your name on the air conditioning. >> You guys say
081that and then it gets out in the public and someone starts riing you about it. I can see it. He's like his hands outstretched. He's looking in the future. Knock it off. Just approve. >> So, we do have a motion by Britney to approve the full bond amount of $62,800,000. >> Seconded by Jenny. Any other board discussion? Audience discussion? Yes, please. >> Yeah, absolutely. Yeah, you have to state your name for the record, please, so Julie can record that. Uh Jeremy Lobble over on 9th Avenue. Um I think the biggest debacle from this last it was a good program for the al the upgrades and all that stuff. So don't get me wrong about that. But the biggest issue was the air conditioning. 90° in the classroom for several days. Summer going into fall can
082be super brutal. Um or it could be super cold already. I mean obviously it's Montana. You guys know that. So why are we not including that? We had to back our way into it this time for leases to get the the air conditioning. Why isn't that part of you already know it's going to be an issue. Why is that not included in this? I think just trying to be responsible with the money because I think we know from the from previous experience that it's probably going to be there in the end and rather than overshoot and then have nothing to put that money toward >> cut it at the end. >> Yeah. Or or have to to cut it uh because for some reason a hurricane caused prices to go crazy on certain materials that
083we need. It's to me it's a super nice to have. Um but and this is just my opinion. So let let the rest of the board speak up too. I think it's response more responsible for us to put it prepare for it and anticipate doing it than just like going out there and promising that it can be done. And then I because I promise you the first thing we're going to cut if is not educational spaces. It's going to be the AC. >> And I don't I don't want to be put in the position as a board member or as a even in my professional life to say I'm overpromising something. And so I think what we did even even the last in the last uh situation that we had, we were pretty confident that
084AC was going to be a part of the equation which is why we prepared for it. And now this next spring it's going to be probably installed unless something happens with the equipment, >> but uh it's already out to bid and design right now for that to be installed. >> Yeah. But okay, that makes absolutely no sense to me because honestly if it was designed for it >> and it was said we're getting great AC heating and cooling and it suck dirt. So now we're coming behind trying to clean that up is what it feels like to me as my wife's an employee over there. She's a second grade teacher. I got a little kindergarter in there. They're sitting there in 90° temperature like well we planned for it but we didn't do it is
085how it came across. >> And so that's what I'm seeing already in advance here on just this. I'm not opposed to necessarily any of this stuff but when I when I hear you talking about these things are going to be these are the things that people hear. These are people think things that people see. This is where the complaints come from. If you're not, you're like, "Well, we'll do the same thing we had at LS." It didn't keep them cool. It didn't keep them warm. It It's I mean, it is keeping them warm, but we haven't had a cold cold winter, so we don't know what that's going to look like. >> I I just don't sound like you're really addressing it. You're just like, that's a hopeful thing on the end. >> Well, I
086think Wayne can address too some of the systems in getting adjusted and adapted to that new building. Um, as we started that all up, we like we got ownership of the building like weeks before school started. So, working on balancing the air and how it when it brings in air and when it does. That was all kind of a process. A new system is always difficult because we need to take and tune it based on what the seasons are. And that's why we have people on board right now that are looking at our heating system. And as the temperature gets colder, which we haven't had a good cold weather, we're going to have to make some adjustments and stuff. The equipment is able to handle whatever we need, whatever those temperatures are. And the air
087conditioning when we get that done, but we'll probably get it done and hopefully have a spring so that we can utilize it. And I appreciate that. Now it's like an after effect thing, right? So now we're talking about new buildings. We're talking about upgrading systems. Well, we might do AC or not, and it doesn't it doesn't sound because we we for the old one like it'll work great. Well, now let's do AC to it. It just seemed like an after the fact thing when your kids are sitting in that weather. So, I it doesn't sound based on what I'm hearing like it'd be nice to have, but we're really not sold on that. And if we have some extra, we'll get to it. And we planning on having extra and we might get to it.
088But I get it's just this one little piece just because I know we did an LES. It just >> Yeah, >> it seems kind of >> and I get what you're saying and I think it was >> one we pegged out that bomb at the elementary level. We didn't have another nickel to put toward it. So that was that that was in in that instance. You're right. I mean we didn't we didn't we could it wasn't we couldn't have budgeted for it if we wanted to. we had already um had to rightsize that building a little bit just to make the educational spaces work the way that they are now. So if that one was it had to be an afterthought if you will but we tried the best we could during the planning phase
089to accommodate for it which was let's put in all of the systems that are ready for it. Let's make sure the structural engineering is correct for that kind of load on the roof and then if we can we will because we did realize like a three-story building heat rises that's not going to be great. The one thing about it was if we could have done it beforehand before we took occupancy we sure would have but we weren't done with the process yet of closing out enough line items to say yeah here's enough money left over to do that. Um we became aware of that what two months ago probably that we had enough money left in the budget to do it and that's why the AC came um now in that in those projects for
090both the new elementary. >> It was never an afterthought and just like well oh what are we going to do with this extra money. it it was in the conversation for 2 years. >> Uh but it was it was it was put on the back burner very very early in the project uh to make sure we made budget to ensure it. But we we were talking about it for a year. >> Yeah. >> Oh yeah, >> that's not the way it came across. Well, I I think that I I think to his point though I and I'm not sure we want to go back, but I mean the cost of air conditioning is roughly a million. >> Oh, back and >> I mean, is it going to make a big enough different? I mean, I
091think that there are pieces of any bond that are um measurable and things that we can get mileage on. I think there's things that we um did right in the last one. I think that um I think we got more we've gotten more goodwill out of adding the AC than we got out of a lot of other things that we did in that project. Not to downplay them, but so would it be to our advantage, I mean, hearing what he'd say, would it be to our advantage with our students and our staff to upfront say we're going to that's going to be a piece of this? Um, I don't know. I mean, it's something you hear as a complaint every single year is how hot our kids are. I mean, at the high school because
092we haven't had a crazy winter, but usually it's how cold they are as well. Um, but those are pieces that are every single year a complaint. And so, we have an opportunity to fix that every single year complaint with this bond by saying we are going to do AC upfront and it might be worth it. I don't know. Would it really only be that on a building that big? >> We're trying to do some operations. No, >> cuz I know how much it's right now. >> I know how much back this >> part of the I think about when Rene is saying is it is not small enough to say that's an extra 10 grand. Like it's not something we're going to be. >> It's a significant investment. So, it's pro it is something we
093want to either articulate or not articulate. I don't think we're going to go as far as put in the bond language, but it is an important part of communicating. And I think what we want to make sure is there's a lot of these things where it's like that's a little bit easier said than done cuz it's a smaller number. AC is not going to be one of those things and we'll need to research on that number a little. Well, and I don't want us to be overly confident because we were so fortunate on our last projects >> that we were able to do lots of things that we really hoped we could do and they became reality for us. And so I I don't want to be overly confident >> that we're going to have
094the all of those same parameters on this one because the likelihood is we're not. >> Yeah. and you guys made hard good decisions and that's what put us in the position we were in to obviously be able to accomplish that. We did not have the money as you all know that money did not we did not have it in our hands until the end of the bond. It was the approval of the interest and you never bet I would never allow one to bet on the comp. We're going to get that interest. That's playing with fire. That's gambling. Yeah. >> The only reason we've been able to afford that is because of the interest and the hard decisions you make >> well >> along the way and we didn't have to dip into that >>
095and the contingencies >> we had and and Shane that was >> that was a big part and that was you for those contingencies. >> But that's what was able to get us through and you got everything and we were able to check every box on the bond language plus. >> Yeah. But that whole being able to get this AC after the fact is I would have never said you guys should have done that for two years. I would have never said this is a good idea to add it. >> I mean, you want to do the infrastructure so you're not paying significantly more after the fact. Obviously, you want to make sure cuz to come in and add it after the fact, if we didn't account for the structural steel, the roof loads, the the
096equipment loads, the the cooling coils, and the equipment loads. If we didn't account for that, you would have paid double right after the fact because then we're going in and >> redoing it, >> changing your frame in your framing, your structural, all that. That's why we made that decision to, yeah, let's spend a little bit of money to allow for us to do that so it doesn't cost you a fortune in the future. And we were just fortunate enough because of the interest and the way it worked out over that time frame, which that's a market driven. >> Sure. >> You can never count on that. You're crazy to count on that as being the >> Oh, yeah. We're going to get that. No problem. >> You hope to, >> right? >> So, I just
097wanted to bring up a couple things. Justin Clevy, Laurel Middle School, live in Saddleback. So, um, couple things. I think I think either way, as a parent, yeah, I want air conditioning. as a taxpayer if I didn't have which we have most taxpayers are not parents that vote uh they either are retired fixed income stuff like that they didn't have air conditioning when they were younger and uh in Montana uh it gets really hot as we all know and the hottest month is when it's always August and when are we starting school so if we're talking about you know how hot our rooms are. Laur School will be the only school that does not have air conditioning if this goes through, which is perfectly fine. I get it. I'm good. >> Our rooms get our
098rooms get to 85° and we're sweating it out there. We have stinky kids that don't quite understand deodorant yet. Um, but uh I just want two two sides of the coin here is yeah as parents I want the air conditioning but somebody that ran a bond somewhere else that also had multiple multiple floors and talking to a lot of the community members at Elderrove that would have been a really hard hard sale for those taxpayers to vote for air conditioning uh the structural part is really important. The air conditioning, if you think that it's too hot, then why don't we start school later? Get out in the middle of June. It's always cool in June. Uh, also the other thing is just something for the board to consider is uh is what is that um
099cost going to be running air conditioning? I know my house is gets pretty high. It's a not a brand new house, but it's like 12 years old and it goes up a lot. We're already looking at cuts because the state isn't giving us any more money. So, what is the operational cost going to be if we're running K12 - 68? But K12 air conditioning just throwing out there uh uh air conditioning. What's that operational cost? >> Here's a worry. Here's a worry. Julie and I have already had this conversation. Uh I my biggest worry about putting AC in the in the new buildings or in the high school is operational costs and and and I get it. It's it's you know maybe a month on both sides or something. We may have to get to
100a point where we just cut it off even if we have a warm day in October. We may just say we're not turning on the air conditioning in October >> just just because operational costs are a big fear of mine. And then you had parents, but on that same note, then you had parents that are like, "Why are we not running the air conditioner? It's 95° out there." And I have rooms of of 90° and now the school would put the air conditioner in and we're not running it. So I just want to just throw out one more thing. It just want to say you're jealous that it might >> And if you can throw this just if you could just throw a sentence in for 68, it would be nice. I wish we could
101I would crosspollinate the districts like that. >> Probably would have done some things at the high school with some of this extra money if that was the case. But um but I do think that's true. Like and that's my point is the pragmatism about about it. You know that we got to balance it out. And that's why it's sort of like prepare for it, hope for it. And this is just my view. Prepare for it and hope for it. Do it if we can. don't promise it because I think there's operational concerns, there are voter concerns. I think um specifically some of the older generation who if you did throw that in the bond language, you they'd be like, "My house doesn't even have AC. Why are you getting to have AC at the school,
102right? I can hear I can hear people that I know in this town saying those exact words." So, >> so per uh Shane's point though, >> mechanics, >> it's nothing we really want to ever promise >> and maybe even hoping for it is as is probably a little too much. um if that's something that this board is serious about putting in there, it doesn't mean we have to do it or or just it could just be part of the mechanical upgrades, but if we don't have to change the language, per se, but u I mean, we could get into some renovations and find all sorts of other problems that cost an extra million dollars to fix, eating up contingency and and preventing it from ever happening. Um, so what would be A&E's and and Halting's
103recommendation? Would it be to change the let's say this board decides that AC has some value? We'd at least like to plan for it initially. Is it changing the 628 to 648? Is it is it >> yeah it would be if you if you were seriously set on hey we have to add AC we need to change that if it is we want to prep for so it doesn't cost 3 or 4 million after the fact to put it in after the fact just managing those expectations that you take care of the infrastructure components that you can with these dollars putting end of the project, right? We're making sure that we're not building a roof structure that can't support an additional the additional size and scale of those units to add cooling. Um or in
104the mechanical equipment, making sure that they're able to put in a cooling coil when we're getting that equipment. Don't make the equipment so small or the space that we're going to put it in that we can't add a cooling coil to it because then we have to come in and renovate, tear the space apart to add a cooling coil. Right? Those are the things you want to make sure you're thinking about if you're ever going to put it in. And then if you know if the market holds like and we were fortunate that the market held well you come to the end of this we're able to get all the checklist points that all the voters voted for and supported then you can have the cooling as a >> but again it's not my decision.
