001on the agenda. Comments on the agenda items will be accepted on the items that are approved in the meeting. Interested persons may also submit views in written form to the clerk or superintendent prior to the meeting, and those comments will be brought to the attention of the board during the meeting. Anyways, we do have electors. Nope. Okay. With that, we'll move on to new business. Okay. Mr. Oates. >> Yep. Got a recommendation for a classified hire for maintenance, Seth Nessible, for the '25-'26 school year. >> I move the Colchester Public Schools Board of Trustees >> [clears throat] >> approve Seth Nessible as maintenance for the '25-'26 school year. >> Second. >> Okay, I have a motion and a second. Uh, any public public comment on this agenda item? Any for the board? >> Francis. >>
002Aye. >> Shweta. >> Aye. >> Angie. >> Aye. >> Tiffany. >> Aye. We're good. >> Item number two. >> Okay, 4.02 be recommendation for Tilly Hadler for a long-term substitute for us in the district for rest of this year, and that would be effective when she received her emergency authorization certification. >> She does not have it yet. >> She has it now. >> She has it. Okay. >> Yeah. >> I move the Colchester Public Schools Board of Trustees approve a long-term sub contract for Tilly Hadler for the 25-26 school year. >> Second. >> Okay, motion second. Any public comment on this? Any for the board? >> I think it's cool that she already went and got her degree and came right back. >> I do, too. >> So, that's exciting. >> She's working on it.
003She's student teaching next >> All right. Francis? >> Hi. >> Serena? >> Hi. >> Andrew? >> Hi. >> Good. >> Hi. Three. [clears throat] Okay, recommendation for a district substitute for the current >> The Poplar Bluff Public Schools Board of Trustees approves Kerri Parrish for the 25-26 school year district substitute. >> Second. >> [clears throat] >> Okay, motion second. Any public comment on this? Any for the board? Francis? >> I'll abstain. >> Serena? >> Hi. >> Andrew? >> Hi. >> Good. >> Hi. Okay, 4.4 is our annual dues for MTSBA. >> It's our membership survey. >> Oh, it's membership survey. Sorry, sorry, sorry, sorry. >> Select a member to complete the survey. >> Oh, it's >> Just kidding. >> I'll do it. >> Okay. >> That's fine. >> Okay. >> Yeah. >> You want to
004>> I was just making sure. >> Yeah, by the 13th. >> Yeah. >> Okay. I'll just put that on calendar. I'll do it. What is the 13th? >> Friday. >> Okay. Yeah, that works. >> Don't wait till the last minute. >> I won't. I'll do it this I will >> Thursday before, okay. Okay, 4.05, transportation contracts? And individually? >> Yes, that is me. >> All right, okay. >> Um so that's was needed when we had no bus routes, if you guys remember, we kind of talked about it, that um parents had the opportunity to sign their kids up. Um so they still aren't signed by the parents. Um but if you guys approve it, I'll get their signature. Um usually, I just wanted to explain kind of the process, these are usually approved by June
0051st, cuz we usually kind of know who is already going to be out of district kids. Um or people that don't have transportation. And um I called OPI and I was like, "Well, what do we do now?" Because it's for budgeting reasons, so we can budget that money in. Um and they said, "You can't control situations like that, so they will go ahead and um reimburse us." But what I'm asking here is that we, cuz there was a deadline for that, and um so I'm asking that we reimburse them ahead of OPI reimbursing us. So I won't ask OPI for reimbursement until the second semester. So I just wanted you guys to have a heads up with that. Usually I wait until that money comes in and then we reimburse the parents, but um I'd
006like to do it ahead of time. Since they've waited so long, as long as you guys agree to the um contracts, then OPI >> Cool. >> will go ahead and let us do the reimbursement. So >> Are you losing the kids semester? >> Um at the end of second semester is when I do the um second round of transportation contracts. >> Okay. And did you have an estimate on what the fees will cost? >> Uh I did fill them all out. There was um I don't have a total. Some of them were like $12. Some of them were closer to $200. Just depends on how far out they live. [snorts] So, yeah. >> Okay. So, less than $2,000, you think? >> Okay. >> Oh, yeah. I move the Clovis Unified School Board of Trustees approves
007elementary and high school district individual transportation contracts as presented for the 2025-2026 school year. >> Second. >> Okay, motion and second. Any public comment on this? Any further, board? >> Yes. >> Hi. >> Sabrina? >> Hi. >> Andy? >> Hi. >> Tiffany? >> Hi. >> Uh for board rule six, Kim, yeah, I would like to bring to the board the proposal now for the Capturing Kids' Hearts contract. I talked about it at a couple different board meetings. Um So, kind of just to I think I'll what I'll do is go through the breakdown real quick of the costs, and then I know people that have been to the flagship training, um they're here. We've got some of them that volunteered to come on in in case you have questions. I know one of them wanted
008to have something read cuz she couldn't be here, and they could kind of tell you about the experience and what it does, if that's okay. They could explain that a little bit, and I'll just go through the costs. Um I'll kind of start with We got a grant, so that helped knock some things down. A grant I applied for a little while back. That's a long time ago. But, um the upfront training for 2 days is probably the biggest cost you'll see there, and then from that, um you kind of continue on on Let's see. The thing I really wanted to explain is the premium, cuz there's the training, and then the premium, um let's see, includes access to a strategist, district-wide reporting, recurring leadership team huddles, and great resources to support implementation at the
009district and campus level, including CKH Campus Premium as a campus specific subscription. So, just kind of go through that really quick what that means. So, what happens is they'll assign us a strategist, which is a coach really for us, and that's somebody not necessarily in Montana, but it'll be somebody of a district that's worked with districts of our size that's to us. So, that they're familiar with a district like ours, and they'll help us interpret data, help us report data with questions, problems, really anything that we need. So, they're there for us, and they're assigned for us as long as we stay with them. So, what we're looking at really is this first year up front, and then I did look into some recurring costs that we'll talk about here in just a minute. So,
010we have them, and they'll be the ones that come come on site, and they're there for us whenever we need them. So, I thought the district-wide reporting was really kind of cool, cuz I know I threw out a lot of different statistics as we went through this, and I've kind of talked about it along the way as far as it shows, you know, a decline in office referrals, the whole thing about retention for teachers going up, just really improving our school district, our whole culture. And so, what they do to track that and to track they have they have a lot of research behind what they've done. So, they'll provide kind of a pre-data, we'll provide that, I'm sorry, pre-data to start, such as like attendance rates, office referrals, kind of our just our background,
011our demographics really, so that they will benchmark that against current other school districts that are comparable in our size. So, again kind of so we can see how we compare with them. They actually use that data as you go through the program. So, like if we want to determine using that how long we will have it, if we'll have it for 2 years, 3 years, 4 years. You know, once they want to show gains in all of these different areas that they said will improve. So, we'll be able to track that through providing up front um data and then throughout they do surveys. So, they'll conduct a mid-year and end of year survey. Um and then also they work with admin once a month that coach will work with us and be available to us.
012Um and they also have the resources that are really robust because they go to train they kind of take you through the bare bones of it to give you an idea what it is, but they have lots of different resources. Um so, the teachers can access those at any time. Um for example, they have uh it mentioned the grain breaks, uh 100 different activities, daily activities if you want them, a character curriculum. And they have uh different tools that we've seen at the training. So, like the social contracts, they'll give teachers samples of those. Just kind of all of the examples of everything they teach take the teachers through those first couple days. Um they include parent letters to go home monthly. So, you get a lot of resources that you purchase with this um
013with this up front cost, too. And they do recommend 2 years um as far as the recurring costs. And at the most [snorts] they said it'd be around $15,000, but that's probably high for us because it has a lot to do with how many new teachers you have to train in it. That's kind of the bulk of the cost. Or if you want them to come do site visits, that was around $4,500, but that's a cost that isn't really fixed and that can be determined on how we're doing with our data, how we're liking it, really how much we want to um purchase the next year. So, right now we're just looking at um it's $50,000 for the training, for all the resources and for all of the implementation that we would need to get
014going in our district. And I think I let them if you have questions for the people that have gone there and kind of tell a little bit about it. >> Yeah, I'd like >> So >> to hear about it. >> I'll give you my two cents worth while somebody else is coming up to the podium. Um, we all know that everything is about building relationships in education. Like you have to have a relationship with a kid first, first and foremost. And um, we've known that for a long time. It's even more important now with everything that's going on in the world. You all watch the news. Um, we have to we have to build those relationships and and everybody said that it's really important but nobody ever said this is how you can do it.