105I'm just saying I I really want you to manage those expectations because if everybody thinks you're getting cooling, I I would say no, we need to change the numbers if we can prep for it and potentially end up with it at the at the end of this. Yeah. Where it is for the end. >> And I'm not saying I'm not hearing your concerns. So, it's valid. Um but I think there is a want and a need and sometimes AC is a want. Yes, there are, you know, Montana, we do we have some hot weeks. Um, but we also have a need for other things that we need to do for our students in their future. And so, um, if we have it in the budget, absolutely, let's add to it. If we have a contingency
106that we get into this 62y old building and it's like, oh crap, we need to do something else. Then we know that we're we're still doing and spending the money wisely for the district and the community and at the same time knowing that we had to we had to do something different with the funds instead of what we want, I guess, is mine. So >> I agree it's part of the part of the job that we have to do here is make those hard calls which we did in the last bond and we have to do with this one and um balance out needs and wants and uh hopefully we get all the wants also we have a favorable um environment as we had in the last uh go round. Um, but there's a real
107there's a what is this building going to be like 140,000 ft when we're done with it or isn't it >> not either like 188? >> So that that's a giant building to cool. >> Yeah. >> And there's some giant volumes in that building to try to keep cool. you know, >> the gym and the auditorium and the CTE space and those new the the um studios, the depot, that's a lot of space to huge volumes to cool. Um so I I I think it would be great um if we can just like we are going to be able to provide which I'm so grateful for in the elementary school but I agree that >> can can I >> should probably leave it. Yes, simply um I've had the good fortune to be in a variety
108of schools in my tenure across different states from Florida to North Dakota. So, there's some temperature variance across there. Um just a little bit. It it I' I've never been in a building anywhere because when you get to this massive size in doors opening all the time and students moving and the number of students coming and going, it is exceedingly hard to maintain temperatures. Um, and as much as yes, air conditioning is a nice to have, the reality is we're in Montana and our weather is far more temperate and a need is the heating system a nice to have is the air conditioning. And even in our building, if we get to the point of the bond being approved and we get down the road and and there are available funds to consider some air
109conditioning, maybe it's a consideration of air conditioning certain areas. There are certain areas of the building that are far more prone to overheating than others. >> And we're asking for those big fans in the gym. >> Yeah, I want those. So, >> just those things would help. >> Yes. Yes. There are there are certain classrooms where the the temperature skyrockets and others where it doesn't. So, we might be able to take a more balanced and prudent approach later on down if if we have that opportunity with additional funding, but I am also um concerned as we open up the building and and as renovations progress about encountering unexpected surprises that cost more money. So, it's from an educational standpoint, there is a difference between must have and nice to have. >> Especially with high school
110kids, they're tough. They can handle a little bit better than the little kids can, right? >> They got to get out into the real world. >> Walk around. >> Middle school have the problem. >> Yeah. >> Wonderful discussion. I think we've had a great discussion on this and I thank all of you for being here to help us through that. You guys in spirit putting out the vibe over there. Thanks Brad and Chad for just being here. Appreciate you. >> Do we have any other discussion from the audience on this? >> Any other board discussion? >> Yes, Donnie. >> I would just like to make a suggestion that >> I don't think it seems to be in the motion. I just fine approving the dollar amount, but I would like to the minutes reflect that
111the language is yet to be >> fair. >> I can certainly add that into my motion, Donnie. I don't mind adding that >> either way. I don't think that's necessary, but if you want to, that'd be awesome. >> Please add that. No bond language to be >> to be determined. >> Yes. >> Any would you so amended? >> Yeah. >> Right. >> Any more audience discussion on that? >> Board discussion. >> Hearing none. We'll move to vote on the motion by Britney to approve. Action item A of our agenda seconded by Jenny. The rest of them are going to go pretty quick, I think. So, all in favor say I. >> I. And >> both Donnies agree. You're in an echo mode now, Donnie. >> Sounds like two of you. >> Really? Wow. >> That
112sounds awful. >> It is a little. >> All right. Great. Thank you all. Thank you guys for being here. We really appreciate it. That was a lot of rigor, >> but it's a big that's a giant number. So, we appreciate your help on it. Thank you so much. >> All right. Thanks, guys. >> Let's get cruising. >> Action item B. >> We have discussion >> on discussion on action item B. Absolutely. Um just a quick couple of the changes. Um why are we so underneath the the essential functions? Why are we taking out develop? Are are we not wanting to listen to our special education teachers and why they want to help develop and modern that >> like if you look at the like two below that then it says develop IEP right but then
113it just says in conjunction with >> so I'm assuming they won't independently be doing those. I have kind of the same concerns like are we taking things out that I mean if for some reason we decide next year that our coordinators aren't I mean because that's kind of a testing thing >> like are we then going to have to come back and I I don't know >> I mean if it even if it doubles up what's the hurt >> that's what I don't know I guess do we have an explanation from somebody else okay so there's that one I had a question on um bullet point down that crosses out complete and implement. So again, are we not allowing them to complete >> our behavior specialist does the level ones? So none of the teachings
114are being >> So if we take that out and we go back to them doing that, do we have to update? Because it's really just a process, right? It's not that we're It's like, hey, you can if you need to, but right now our process is this, but do we not want their input? Do we not are they never going to complete anything? >> No. Yeah, they definitely have input their teams. Um, it's just that with the behavior specialist, she's writing them for genet students and our sped students. So that spend features aren't >> my concern is is if in the event of a budget >> sure >> where we we're coming back to that we might be coming back to just one small word. So even though it's in there doesn't mean that maybe
115taking the action of it but if we need it it's in there. That's my other thing. Okay. And then lastly establishes and maintains student control and discipline in the classroom. We're completely hashing that. Why? So, we're not allowing them to maintain and control discipline in their classroom anymore. I'm going to I I personally believe that needs to be in there because they are the the one they are the teacher communicating expectations appropriate behavior for their students. So I don't know why that entire thing is crossed out but I would prefer that not to be crossed out because that is the teacher's I mean that is a duty of a teacher correct not like >> let's turn in there and you like you say can you point in there anywhere else >> a couple bullets ahead
116of it that refers to behavior >> maintains develops but so I don't know >> maintains standards of behavior within the classroom and school premises and utilizes established discipline policies when necessary to foster a consistent productive learning environment. >> It says manage classroom behaviors using evidence-based strategies and support plans. >> But this that's again that's >> I mean that's yeah like a more vague right description of it but manage classroom behaviors kind of >> but just establish and maintains student control and discipline like that. So, >> I don't think it hurts to have it in there. But I also think it's it's picked up by >> Other bullet points are crossing over. >> So, my guess is at the time it was just we felt it was repetitive. Um, >> yeah. >> Maintain standards of behavior
117within the classroom. You know, utilize established discipline policies to foster a consistent and productive learning environment. It it doesn't hurt to leave it, guys. It really doesn't. It was just a simplification about some of the ones or bullet points already in there. Since we're bashing this already, uh the only thing, and I've gone back and forth on this, I've talked to a few principles actually about it. If you go all the way to the top in the summary, let you zip back up there. >> If you look at the very very very top, so it says job title, special education teacher, reports to principal and student services director. That isn't new. So in the summary, uh it was added director of student services. And this is where the more I read this, the more unsure
118I am about it is it says under the direction of the building principal. They are under the direction of the building principal in the sense that the building principal does do their evaluations. Um but but they need to take direction from and they you know they they might uh get they'll get direction from student services director, they'll get direction from their principal. um there. So, so there is some concern about wording there. I I guess initially I didn't have a problem with it. I don't know if I do. I don't I'm not sure I do. But just as um >> and like you want to take the building principle out of >> No, no. I I think that does it is it does that first sentence need to be the same as the reports to
119which is uh you know up in the in the very top uh like we don't need the first sentence because we have reports to >> no no I >> because the reports and direction are different in my mind >> I don't want any teacher to get worried about our student services director and our principles meet all the time and they work together just like curriculum director works with with people. Uh, and I don't want to take away any any responsibility of a curricular director, student services director. If if I'm a student service director and I go in and I see something that's that's something that's wrong, they make a they make a comment to the teacher. They might say, "Hey, you need to do this particular thing on uh your data that you're collecting. you
120need to do this with uh the way your SNAS are doing something in the class, whatever. I expect a student services director to be able to say that to a teacher um as much as if the building principal went in and said, "Hey, you're not doing these things." Uh but I but I also don't want there to be confusion by the teacher. So, like I've said to every bed teacher in this district, if you ever get mixed signals between, you know, Charlotte or Christina or your building principal, you you have the right to say stop everybody. You admin get your poop in a group because uh I'm getting mixed signals from people. And it's happened. It it's it's life. It's happened. But, uh I don't want them to ever be confused. So, I I've had
121conversations with principles and I'm still unsure whether how I want that wording if that even makes a difference. >> Yes. >> I'm Bethany Fuches. Where do you live? >> Right. Right now, I'm parked in that really comfy chair over there. Um, but I and we are splitting hairs here, but to Matt's point about trying to make those lines of communication clear, in my mind, they report to the principal because I am in charge of their day-to-day operations and all the things that happen, but they are under the direction of their building principal and student services because of the different training that they will have, because of the different systems that we put forth. Um, and so I would say that where it's added in that first line of the summary that it would be actually
122subtracted off the top line >> off the reports too. >> Off the reports, too. That's my two cents. >> No, that's a good point. >> What's the feeling from Christina on that? >> I think whatever helps the staff. I mean, I just don't want teachers. Some teachers say that they feel like they can't. So I think that's been something we've talked about in the past >> and they can come to you. just as long as people feel comfortable and that they know they can still ask questions and >> right the mere fact that they don't again the wording that's on here report to the student services director that doesn't mean they can't go to the student services director the curriculum director and ask questions about things that are going on about curriculum and about you
123know special ed law and about things that should be happening in class we have a vast amount of knowledge within our principles and our directors. And I want the staff to be able to utilize those without I mean I don't want staff thinking people are stepping on each other's toes. I don't want them to ever think that of each other. Um but I also don't want to confuse a teacher. So I've just gone back and forth on this and I'm not sure I have a great answer. >> Well, I guess report to me would be if I have a Sorry, Renee, you had your hand up. >> Go ahead. I I mean I just think that when you have any position reporting to two people absolutely >> you create an issue >> because the this
124student services director and that principal may get along really great and that works really well but you guys aren't going to be here forever and you get somebody else and that that may not work and you need to have someone that that employee reports to directly doesn't mean I mean I agree if under the direction because obviously student services has to have input into um the sped department and or but I think that we need to pick one person that reports that they report to um in the end because otherwise it gets way too messy and it gets lines get blurred and um it they don't have direct >> um they don't have a direct idea of who they should be listening to if those two conflict. And yeah, I I just think it needs
125to be one person. >> I I agree. I >> And I agree. And that's what say like reporting to me means, okay, I'm going into this building. I report to that supervisor for my day-to-day, but at the same time, I'm taking direction >> from from the person that is helping me to give, you know, the the teaching material or how we're doing stuff or hey, I need help, but I'm going to go to Dr. Bes. Hey, I got to go talk to Christina. I'm having some troubles with this, but I'm reporting to you because I'm leaving your building. >> I I think that's makes me feel more comfortable. They're they're under the direction of the principal and the director of student services, which I think is a totally correct statement. Maybe the reports too is
126where it has to be changed. >> Yeah. >> You got to have one head. I think that's when you have two bosses, it gets weird. I mean, >> I've had two bosses before and it's weird. >> It does. If you're like, >> who do I ask for? What part of what I do? So, it is I think it's good to take that out. >> Okay, I'll make a note of that. >> I would like to then make a motion to table this job description and take it back with those changes. >> A motion to table by Britney. Is there a second? >> Seconded by Renee. Any other board discussion on that? Audience discussion. >> So, what changes do you guys want? >> Um, go ahead, Matt. >> Okay. I have down the reports to and
127I wrote that down. The reports to just the principle the summary would be the same as presented. >> Yep. >> Um >> qualifications are fine. Essential functions >> under qualifications though the and that's taken out needs to be put back in there. Otherwise it doesn't make sense. >> You're writing and reading reports and then you're effectively communicating. You're not >> reading read reports effectively. >> That's how I wrote it. ability to write, read reports, and effectively communicate in written in oral form. >> I thought it was write and read reports, >> aren't they? Writing reports, >> right? And then >> that's right. It's not it's not it's not a succession of different. So then take out the comma to go away, not the end. >> So the comma goes and then the and puts back
128in. >> Yeah. >> Okay. So that's under desired. And I again would like the develop and implement put back in the complete. >> So you do you want the related field left in there? >> Yeah, just that third just the third bullet >> and then >> just needs to take the comma out and leave the and because you are reading and writing reports. >> Writing and reading reports. >> Got it. And then the next one is the development the functions. Yep. Develop and needs we develop and implement, okay, >> and complete and and again, I know that you guys are saying that there's different areas, but I mean there also are different functions based off of maybe what I'm doing in that area or that day-to-day action or whatever. Those are my functions. And again
129I think as a function specifically establish and maintain my student control and discipline in the classroom on school premises that whole sentence needs to stay in my opinion. >> Did you want the provides data on progress monitoring? >> Where did I miss that at? >> Oh yeah. >> Yep. And then the second one that develop IPS. >> Yep. >> Did you want to take out within conjunction of coordinators? >> Nope. >> You want to leave that >> because it is in conjunction with the coordinators or the the designated personnel >> and you want complete intimate level one behavior plans >> because again if in the event we go back or just the process changes they still are completing those. I mean ultimately it is their job. >> And then you want establish and maintain student
130control completely to be established. >> Yes, please. >> Okay. Thank you. >> All those are fixed. >> Thank you. >> So we got a motion to table. Any other discussion? Audience discussion. soft skills are still on there. You guys assume you still want to keep those? >> I think that's Yeah. >> So, a motion to table by Britney and a second by Renee. All in favor say I. >> I. Any opposed? >> Donnie, are you still with us? >> I'm here. >> Yay or nay? on the motion. >> Great. Motion carries. Action item C, policies for approval, first reading. We have policy revisions and we have new policy. Typically it seems like we tackle them individually or collectively depends on the motion. Do I have a motion discussion? >> Sure. >> I was in a
131mood. Um, so remind me leadership and learning in regards to this are we because we're it's only talking about credit for employment at care facilities, child care facilities, school age programs like we're not doing any other workbased learning for any other areas of employment. Well, we are just the bottom section talks about under that because there's a law now that covers the credit for those things. You're right. So, that part is specific to those people. The part above is just the work base >> and this is how they can apply for it, work through it, do it, approve it. Mhm. >> And there's a 26 form, 2600 form and a a procedure that they had no changes for, but those are under this as well. >> Okay. Okay. You're right. Thank you for reminding me
132of that law. >> Any other discussion on that? Not on that one. But there is a highlight underneath policy 5122 in regards to wasn't. Oh, maybe >> that's on 365. >> You're right. 3665. Thanks, Donnie. >> Never mind. It's on the next one. Thanks, Donnie. So would we take a motion on uh action item C sub one? >> I make a motion to approve policy 2600 workbased learning. >> We have a motion to approve uh LPS policy 2600 for workbased learning by Renee. Is there a second? >> Seconded by Jenny. >> Any other discussion? Any board uh audience discussion? Hearing none, we'll move to vote on the motion by Renee to approve policy 2600, workbased learning, seconded by Jenny. All in favor say I. >> I. Any opposed? >> Motion carries. >> I move to
133approve policy 5122. Jenny moves to approve policy 5122. Is there a second? >> Seconded by Kelly. Any other board discussion on that policy? >> I have a question. >> Yes. >> So, no individual will be permitted to have regular unsupervised access to students in schools until completion. Are are we when we've been because we you know we did a bunch of hiring and approving per background check. Were those employees put into the district before that? >> The reason we did that, if you remember, right, was because um like let's say we had a board meeting tonight >> and they did their background check on Friday. Well, I don't want to wait till the 24th to start them. So, if their background check comes back tomorrow, then I can start them on Wednesday cuz you you
134approved them pending successful background check. So, we're not putting employees in the district before we actually get those reports back. >> Okay. Okay. >> You're hiring them. It's more of a we can get them into the classroom potentially a week or two earlier than if we waited another two weeks till the next board meeting. >> Good. >> Any other board questions on that audience? Hearing none, we'll move to vote on the motion by Jenny to approve policy 5122, seconded by Kelly. All in favor say I. I. >> Any opposed? >> That motion carries. >> See, this is the one I have a question. >> So, pol uh so then C sub2 new policy policy 3665. And Britney has a question. So all the way down to the second page where it's highlighted, list specific position
135titles or roles that will not require background checks, administrative staff, maintenance workers. But again, if they are in an area with students that are not supervised, why are we cutting everybody out? Or is this just like >> that should have been deleted >> cuz we took out that such designations main we took all of that >> I do have that do I do have that uh hold on make sure it's shared properly first >> oh cuz it's not it's on everyone's thing I got to make you all commenters so you may have to reload it so on the uh on the 3665 such designations may include but are not limited to I on mine, the one I'm looking at, it has it crossed out. >> Okay. >> So, if you reload it, I just gave
136everybody new access. >> And then this and then below it is list specified positions. We cross that out as well because I don't like well the statement such designations may include but are not limited to. So, we're going to list out a bunch of things that it it isn't limited to these, but these are some examples as opposed to the district may designate certain employees and volunteers who will never have unsupervised contact with students and and are therefore exempt from the background check requirements. So, we went ahead and just left it at that. We already have those positions, some of those positions, you know, volunteer helpers at the birthday party at the elementary. Well, they just come in and help hand off cupcakes and >> they're not unsupervised. >> Yeah, but they're not unsupervised >>
137and they're not alone with them. >> Correct. So, we've already do some of that. So, my apologies that wasn't sh I didn't share that properly. So, hopefully you can see it now. >> Yeah, I can see it. That's my question. >> Like it's already crossed out. I remember got to have comment on there. >> I'll check the others while we're sitting here. >> There was nothing else. No >> other questions on that. Any other board questions on that? I move to approve policy 3665. >> A motion to approve policy 3665 by Jenny. >> Seconded by Renee. Any other board discussion? Audience discussion. Hearing none. We'll move to vote. >> Oh, go ahead Donnie. >> So Peggy's got a comment on this particular one. And I guess I would like her to just >> describe what
138she's trying to say. >> I couldn't understand. >> What was that? Sorry. >> So, you have a comment on uh 3665 and I'll read your comment out loud here. >> Peggy's comment was and that was in relation to that what we just crossed out at the very end about designating and actually spelling out everyone. We're not going to uh potentially uh background check. Peggy said, "I would recommend that we take this wording out because uh because just you just don't know when this may happen. I cannot imagine that we would ever excuse an employee or volunteer that would not have some sort of access to students. Leaving the remaining wording would allow for some flexibility if we were ever to come upon this issue." So that was what we discussed at the board agenda. Is
139that what you're asking, Donnie? >> Yeah. So where so the policy says that we may designate certain employees and volunteers. How do we designate certain people? >> Did you catch that? How do we designate certain people that don't need to be uh background checked? Oh, we rely he on the administrators to make that decision. Um, we have the the process for filling out the the volunteer paperwork that we have put together and then the uh principles have to sign off on it. So, they're actually the ones that make that determination. HR does not make that. >> So, Johnny, did that make sense? When the principles have a a a volunteer come in and say, "Well, I have these three parents coming in to volunteer into my classroom." The principal then asks those basic questions about
140their access to kids. Will they be, you know, have any unsupervised access? And if they choose uh to say, you know what, they could have unsupervised access and the principal says, well, then I'm going to require that they be background checked. Uh if so, when they come to Peggy, Peggy already knows, hey, the principles have said these people do or do not need to be background checked based on what their involvement in the classroom is. because Peggy doesn't know that involvement. Uh neither does Lindsay. So, this just allows the principles to dictate their involvement and whether they need to be background checked. >> Do we have any employees that we don't background check? >> Uh volunteers, any volunteers, >> but the district may designate certain employees background check >> who don't. >> Yeah, we don't