015Here are some easy steps for you to do as a teacher and things that you can do to make kids feel included and part of what's going on. Here are some simple things that you can do. Basically is bottom line. And and for me it was so it very common sense. Like it's nice and refreshing to see something that just makes sense, right? And super easy for teachers to grasp. I've had um, staff in my building kind of test running it and I hope that they step up and say something tonight about how it's going and what it's doing for them. And so um, >> Chanel? >> [laughter] >> We know you love to talk. >> Um, anyway, and Brandy Brandy Watson is too. Um, but it just already some super positive things coming out
016of it and just little snippets and and again for me it's just common sense. Like here's something that you can do that are super easy. And you know, I I had the opportunity to go to the training um, for two days a couple weeks ago and it's just amazing and the speakers are fantastic and and um, it it works. I think. So we'll see. >> Yeah, they threw kind of a a last one at us um, that we got some different too [clears throat] kind of last minute. So, besides the one we did earlier just a couple weeks ago. So, that was perfect. >> I really enjoyed that it wasn't a It's not another curriculum. It's not like here's a bunch of more stuff you have to keep track of and do that kind of
017thing. It's more procedures and streamlining across the board. Like it gives everybody the same tools and everybody the same strategies to help with behaviors and discipline and things like that. So. >> Alicia can't be here, but I have um she had emailed me what she would like me to tell you guys. Um she said it was a mean meaningful experience. I attended earlier this year and honestly it gave me hope again. Being in the classroom can be challenging and tough especially when it comes to behaviors and building relationships with students. I want to share a few things that have truly changed my classroom because of this training. The first thing I do is greet my students at the door before every single class. I either fist bump them or shake their hand. I acknowledge them
018every single day, every class period. This has made been a game changer. They expect it now and they even get upset if I forget which clearly shows it has made an impact. The second thing I do is have students share something good about their day or the day before. This has created a more inclusive environment in my class. After they share, we celebrate them by clapping or snapping kind of like in Legally Blonde when they do the snap count. Students are eager to share and sometimes they even volunteer when it's not their turn. It has shifted the tone of my classroom in such a positive way. The third thing I implemented is a social contract. It has been extremely helpful because the students created their own expectations for how they act, treat others, and speak
019to one another. There is ownership in it because it came from them. The fourth thing is using the four questions for redirection. As a new teacher, I have especially appreciated these. They truly have saved my sanity. The questions help me calm stay calm and patient while requiring students to take ownership and correct their behavior. To be transparent, one challenge I face is moving classrooms. My social contract posters are no longer sticky, so transporting them has become difficult. Finding a solution for teachers who move room to room would be helpful. Overall, I love the foundation of Capturing Kids Hearts. I've even carried these strategies into my youth group and coaching. I'm heavily involved with students in the community and I plan to continue using these tools wherever I serve. Um I also went to Capturing Kids
020Hearts in the fall with Malisha when she went. Um and it's more of a research-based framework. It's like like they said, it's not another curriculum or another program or something that we need to follow and learn. It's just simply like Carl said, too. You know, it's like it's common sense things. If you guys have ever been to Love and Logic, parts of it kind of reminded me of that, as well. Um and it strength strengthens relationships, improves behavior, and increases student engagement, which ultimately then will lead to academic growth. Um it provides strategies to build positive teacher-student relationships, create a safe and supportive classroom environment, establishes clear expectations through shared ownership, and develops students' leadership and character. Um the components I've implemented this year, so being in a K-3 12, um I've used the daily
021greetings. Cuz they talked about that a lot, you know, always greeting, um even us as adults, greeting each other rich. And um the four questions for redirection. So, in the book it came with or it comes with four questions for misbehavior, and then four questions for for So, simply following these four questions. So, I've used it at all levels. Um I presented to with the a high school staff meeting when we went over Capturing Kids' Hearts and gave examples like at the elementary level on the playground two boys fighting over a ball. So, I just started. I go, "What are you doing? You know, what are you supposed to be doing?" Like it was the strangest experience. >> [laughter] >> A sport. At the middle school I used it. At the high school, like I
022said at the high school it's a little bit more difficult. Um sometimes with some of them or it was for me. Um and then let's see, greeting students. You know, asking how their weekend was. You know, how was your morning been? You know, Malisha said too like bringing out something positive that happened. And you know, what happened to you today that you can share? Um giving a side hug or a high five. Um let's see. Um one of the most powerful shifts I've observed in teacher classrooms is the students they take ownership for the expectations because they were um in part in creating those with the teacher. So, then it's almost like it's back on them. They have buy-in because they created um in their classrooms with the collaboration from their peers and their teacher.