141have any employees that we don't background check. Even if they're custodians and they really aren't around kids. I mean, like in in a supervisory fashion, we still background check them. But we could take out uh >> take out employees. >> We could take out employees because in the end we we all employees are background checked in this district. Everyone, no exceptions. >> Wait, fair enough just to take it out then. I'd say >> so this is also the policy that um takes into consideration contractors that come on site or anybody else who might be alone with the student somewhere. I'm just thinking about that policy that the school boards put out that talks about >> certain limited unsupervised periods may be okay >> and I just don't know how you can say that >> so
142depending on what the contractor does so like YBGR they have access to our students alone they are background checked by YBGR. YBGR signs an affidavit saying that they are background checked. Uh the exception to contractors that I can think of would be people that work for Wayne. He brings them in like Langler who did all of our stuff. They we made sure that they were background checked prior to them being on our property. So, it would it would be up to the contractor in this situation to back check that individual in the event that they had uh something that would prevent them from being on our school property. >> But we do require that they do those back all angles had to background check everybody and we had to okay those background checks. In fact,
143there was some we did not okay. >> Absolutely. >> Okay. So the exception would be like Wayne who brings Rightbridge in to do some, you know, to build a bookshelf or something. Um, will they have access to uh our students? Um, then that would be a decision Wayne would have to make. No, they won't. We're just going to build it out here in the parking lot or whatever. I don't know. Uh, so that would be a decision that the supervisor would have to make. >> And if they're unsure, then that comes to me. The liability still falls on the district if that >> supervisor made a bad choice. >> Absolutely. The liability falls on the district. If if we have Bethany says, "Yes, we'll bring in a volunteer to to do our Valentine's party." And
144then that person says, "I'm going to go run this kid to the bathroom." And something happens. Then yes, it would be absolutely it would be on the district because Bethany made that choice. No, >> I just want to make sure we're making a conscious decision in how we're establishing the policy. >> That's all I'm saying. >> I'd say there's a balance between pragmatism. We can't background check every human being that comes on school property and >> but again, >> are they being unsupervised alone with our students? >> Right. Which it sounds like that's what they were making that assume that and we're pretty critical of that. >> Yeah. I mean they are they have to even sign off on it. So I know Bethany has seen it. She has signed her name. So we absolutely
145are very critical about it. >> Well, I even know from personal experience cuz I was going to go do the zoo day with my daughter and I'm on the school board and I couldn't get a background check in time. I couldn't do it. So they wouldn't even let me do it. >> And the zoo day was an example. His parents were actually taking small groups of kids. So the teacher has, you know, 25 kids. He took 10. I took 10. The teacher So, we would divide the kids up. So, I had a little group on that day. >> Yeah. >> And if if if uh he wasn't background check, he couldn't he could go with me, >> but he couldn't take those kids and go off and do the scavenger hunt on his own >>
146with those kids. He had to come with me. And we needed parents to take kids. So, we had to background check those parents. So that's why I say like I know from firsthand experience the district is pretty adamant about it. >> But we as trustees aren't background checked. >> You are not. >> But we're never in direct isolation later >> generally. >> I would I mean I don't kids >> say again Donnie >> never generally. That was an oxymoron. >> Generally never. Yeah that's true. Great. >> Okay, I got my Thank you. >> Awesome. >> Where was that motion from? >> Jenny. >> Second by amend your motion. >> Seconded by Renee. Thank you. >> Well, we have to amend the motion because then we deleted. >> I amend the motion to include the deletion
147of employees in that. >> So, it reads, "The district may designate certain volunteers who will never have unsupervised contact." Jenny's made an amendment to her motion. Um, >> second. >> Renee second. So amended. Any other discussion? Audience discussion? Hearing? None. We'll move to vote on the motion by Jenny to approve policy 3665, seconded by Renee. All in favor say I. I. Any opposed? >> Motion carries. Action item D, new policies and policy revisions. Second reading. >> I make a motion to approve the policies listed under action item D. >> So motion to approve action item D in its entirety by Renee. Is there a second? >> I'll second that. >> Seconded by Britney. Any board discussion? Audience discussion? Hearing none, we'll move to vote on the motion by Renee to approve action item D, new
148policies and policy revision, second reading, seconded by Britney. All in favor say I. >> I. >> Any opposed? Motion carries. Action item E, LMS library books recommendation. Do I have a motion? >> I move to approve the LMS library book. >> I have a motion to approve action item E by Renee. Is there a second? >> Seconded by Jenny. Any board discussion. Audience discussion. Hearing none, we'll move to vote on the motion by Renee to approve action item E seconded by Jenny. All in favor say I. I. >> Any opposed? Motion carries. Action item F, fall high school coaches for the 2627 season. Do I have a motion? >> I make a motion to approve the fall high school coaches for 2627 as recommended. >> Have a motion to approve action item F as presented
149by Britney. Is there a second? >> Seconded by Renee. Any board discussion? Audience discussion? Hearing none, we'll move to vote on the motion by Britney to approve action item F as recommended, seconded by Renee. All in favor say I. >> I. >> Any opposed? >> Motion carries. Action item G, audit recommendation. >> I have a motion. >> I have one question. Did we do a three-year contract with them? >> Yeah. >> Or were we doing an annual? I couldn't remember. year. >> It was a three year. >> And you feel like you >> Yeah, they're they've been fine >> communication wise. >> I mean, it seems like they've been >> on our audits and helping and getting them to us in time and stuff like that. I just couldn't remember if it was three years
150on time every year. We >> haven't had any problems with >> I make a motion to approve the three-year contract with Nexus CPA firm from Callisville. A motion to approve action item G is recommended by Britney. Is there a second? >> Second by J. >> I'll give it to Donnie since she's a remote. We'll give it to Donnie. >> Jenny's had her share today. >> Any discussion by the board? >> You've got your quota. >> You quer today. Thank you, Jenny. Any audience discussion? Hearing none, we'll move to vote on the motion to approve action item G as recommended by Britney, seconded by Donnie. All in favor say I. >> I. >> Motion carries. All right, we'll move on now to the information items. And as always, please stop me if you want to comment
151or have a question. Department reports, activities, curriculum, facilities, food services, human resources, student services, transportation, financial reports, cash report, Revenue report, expenditure report, high school activities, >> middle school activities, >> donation report. >> Yeah, thanks for doing that. That was something that Britney had asked about and um it's just awesome to see. >> Yeah, that's >> that's an impressive list. That is a very gracious kind. >> That's awesome. >> Okay. So, I have a question on the negative lunch balances donation. >> Yeah. >> So, what do we do? We just I'm assuming we have more money donated. I mean, it seems like we've had a lot lately. >> So, does it just >> where where do we hold that money to >> um >> or how does that work? >> Well, Julie Kroovy takes care
152of it. She's our food service person. And what happens is we've got um robocalls that go out from the schools to remind parents that their children are at uh negative. And um so we usually at the end of the month, every month, you know, we try to make sure the parents are aware and then uh she will backfill those negative lunches with the money that we've gotten for donations. >> Those donations are kept in a separate uh >> completely separate >> account. So they're not accessed by any other >> They're just for those negative. >> They're just for negative. Yeah. If someone comes in and said, "This is for your lunch program, uh, for negative balances, it goes into there and it doesn't get utilized for anything else." That's what it's used for. >> And
153we've asked the secretaries, you know, even to call the parents, you know, if they can because it, you know, some parents might be just saying, "Oh, you know, we'll school pay for it." Or other parents are going to say, you know, "Oh, I didn't know, you know, yeah, I'll take, you know, Some of them might just say, you know, they don't get they don't pay attention to roboc calls or or somebody might send a check with their kids at school and the check might be lost in the kids' backpack or something. So, we don't know. You know, everybody's got a story. You don't know. >> Well, I'm not critical. I I'm just wondering like >> I guess >> well where it's held and um and that >> like how much per year are we back
154filling? Yeah. Well, I'd have to get that finger from Julie. >> Well, how long and how long are Cuz like mine was $4 in the negative and I got an email and a call. >> $2.60. >> Yeah. 20 is the max you can you can charge. >> Uh and so we Yeah. We don't want people getting in big time. >> So, yeah, 25 is the max they can go >> or 25. 25. >> Apparently, my student needs second breakfast. Like he doesn't have breakfast at home. He needs the second. Oh yeah, >> that happens a lot >> because it's like sugar and >> ice. Okay. Anything else? >> Okay. Bond expenses almost done. Almost >> getting there. >> Updated enrollment for February 2026. Let's just not talk about that on >> I guess. Can we
155really quick though? >> Yeah, we can. I was just kidding. Yeah, we can if you want. >> I mean, to Rene's point earlier on in her comment, and I know it's been said in in the past, but can we can we have a work session or can we have like an like an idea builder of how we can be different? I mean, I know that we talked about CTE and like that could be, but like is there anything else we can do to attract are I mean, >> yeah. >> Is it ideas from the staff? I mean, you guys are you're the dayto-day. You're the boots on the ground. You're the people hearing it, seeing it. Is there something as a district that we can do to be different to truly besides just say, "Hey,
156we teach your kids, too." like what else can we do different is there and I know it's time and effort on you guys as well so and I know it's not like you don't have anything else to do um but it it is it's alarming and I know there's various reasons why but I mean I almost feel like we need to be central and start recruiting people to be quite honest with you now we can't pay them but we need to start recruiting >> they don't pay What? >> They don't pay them. >> Oh, I'm sorry. Did I say that in a meeting? >> Careful there. >> Whoops. >> So, Christina actually uh her department calls families that leave the district to find out why they leave the district. So, I think Christina might be
157able to provide some insight on this. >> Maybe we could do that as a presentation or something in an upcoming board meeting. But are you just calling your families out of your or are you just are you calling all just because of the home school? So, >> okay. >> Yeah. >> Okay. >> That might be helpful. >> And you're getting reasons why >> um we just started looking through. We've gotten a lot more recently and with the compliance monitoring, we kind of took a backseat on calling the families, but I think we have like 10 so far and we have a pretty big list to get through. Maybe in the >> started all the way from like August to >> we maybe can make that like a springtime board meeting goal. >> That could be
158a presentation and discussion. >> Why not? It could even be as far as >> I like your point as far as like okay some solutions that might be a work session that's just based around one thing. >> Yeah. And that would lead towards the district schools as well. And >> yeah, >> which we probably need to, you know, it's something that we should probably get into planning is the strategic planning, >> which this could be a big part of that. And knowing that the makeup of the board is going to change in some significant ways, I think um this year, this is my opinion. I would love that this board who's working together now work on setting some of that because of our familiarity with each other and the the function of the district now.
159>> So I would say I would I would like to do that sooner than later so that there's some cohesion to that. >> Let's talk about it then. >> Yeah. and less of a learning curve instead of spending um an entire strategy session informing three new trustees of what the where the district's at. I think it'd be great to as a as a send off of this board that's been together for a little while to to do that if that's if you are agreeable to that. So try to do that before the election. Great. Principal's reports, elementary school. These were fun. Speaking of using the new spaces, I love seeing the them playing in the gym. That was fun. Uh, intermediate, middle school. I just wanted to point out, just hoping that you guys are
160noticing the uh department reports in there. It just looks like a snapshot of it, but it goes right along with our our goals, district goals and building goals and stuff and so just making sure you guys are noticing that the teachers take a lot of time on those. >> Yeah. No, I really liked I liked all the reports this this month. I thought they were all really good. >> Well done. High School Committee meetings, District Operations 1526, Leadership and Learning 11526, the superintendence report, resignation report,formational, the classroom library book purchase for lees Yes. On to discussion items. The RFP for food services. We just wanted to put this out here again just to remind because this was handed out as a paper last week. Um we wanted to put it on here and we did
161not know that you wanted to be part of that. Britney, >> do we know what time for that? April 3rd >> 2:00. The April 3rd meeting is at 2. Oh, >> the February there's a February walkthrough that you don't need to be to. That's for a walk through, >> right? And then the proposal date, but the evaluations of vendors, >> we haven't set that. You haven't set that time yet. That >> can I can I propose afternoon? >> April 3rd is Easter. That's Good Friday. >> We won't It won't be on that. >> It won't be on April 3rd. >> Won't be on Good Friday. >> Okay. >> It'll be just um >> That's not a timing requirement, is it? >> Evaluation. No, >> it's just a due date. >> It's just when we'll open
162probably open the proposals and see what we have, >> right? Okay. >> That be the only thing, you know, be like Matt and I can do that and Crystal, >> but u that that way we could do a complete reference check by April 10th and that's when you guys won't actually select the apparent successful vendor till April 13. So you probably need that the collection of trustees >> who are going to participate in that on the 13th but not before that. >> Yeah. I mean that's when you would award the successful vendor. So I would think that you'd want to do something between April 3rd and April 13th. >> Correct. >> Okay. >> Something >> we'll have to get together. We'll have to have a a rubric to look at each. >> You got a
163rubric. >> We have Yeah. The rubric supplied by the state. >> Okay. Cuz don't they come and make like a presentation? >> That's that that's kind of up to that's kind of up to what do we want them to do? >> What to what level of presentation do they want to have food? Do they want to uh >> uh just to come in for presentation? >> If it's food, we should have food. >> Yeah. In all seriousness, I do think it's appropriate. Yeah. >> Just make because I want Polish >> I want a list of ingredients. But that seems like a way to sell people. >> But I do think and we could have them bring a a sample menu and and have the ingredients in it. What realistically that particular uh event is what
164you guys want to do. Could be something fairly simple. >> It might be we expect a halfhour presentation. I mean what we samples >> that event you're referring to. Where did that fit? So the mandatory meeting is on 2:00 on February 13th. >> That's Friday. This Friday. >> Yeah. >> So, >> and that's when a lot of them will come and then they'll have questions and stuff. >> That's going to be a real facilities that we'll show them the facilities, you know, we'll probably do like a walk through with them. >> So, we need to >> between the 3rd and >> put together the for proposal by March before March 27th. That's when it's due, >> right? And we'll have to have a kind of what do we want? We want to be able to
165tell them here's what your presentation looks like. Now we let's say we have five people. Maybe we only want you guys will pick the top two to present. Do we want all five to present? That's what the >> So that proposal due at 2 p.m. on March 27th is when we that is when they're going to come in and propose. >> No, that's when their proposals have to get to us. The paper >> like mailed in their paper. >> Okay. Should we do complete the reference check and then that decision committee whoever is that is made up of should we pass the 10th. >> Okay. >> So, so then you know the references are good and then you then that committee could go through the rubric together siphon down to the two or three whatever
166that committee decides and then have those come then set a we probably need to then set a date for presentations. Then Julie and Chris gave you three days. >> Well, do we have to Does it have to be so we cuz that's how you advertise it is that we selected the 13th. >> That's how it was advertised. >> Reference check. You just have to make sure it's done by April 10th, I suppose. >> And then we could we could say actually the 15th or the 18th of April is the day that we're going to >> No, you know the 13th. So what I'm saying is if everything's supposed to be in by April 10th, can we meet on April 10th? >> That's Yeah. And then you could go over the rubric of >> and then
167of that committee would then >> make the recommendation. >> Let's let's get that Julie. Let's maybe on Wednesday when we meet, let's set that >> or are we are we actually meeting on the 13th? I guess I'm just I'm trying to plan out. I have spring baseball coming up. you guys. >> We'll get that to you pretty quick. We'll we'll sit down and and come up with that >> to make sure that that sits right every Wednesday. >> We can work through that on Wednesday. >> Thank you. >> Yeah. >> How many cuz I don't want This shouldn't be like a three meeting three meetings of the committee, I would think. Right. This should be like two maybe of the committee because I mean unless you're I think anyone's certainly probably welcome to walk through
168the facilities on the 13th if you wanted to as part of that. >> I'll be there. >> Okay. But I think it wouldn't be like I don't know that I would that would be a committee required one because it really just that's information gathering for those those >> and you could just do the I mean the presentations and the selection all on one night. Yeah, that's what I'm saying. >> I mean, or one day just commit to being there that whole afternoon and it's can't be hard day, >> right? >> Cuz I wouldn't mind being on the committee, but I am also scheduling around. >> Yep. >> What is April 13th? >> That April 13th. >> April 13th is a Monday. >> It's a Monday. Three days to have a baseball game on Monday. >>
169So, that's a board meeting day. >> So, we would probably do it Monday. Yeah, we'll sit down with him on Wednesday. >> Is that a board day? >> Yeah. >> So, we'll come up with that days, but I think I think the >> sooner than later, please. >> Yeah, we'll do that. We'll have it to you Wednesday. Okay. >> You think the 13th is >> doable? Monday. >> That that day is doable. We just did >> Renee if you wanted to be on that. Is that doable for you? >> Yeah. And that mean there is a board meeting to know that there is. >> I have to check my work calendar, but I'll I would be interested. >> Okay. Let me know if you Yeah. And we'll we'll send that out to the board on
170Wednesday, the firm day. Um we'll try accommodate the afternoon if does that work for you better? Okay. >> Um >> so we'll try to do that >> as long as it's not on a >> on a travel day for >> Yeah. >> Played a lot of Monday games. >> No, >> we have one. >> Yeah. Not the 13th of April. >> Well, but it's district music festival. >> Yeah. All right. So that might I don't know if I'll be but if there's other people I don't really care. >> Thank you. >> That's fine. Bring two little toddlers to tell you how good the food is. >> So we'll get you some answers by Wednesday morning. Well, not that for all. Um bond campaign. We just kept this on here because it's just going to be
171>> going to leave it as a good reminder. We have home basketball on Thursday senior night. Correct. >> That'll be a fairly double. It's a boy girl double header. So, we'll have it set up then. Uh, if you'd like to come and stand guard for an hour here or there, I appreciate it. If not, >> I I come and it's dead and I go and watch the game for a little bit, keep an eye, and if I see someone slow down next to the board, I run over to them and and uh >> count on him. >> Pounce on him. >> Um, but it's it's been, like I said, people ask good questions. Hey, what am I looking at here? And I said, let's start over here. And then I kind of walk them through
172um the concepts and what we're thinking about doing. So, >> and we can all be there and participate. We just can't congregate. >> So, >> you know, if one's there, the other one can leave or two can be there. If third one shows up, one of us just ought to go back watch the game for a bit. >> These are pretty these are pretty uh lowkey stress. >> If you can't be there, it's okay. Um, you know, there may be down the road where we need help with hanging door hangers and things where there's a little more commitment, but uh, these are pretty lowkey and people are there to watch the game, not to listen to us for a half hour. Y >> u, but we're getting people. >> Yeah, we get them for 5
173minutes or whatever. And, you know, actually sometimes other stuff comes up too, which is so it's just kind of nice to hear from the parents and this the community because it's not they'll be like, "Oh yeah, by the way," because they'll be like, "Where are you?" I'm like, "Oh, I'm on the school board." "Oh, well, I want to tell you. Let me >> So they give you a couple they give you some feedback on other things, too. So it's it's good both ways. >> Same thing with number C. We I don't think there's any updates on that state forensic facility from from the school district perspective. >> Did we look into potential legal options? >> I did. I called Felt Martin and everything's possible. Uh if if it's just it's just money. Um but everything's
174possible. they suggest right now is is letting it play out from the uh perspective of the city. And if the if the city doesn't annex it, annex the land, then it might kill it right there. If they uh uh choose to annex the land, he, you know, they ask questions like, "What's the current feeling in the community? What are you hearing?" I just told them everything I've heard is relatively negative towards it. U I've not heard and though I've asked a few people if there's proponents out there, I would love to hear what they have to say and and I would hope they would show up at a city council meeting and and speak uh their mind as to why they feel it was a good idea to build it right behind Laurel Elementary School.
175Uh maybe they have a really good reason. >> Um yeah. >> Well, no. I I mean, you never know. I mean, I I I I personally, just my own personal thought is is we need this facility in our state. I just would like it, you know, 5 miles that way, you know, that kind of a thing. So, uh, yeah, I that's kind of where I'm at. That's where our our, you said, keep, you know, let us know what you want to do. It's just money. I mean, it would it would cost us money and we need to be prepared for prepared for that because that pulls it out of some one else's pocket in the district. Um, but that's that's everything's a possibility. >> Well, I think it's important I um Matt and Chris went
176to the first meeting and I went to the work session. >> Yeah, Bren was there too. And um I think it's important that the board stays engaged or the district stays engaged in the process and um that we probably have some sort of representation or presence at those meetings just to hear what's going on um and have the opportunity to um speak on the district's behalf, even if it's just personally. I think that makes a big difference for um how they move forward and it makes a difference um to the parents that are there that have students at that school. >> All the community too. I think actually I've I've gotten a lot of support from older folks too that don't have kids in the district or maybe even grandkids in the district but have
177come up and said like, "Hey, keep up the good fight." you know, and um so it's it's important to our to our >> community >> to our community as a whole, not just our school community. So, >> yeah, it's been good to be a part of that. >> Anything else on it? >> I I'm kind of keeping an eye eye on the agendas and like >> Yeah, me too. um you know as I I haven't I haven't seen an agenda for the city county planning board but that's where it would go first. >> Yeah. >> For a recommendation as to the the potential zoning or annexation there and then uh that'll of course >> I imagine you know go before for discussion at the board before the city council before it would become a a
178voted matter. So yeah >> just keep an eye on those things. I I try to check every uh week because they meet weekly on Tuesdays. So uh I just was looking at the scheduled matters that they have on there right now. Um just some transportation coordinator plan and uh nothing that I can see that would be specific to annexation of that land. So, uh, just keep a look at look at under Laurel City Council under meetings and, uh, it's easy. >> Well, it's important to note though as even if it's not on the agenda, it's there's time for public comment and at that time the count or the city >> um, >> administrative officer is speaking during public comment, which >> what? >> Yeah. >> Mhm. as a public, which doesn't make any sense to
179me, but that's what he's been doing and taking questions from the community. >> Uh, at the work session, they did that. And so, I think it's an opportunity to voice concern again and ask questions about how the process proceeded. >> Um, so it just because it's not on the agenda does not mean that it's not talked about. Okay. >> So, test tomorrow at 6:30 if anyone has an interest. >> Interesting. >> Hey, good point. >> Activities budget. >> What's that? >> Um, this was put on there. Yeah, come on up, Andrew. I asked Andrew to put this on there just as a maybe an FYI at this point in the year. Uh but in short, we have uh you know a couple years ago where we seem to host a ton of things down here.
180State speech and drama and state track. So our activity costs were fairly manageable because you know there wasn't a lot of hotels. Uh but then we and state softball was in Billings, right? And then then we have years where we're sending people to Corvalis and Callispel for those exact same events whereas last year they were all in Yellowstone County. So the I'm going to pass it on to you now just so you know that there that's a much larger drain on our activity budget sending people off all over the state. >> Yeah. I just want to bring it to to attention a little bit. Um, I've been looking at it, been aware of it, been trying to, you know, work. We've been doing some SNAP fundraisers that have been really helping out and things like
181that to to help the activities budget for just really the necessities we need um for our kids to travel. um lodging, um meals, and then also paying for officials are really the three big things that I that I look at. Obviously, transportation is in there as well. Things like that. Um but for example, last year we had state track at Callispel and state softball at Columbia Falls. So, it was three nights um in hotels, tons of food, things like that. Um that weekend alone was over $11,000 just lodging and food. Didn't even take into account transportation on top of that cost. Um officials rates are going up $5 per year for the next about 5 years. Um, so just for example, this year alone through officials we've spent $20,000 and last year through the whole
182season softball and baseball was $23,000. So those costs are going up. um whether it's you got to pay mileage and then you also have to pay their um varsity rate and their subarsity rate. So I'm looking at a bunch of different things. Um the one thing that really really gets me sometimes is um we pay for meals um on any regular season trips for their second second meal. So for example, football goes to uh Browning. We don't pay for their breakfast cuz they left at like 7:00 in the morning, but we pay for their lunch and dinner. Um, that's a regular season uh trip. Um, what I'm kind of looking at is maybe getting away from paying those regular season trips and only pay for those postseason trips because the the meals it it gets
183it gets expensive. So, I hope I can continue it to pay for them, but I just don't know. So, we're looking at ways how do we what are some ways we can alleviate that? So, we looked at what if we raise the uh activity fee that we pay to play as opposed to the meals. Uh well, you know, if a team eats 10 meals in a year and that's you're averaging, you know, $15 a meal, that's $150. Well, we can't realistically that's for one kid to eat. We couldn't necessarily we don't want to raise it be 150 per sport that that's a you know from 75 to 150 so suddenly it's 225 to play one sport so we can pay for your meals. Is it better to to have the parents pay for that? Is
184it so we're looking at a lot of other options? Some of the things we talked about briefly were maybe we have some options on how we schedule. Well, there's some sports you don't have those options on. Uh you don't have an option on football. That's your schedule. Here it is. You have to go to Browning. You have to go to Hbert. And those are just going to be more expensive trips. We don't have a choice. Um, you know, maybe you don't want to start cutting out well. I mean, to pack up and spend send your wrestling team or the volleyball team to these big weekend tournaments. um they cost money >> and uh you know we looked at it as a potentially a competitive disadvantage not to send your kids to certain places but we
185also know it costs a lot of money. So is it uh well we're just not going to send them we're not going to allow our teams to go to these far-flung tournaments during the regular season to try to help save money but then they lose out on you know other things. So we looked at a lot of different options and started talking about a lot of different options. None of them are pleasant. None of them are. But we may not be able to uh sustain it. You know, when we can host things, awesome. That helps us around here. But it's not the case every year. >> So I don't think I've ever asked this. So who pays for the officials? Like when they're home, we pay. when they're away the other correct. >> Yeah, we
186we've paid for. >> And is it because we've added sports or do we have do we have more games for some reason or just because we have been >> The only sport we've added is baseball. Y say that's what I'm trying to figure out like how the officials has gone up so much. I mean are we have we posted more home games this year that >> it's been it it's been the same. We actually had one less home football game this year >> besides just the price increase. >> Um when I look at it from this year to last year um it really gets into your your mileage and then also um what you're paying per official. So, for example, you look at a a volleyball game. You're getting three volleyball games. You have two
187officials. You're paying them $80 a piece. That went up from 75. So, it's $10 for that varsity game, but it went from 55 to 60. So, in three volleyball games, you're paying $30 more per official than you were a year ago. So when we have officials that are line judges, are we do they get paid the regular rate? >> Is there if they're MOAS, they get >> So we did that several times at games this year. >> I mean I not that I didn't like that, but I mean that's a huge expense if we're looking at volunteers do that >> for our playin and then our Yeah. One regular season then a play in. the plane we have to that's >> well I know but we had them at regular se I mean I just
188I I like the idea of it but that's definitely an area we don't need to have extra >> yep your your travel rates went up >> where it used to be you know I was paying 63 cents a mile now I'm paying 86 cents a mile for your driver um basketball um I tried something a little different this year and did a lot of single night games and not as many double headers. Um I've noticed that that has um decreased our gate a little bit. So I I think having double headers on Fridays and Saturdays next year is the way to go. We get a better gate coming in for fans. So that's something I I just tried. Right. I didn't >> There was a So that's growing up in Wyoming, we did a lot
189of double headers >> and we also there was a few times where we went >> to the other schools. So then our teams actually traveled together. >> Yep. Yep. So we didn't have as many of those. So a lot of those things I'm I'm looking into and evaluating as well like no, we have to do this to help out our budgets. Well, and I think that I don't I think >> I don't I think it's crazy for us to send our kids all the way to Hamilton to play basketball in a tip off tournament. That's a really expensive. It's in a bad time of year where we're driving kids. this year wasn't obviously, but um I I think that we need to either create more local options or do some couple nights with some teams
190around here, even if they're B schools or double A schools that they can have the opportunity to play here. I mean, doing those sorts of things where they're not conference games that I get that they're getting experience, but we have to figure out a different way to do that cuz that's a lot of money in travel, not only just for us as a district, but that's a lot of money for our parents to travel across the state and and stay. I mean, I think we need to be mindful of those sorts of things. >> That that was my point on scheduling, Renee, that I think we need to look at the scheduling. And I and again I hate to have kids lose out on certain competitive opportunities, but we I don't think it can be
191s sustained and we can't we're not bottomless pit when it comes to hey, it would be awesome to send our kids over to this or that. Um I mean some sports just they do that a lot and they just eat up a ton of money when we cuz you you stop a bus with 40 kids on it to stay the night, >> you know, in a wrestling tournament or something. >> Yeah. >> Boy, it adds up quick. some money. >> When is the last time we've raised a gate fee? You talked about raising gate fees too >> because I mean I I don't I it to ask those student athletes parents constantly to be when we we could share in a little bit of you know across the board even if it's just >> we
192we talk about it as our our gate fees um yes you're they're set up per school but our division really gets into an agreement on what those gate fees are going to be but we talk about it every summer. What what our gate fees are going to be. I'm going to recommend this summer with just strictly the officials costs going up from last time we raised them. Um they're going to go up $10 that um gate fees right now most of our class A is at 8 and six. I'm going to recommend going to 10 and eight. It's not pleasant for anybody, but that that cost cannot be absorbed by the districts across the state. There's just no way. >> And one thing I always recommend to, you know, laurel families and stuff is we
193have those family passes and those activity passes and you save a ton of money and we have a lot of people that do those family passes and activity passes. Um, but continue to advertise those and get people to pay for those. So, >> it's a worry. We at least wanted to bring it to you guys so you're aware that it won't be a springing it on you if there's some something that comes out of I think it was district operations we were at. Wasn't that it >> hand maybe a handbook change that I have this spring >> that might have to happen or things like that? Why did you get out ahead of it that I'm looking at it and >> evaluating all the pieces? >> I might be I don't really know how it
194works. So, I don't remember. But so each sport, is it like the head coach, the football of football knows how much money they have for food each week or like like cuz I know you, oh, you get $8 today. That wouldn't get you anything now. But >> yeah, our current food prices are $9 for breakfast, 11 for lunch, and 14 for dinner. >> Because like what if you say, "Okay, for second meals or whatever the day, we're not going to eat out, but we'll pack coolers full of food." You know, like that's a huge money saver. >> And a lot of our sports Yeah. A lot of our sports never hit the max. You know, say football takes >> 52 kids and $14 a piece for 52 kids. >> A lot of times they never
195hit the 52 * 14, whatever that is, they're usually under. So our our sports and our coaches do a really good job of staying. >> But either way, if you save money on lunch, you get a better dinner. or or you save money in the long run if we just aren't buying lunch regularly, you know, like that does add up over time, >> you know, and this has happened in other schools. And in the end, you know, let's say you're traveling. You know what, everyone pack a lunch. >> That's an inexpensive way to bring a lunch even from home. Couple sandwiches, uh some fruit or whatever you have to bring. >> We have to assume that some of those I >> I know and you're not you're not wrong. Um, but it is it is
196a worry. >> Um, >> would you come up to the mic? >> If you did pack lunches or have them take lunches, the food services could we could get um people to sign up and we would make lunches for them as well and it would go to their lunch account so that students that are free would obviously get free lunches. >> That's an excellent point. >> Very good point. >> I mean, we do that for trips. tubs and >> Yeah, they could put them in tubs in and paper bags like you guys do and then hand them out wherever they Yeah. with the tub. >> Well, I think that that could be an I mean I think that >> I mean I thought I just opened the activities funds too and it's like a lot
197of these sports have a lot of money >> which has been an issue for me. If we're asking kids to raise money, we need to be spending it on the kids that are raising money. And some of these sports never have much for debits in their accounts. And um but I think parent I mean parents are willing to work with the sports to to provide those meals. I know that lots of the sports do that. Um, so I think it's a matter of communication and if we have to change that that I mean I think everybody would in general be understanding and then it's up to those sports to figure out how are we going to cover it and usually parents will step up and provide meals whatever that looks like. >> Doing some of
198that now too. >> Yeah. Yeah. Yeah. Okay, >> thanks. Thank you. >> Thank you. >> Awesome. Thank you. >> Number eight, we just wanted to bring a levy just the idea just briefly to you. We talked about it um in the presentation with A&E, but uh and to uh Michael's point earlier, you know, you you build it, you got to fund it. And so this was something that we wanted to put together as to what our um capacity was for increasing a levy. This wasn't a recommendation of a levy amount, but to start the your ideas and voters running about how how much is available to the district as a voted levy. >> So, the elementary could vote a levy up to 638,000. The high school could vote uh at a levy of up to
199about $48,000. So or or some variation below those numbers. So those are the uh current numbers. Uh just to kind of keep in your head, we're sitting at around 94%, right, Julie? 93 and a half 94% of what our max fund with a vote could be. And so we're we're sitting there, you know, right in that 93 some range. And those would be the potential numbers. should we want to levy anything either this year or down the road we would have to do it by the end of this month of course uh by the 24th and uh those would be our numbers should we want to do that we've had that discussion previously about levy and a bond on the same year and that was around we went round and round on that and there's
200a lot of points to both arguments but I just said let's put let's keep it on there just as a reminder and then so you guys know what could be levied and where we actually sitting and what's the potential? >> And is this a proposal that it would just be a operational? >> This would be an operational general fund levy >> and we could levy up to 600,000 per year uh for the elementary and up to 48,000 in the high school. I think the question is even though this would be like a dollar per hundred thousand I mean it really this combined levy would not be >> it wouldn't be a lot of money but you're also putting >> with the bond >> you also are putting two things that increase taxes and sometimes it's
201not necessarily about how much it is it's the fact that it's increasing in general >> so I I I understand as we go into negotiations next spring 27 um that you know we already we already know we're you know we're not we're not going up right currently in our student counts. So so this may be important to whether it's to hire that new CTE teacher in a couple years or whether it's to to make sure we have money for curriculum. Um how's negotiations going to look? all those questions that uh a levy may play a you may be an important variable in that process. something. They right now they have an interim committee educational committee that meets their meeting this week the 11th through 12th with some key legislators they're looking at uh redoing the
202funding for schools >> you know how they're going to do that I don't know but uh so those are things that you know like might affect next year's >> way schools are budgeting so >> so it's kind of crapshot. I don't know. >> They took it away and then realized maybe they shouldn't have taken it away. >> Yeah. Anyway, so it might be different next year after legis after the legislative year. >> The funding might be more or they might be less or it might be the same. Who knows, >> you know? >> So this just a thought. >> It's just such a tricky thing. >> We we have as a board talked about it. We talked about it in our chair meeting a lot. That's why it came on to the discussion tonight. Do
203you do you work on passing the bond and you kind of make this as part of the conversation of hey as we build this it's going to come online in 2027 or 28 >> 28 or 29 >> right >> the school will so you have this conversation as part of the bond so that it's known that like you know um or do you just like go for it? That's the question. And we got to decide if we're going to go for it this time. We got to decide. We'd have to have language created and done for the next board meeting. >> I think that's too much as >> I think that's what was kind of talked about a few months ago. >> Yeah, I tend to agree. But with these numbers uh being solid as
204to what our budget is next year, I thought they'd be worth reintroducing to everyone so you guys are just aware of it. Can >> I say something? >> Yes. >> Lisa Pickicket, um LUA co-certified co-president. I'm always going to be one who thinks that levies are going to be really important. We had a discussion earlier this month about insurance, which hopefully will be better next year, but where I who I'm further along on your steps and lanes, for me, the insurance I pay for my family is about 20% of my um of my salary. For a new teacher, it's probably closer to a third. Um, and just thinking about that and where we're at as far as both um, finding teachers to bring into our school, which we do have a new building where we
205have teachers who are not or at least at the beginning of weren't um, weren't actually through their full certification process. And we have teachers in all of our buildings who are in those same spots despite the fact that we have those new buildings. And what's going to get your teachers and even keeping your staff that you have um running your schools is being able to offer competitive wages. And to do that, you have to have funds in your budget. And it can't all be about your facilities because facilities won't attract teachers. What will attract your teachers is pay and benefits first and then they'll stay because they like the place. But if you don't start out there, you're not going to get teachers, especially not now. When I started teaching, um I remember in 2012,
206it was difficult to get an elementary education job. At this point, that's not really the case. So, I think we have to be honest about what our needs are um and what that looks like as far as levy goes because we have to start passing levies. It no matter what the state does, if you don't have um close to 100% of your budget that you need, it's really difficult to attract and retain staff. That's a fair point and it's kind of like the air conditioning discussion too. You know, you how do you do it all at once? Do we do it stagger? Do we do the bond and then do we do a levy? Do we do a levy then do we do a bond? You know, these are all there's not I don't think
207there's a perfect solution for it because you're going to make uh one group or another unhappy with what if we run the levy and then it and the bond and they both fail. What happens if we run the bond and the levy and the levy passes? That's that's that's that is a good that's a win. I I agree. But then we lose momentum on the in the bond and the goodwill that we built through the rest of the the other bond project. I think >> so it's uh you lose students, you lose money. So if you get >> and we're losing students. >> So if you get like the CTE, if you that attracts more students, >> you go to your school, so you can fund the teachers. I mean, it's a >> So it's
208kind of both ways. >> Whereas this 600, I mean, it it sounds like a lot, but in a district our size, 600 is like I mean, >> look at our budget. >> It's 10 million bucks. 600 grand. I mean, it's okay, but it doesn't go super far in the district. You know, it's not like we're going to you you can't increase new teacher pay by $15,000, which is what it ought to be if we all agree on that. I think uh it can't happen. It doesn't stretch that far to do things like that are in that in that kind of a meaningful sphere. And if A and B keep shrinking, this number keeps going. This number can go down. So I do think that um or this number gets negated, excuse me, I should say,
209by the the A and B money leaving. So it's it's looks like big numbers, especially on ice. I mean, that's like what is that like 4 FTE maybe when you consider benefits and everything else that get put into it. >> Yeah. >> So it's not it's not a huge boondoggle. It's like it's it's not a silver bullet. Well, to pass this levy is not a silver bullet to the school's short, >> but there's other things those those levy monies do. It puts money in the curriculum budget to >> for curriculum rotation. It puts money in the electricity line item budget for >> for AC >> for paying for the elementary AC. So, those those things those things do add up. >> They do. >> Um how how much is that bill going to be next
210year with the AC in the elementary? Is it going to add 20 grand in electric bill, 5 grand, 30 grand? I don't know. >> Right. >> U but it's something we haven't prepared for. >> Yeah. >> So, I think it's in there. My opinion is is that as we're as we're building onto this new high school and and doing the renovations, we immediately have to start deciding, okay, how are we going to be ready to to put that extra CTE teacher in there? And what's that programming going to look like? What are they going to teach? what are those classes going to look like? Um, you know, what what what what are those improvements we're going to need? >> And we got to start thinking of those things right away. >> Yeah. >> Again, always
211worries. Um, and that isn't just for salaries that that there's things beyond that that those things go forward. When I got here four years ago, we don't have a single dollar in a line item that paid for curriculum uh books and programs uh to to be, you know, circulating those things every so many years. And we still don't necessarily have the money that we need in there. Um but we're we're we're I told Julie right away, we have to do something. We can't just every year kind of hope and pray. We need to try to do our best to to make sure we have money for curriculum rotations and we're about probably 50% of the way where we need to be to make that a legitimate line item where we know we're going to be
212okay every year. >> It's tricky, >> Donnie. Yeah. Did I hear somebody mention that we >> Did I hear somebody mention that we have to set this dollar amount if we're going to run levies >> by the end of February >> by next meeting? >> Mhm. >> We would need it. Yes. If we wanted to declare a levy, we'd have to. >> Yes. >> No, that's not true. If you look at the election calendar, we have until the end of March. We do, but not a bond. Not bond, but levy. >> Oh, that would be good. >> Well, we got a little more time to talk about it then. >> We'll look at that, >> Don. We'll look at that and see. >> That's good to know. >> I thought it was the same time
213as the bon, but maybe that's not. >> Okay. >> I'm looking at the election calendar online, and that's where I got my date from. Now, I know Yellowstone County Election Administrator usually asks for it a couple days earlier than this calendar, >> but um yeah, we got more time. >> Okay. >> Yes, Freddy. >> Mrs. Pickkins. Miss Pickins. >> Yes. >> Do you think that the union would put a statement out supporting an operational levy? >> I think we would love to. It's just it's >> and and know that we it's not because we don't want to. I think you know that too, right? I mean, it's not like a we're going to cuz we take we'll take every penny we can get. We just got to be smart about how we ask for it.
214>> Well, and I think that it is challenging because you have two things, but I don't really think you can have one if you don't have the other. Well, we can have a levy without a bond, but if you don't start passing levies, these bonds are going to be really challenging to fulfill what you said you were going to do >> just because you won't have the personnel and you won't be able to maintain your curriculum at the level it needs to be. Um, so I think we really have to start trying to get levies through regularly and that means that you first have to start putting them up all the time and see what's what sticks. >> We haven't passed an operational levy in >> pushing 20 years 18 19 years. >> That's not
215from lack of them putting them on. Well, that's not completely true cuz if you think about how often you can run a levy versus how often they have been run. I mean, >> we've run them twice since I've been on the board. >> We've had um Yeah, if you go back Julie one time had a a chart of it and I think you know there were there was we're not running them every year. That's for sure. >> Yeah. So, I think that's kind of where you have to look at things cuz our needs don't change. We need that funding every year and instead we just keep squeaking by on what we have and trying to piece things together to make it work. And that kind of worked for a while. I just worry that even
216with our schools we have now what that's going to look like as far as staffing goes. If you think about the positions that we were we were able to add in this year with your um behavior inter behavioral interventionists and those kinds of things like do those stick >> those are IDA money federal monies. Yeah, your point's well taken. Yeah. >> I mean like are those positions going to be there? Are you going to have the students um supported in other ways? It's just really hard. I think you have to make sure that your community understands, which I know these guys tried, um that this isn't like an endless like all that tax money isn't really going straight into your school the way that it kind of looks like it is. and >> six maybe
217>> it is complicated and they I know that school funding interim committee has been working on it for like almost a year I think but they've had a lot of listening sessions and it'll be interesting to see what comes out of it. Um but I doubt that districts aren't going to have to run lobbies like I don't think they're going to be like here you go here's all the money you need. No, >> would be nice if they did, but I don't see it happening. >> No, >> I guess that's what I'm trying to figure out because if you have the union supporting, but at the same time, Miss Piggins, is it to recruit more staff or is it to increase wages? Because there also is a limit between that. So, are we running a
218levy to increase wages to help with the support the staff we have or are we running a levy to try to recruit and and get more employees? So, I mean, that's another thing that if like just like the bond, we have to know our why. >> Like each year, no matter what, hopefully you have those little increases in your budget. So, some of that obviously can go towards increasing wages, but I think your levies are there as well to supplement that because if you don't ever pass a levy, then you don't have that extra 7% of money that the state says, hey, this is what you need to actually run a school. Go find it. Uh, it's really difficult and I think you have to think of it for both. If your A and B
219keeps going down, then chances are that more money from your levy would have to go towards retaining the people you actually had. Whereas, if your A and B stays steady, that amount of money stays the same. >> We've actually we've actually had budget cuts every year since I've been here. >> So, >> that will be the case next year as well. >> It's It's not easy. And I'm hoping that maybe something really good will come out of this and they'll have a great idea of how to fix this funding problem. >> It's nice that you think that, Lisa. That's cute. >> I try to positive. >> I try to stay positive. >> Pursue them again. You know, like >> I like your positive. there's an option, >> but it's just a really challenging thing cuz
220you have to keep the staff you have while also trying to bring in your new um staff as well. >> Yeah. And maintain facilities and buy supplies. >> Just to give you I mean, so we passed these levies. They're offsetting some cut. I don't know if it that's like I said, it's not a silver bullet. doesn't translate into $400 more thousand dollar for the high school to recruit entertainer >> a tiny bit cuz the budget shortfalls not small. So it would it would shore up where we're at without having to cut. But it's basically maintenance. That's why it's like it's not a silver bullet. Increasing enrollment isn't even a silver bullet. It's going to be a combination of let's increase enrollment. We do need a levy. We need the dennial study to actually produce a
221decent result. And all of that in combination can make it easier to sustain these public schools. But I think um just relying on levies or saying that the levy is the thing that's going to get us out of something is >> Well, I don't think it fixes your problem. >> No, it doesn't fix any problems really. It just kind of >> it's the one option you have >> where you can get closer. >> Yeah. I guess my going back to you, I would like to hear from the union as a whole collective on how are they going to come in. >> So I can tell you that with the bond um we did actually reach out to the other unions within the um area letting them know that this was something that we supported to
222try to get support that way because it's it's challenging for some reason. school um school employees are kind of thought of differently than some other labor unions are. And maybe it's because um public employees, but um that is something that we did last time. We had people who were members of our union knocking on your doors. They did the door hanging, all of those kinds of things. So, anything that's going to help our schools, we're there. like students are our number one priority while also considering um making sure that the employees in the district have what we need so that we can um have lives in this instance. That's what I'm I'd like to I'd like to see. >> Yeah. >> Just to help for just to help for decisions, Mrs. Pens. >> And I'm
223glad we have I'm glad we have more time than we maybe thought so. So we can craft something a little bit more >> the keys would be tying the narrative together that the bond and the learning go hand in hand, which they do, >> but we have to be together that I think I'm trying to make sure that if we are together and we're all supporting as everybody. >> Yeah, >> it it did move the needle last time. Maybe it can move the needle this time. >> And Donnie is right. It's March 26 is the last day. >> Wonderful. >> For the ballot to be certified. The trustees must pass a resolution stating the exact leverage levy amounts by that date for the clerk to certify the ballot. Can we maybe run what you think
224and what the taxpayer impact would be? Could you >> Yeah, we could do that. U March by March f March 1st is when we're supposed to get the exact numbers of you know the >> budget >> for the budget. Okay. >> And then we can have I can have all that available by the >> first meeting of March. um you know the impacts and everything you know and that gives you time by the second meeting you pass the actual we'll have draft language like you guys had tonight for the ballot >> I think it's worth exploring if we have the time >> I think the reason I was concerned is we were I don't want to do it under but if we have another month I think that's a fair >> because then we can
225talk with Annie and how to work it into the bond campaign and kind of com combine them together as a they go hand in hand and I think that would help us with that. So if we have the time it's worth looking at. Great. Well, we'll be if we can be brief on F. Uh everyone knows the uh building sale did not materialize. Um, I think we're going to probably continue to have that issue. Um, based on the scope of the work that would need to be done to make that building into something that's doable. We've we've had two very well one pretty experienced and one and then the second a much more experienced team that came in and looked at it and I think the cost is astronomical to have that building um put
226into some kind of use that uh for apartments or for tech condominiums or whatever it is. >> The ROI on it >> the Yeah. Yeah. there's just not a great ROI um even in a long-term rental scenario, which I think is what the this last group was going to do. Um and so, uh we've already earned $140,000 off of this building and it's never even been sold. So, that's a nice that's kind of nice. That doesn't happen. >> Nope, it doesn't. We just do that about 10 more times. >> So, basically, we've already sold the building. under contract at least five or six more times. Nonfundable earnest money at least 100,000. >> Yeah, that's what we just put that condition out there. It's a donation. >> I'm sure they Yeah, >> that'll really go for
227that. >> Just sell it as a donation. >> Your problem. >> So, we we've done well. I think we've been very fortunate um to have had two really uh honorable and good partners to try to work on this building in earnest. And um just wanted to see what everyone's thoughts are. Renee had a great idea um in our chair meeting about how to maybe um move forward with the building. >> What you got? I love I said, "Why don't we just auction it?" I mean, at this point, we just need to get rid of it. It's costing us money and we have to maintain it to some degree. Um, is just put it up for auction and then as of that day, it sold as is. And well, I wonder if we could have photobreaker
228commercial come in and what would be the value if it was just raw land? >> Yeah. >> What does that look like? I we can't we don't have the money to demo it by any means, but what does it look like for just >> raw land? >> Yeah, I'd be curious too >> in pricing strategy. >> Yeah. >> But I mean, yeah. Auction. Who would we auction it to? >> Well, whoever is I mean, if we get $10,000 for it, at least we're done with it. >> The return's going to be a million, >> but we'll take 10. $140,000 we take after that. I did get an estimate on the demo of the land and take it all down to just, >> you know, 50 lots. >> You about Yeah. 12 to 13 would be
229probably the best we were going to do. >> If an investor looked at it and said, "Okay, the pricing is X and now I know I have to do Y with demoing it instead of then they can maybe see it's just priced as, you know, land. They're going to have to do some work to it. No matter no matter even if we auction it off, it's still going to cost money, right? >> Yeah. >> I'm just saying that we have an end date. >> Yeah, it's done. >> We know that as of this date, we're done. I mean, >> yeah. Even if someone buys it for $1,000, >> it's no longer >> just use the top of it as our Fourth of July throwing fireworks off of it. And hopefully it just >> doesn't flame.
230>> It could catch us. It could catch a stray border. >> Maybe it or maybe we do. It's not going to burn. It's >> not going to burn. >> Listening to this. >> Damn, stop recording. >> Yeah, we're going to close session early here. >> I just think we need to have an endgame. Whether that's reducing it to the point that it's >> highly >> You did give me permission to Yeah. I mean, just because it's like you can't go through another summer where we have to mow it and we have to >> I personally also agree with Renee on just having the date certain on the end of it and you know let the best most motivated buyer buy it. I know >> but the real estate side of me says we need to
231at least capture as much >> I know >> money back into the district right I mean we are servicing us so can we get the most and what is that most okay well we shot for this we didn't get it I mean we got an offer but we didn't get it right cuz that buyer and then we lowered it and we got another offer so I mean price we can't change location we can't change the structure we can only change the price but to try to at least gain mean more than >> well I just think that if there was some value there then why I mean like why didn't they counter I mean why didn't the last people counter with something >> I mean he already committed to 100 grand >> counter with something
232>> that would have made it like feasible and obviously that wasn't >> well then we we need to go back to our agent and we need to say ask them to bring their best and final offer of what they believe >> it's still land is still valuable. They're not making it anymore. No. >> And it's in the middle of town. It has good surrounding single family residences that it could be something. >> So maybe we say to them, hey, take it back to them and say, "We know you like it. You've done your due diligence on it. Bring us your best and final offer." >> I'd be fine with that, too. I mean, I just think we need to like Yeah. >> Yeah. >> And then and just and then see what they say. >>
233And if they bring us 200,000, it's better than auctioning off for 10,000. And then we've at least captured more for the, you know, like more money that we can >> obtain. >> Yeah. >> Great. >> We can uh >> bring that back to George and see what he can um come up with with those with that buying group >> because this might be our buyer. I mean, >> you just have to negotiate. >> They're a very capable buying group. That's was looking at >> Well, and they're in the community and they were willing to at least give us 100,000 for a donation. So, that's a really nice thing. >> Yeah. So, >> maybe I can see >> about that. >> Great. >> All right. Any future discussion items? Um, this is more just kind of
234for Christina. I'd kind of like to just know like who we have, where they like not not like the individual per se, but like who we have, where we have them, and what buildings, how many, you know, how many case loads kind of back to that just I know we did it a year or so ago maybe. >> Are you talking about? Yeah, >> that's why I used to do them, but now that they're asked for monthly, I don't those numbers >> I know, but I kind like to see collective pole as the 30,000 foot on that. >> Okay, >> any other discussion items? >> Great. Well, let me read my little spiel and I'll boot you all out of here. Maybe we need a little break or >> and then and then we'll we'll
235have a short recess while the building clears. >> It has been determined that the next matter to come before the board is a personal matter and it has been determined as follows. That the matters the matter of the individual's privacy is involved. that such privacy demands protection of the individual for the sake of reputation and otherwise little if anything could be gained by publicly disclosing the information to be discussed and that three the demand for privacy in this matter clearly exceeds the merits of public disclosure. Therefore, I have called for an executive session for the purpose of student discipline. >> We have like 10 minutes. Yep. So, we'll uh sit in recess while you clear out and we will rejourn