023And then that just leads to students holding each other accountable. And you'll hear from maybe some teachers, I think there's some online maybe too. Um that they they will call out their peers. You know, in class because they're like, "Hey, remember we all said that we were going to respect our teacher." Or, you know, they'll call each other out and correct each other. Um so, I think we should bring it to our district because it builds long-term culture and measurable outcomes. And um Flip Flippen is the founder. And if you guys remember he said if you have a child's heart Yeah, they're lying. >> [laughter] >> It was a really good experience and I felt like it was I don't know, like Felicia said it gives you hope and it like just lifts you up
024and it feels good. When we go out to lunch in between that's all we would talk about. We actually stayed in Bozeman after the conference and we sat there and talked for quite a while like just how amazing it was. >> They kicked us out >> [laughter] >> because they had it set up for another conference. But it was a a positive experience for me. >> I'll talk about how it can affect athletics. The presenter Randy Boyd he was a athletic director and football coach down in Texas. He had a couple of sons play for UT in the NFL. So you could throw a bone down there. Uh it was interesting. He said the first thing he did at the first day of football is they went over social contract. The social contract is guys
025how how you want to um How do you want to be treated by me? How do you want to be treated by each other? How do you think I want to be treated by you? So you kind of set that framework and then part of that that's why they own it whether it's athletics or in the classroom. And they need to come back to them whatever happens and and come back to them we talked about this is how we're going to treat each other. The other part too is is you know, what are you supposed to be doing? You know, what are you doing? What are you supposed to do? It it takes sometimes as adults [clears throat] around school children we kind of get emotionally drug into it, right? Whether we're not we're displeased
026it but those questions just keep your emotions out of What are you doing? What are you supposed to be doing? What are you going to do about it? And so, it's like we were saying, it's just common sense stuff, but it it really helps, I think, bring the relational part into it, the the shaking hands. We did that down there all the time, you know, just and and to let them know that you're glad to see them, and and maybe it's more about teaching government. It's about them coming into the classroom and us doing something together. And then, you know, the the sharing something good that happened to you today or last night or whatever, it makes it more personalized about them. Now, as a teacher or as a coach, I'm invested in you as
027a person, not just coming to my my [snorts] room and I'm going to teach you government, all right? So, those things that are common sense, it's it's it's it's a tool. It doesn't take It's not replacing anything. It it's just another tool, and teachers or coaches, you know, to help to help them make that connection and relation with the kids and then to give them ownership of all that, too. >> And I'll just say after coming Alicia and I I went to the second line. So, I've only been doing it for a week now. I went back and started right away. But just having done it after Alicia had started, the kids I only have to get to the second question and they already know because they've had So, like the consistent basis that can
028be built through this tool takes whatever steps you're taking and like shrinks them. If everybody's doing it and everyone's on the same page, we just It was It was awesome for me to come in second and see that kids already were like, "Okay." You know? >> [laughter] >> You can check in with the kids for a couple [clears throat] days where they're able to see somebody at the door and be like, "Okay, I'm going to keep you with me for a minute, but if in there or something's going to happen. You know, you can just Those little check-ins and stuff have been so nice. And all through the conference, they would say, you know, if we come to your school, we'll do X, Y, Z. And I kept finding myself being like, yeah, I want
029that piece, too. Because it feels like these are simple steps you just come back and do, but there's all of these other layers when you get into your own classroom with your own kids. And when you start building those contracts or some of the discipline that I'm like, it would be so beneficial to have people come and check in with us later after a district-wide training, to like hone in on where I was struggling to implement, like Malisha's, you know, rules and like some of the like children get into that I would just be super excited to have them come and really hone in on our district and help us all get on the same page. It It just felt like a really good feeling to be there. And then you come back and feel
030like you were empowered to do good things. >> I really appreciate like the positive energy that I felt. It's [laughter] like, yeah, and that's something that, you know, I feel like we're supposed to feel continually. So, thank you guys for sharing. Really appreciate it. >> Sounds really good. Sounds like it's something we could definitely benefit from. >> Yeah. Sounds like something we should do. So. >> Yeah. >> [laughter] >> I I appreciate you guys coming and sharing how how it was for you and what your experience was with it and how you're implementing it and how it's affecting the kids, most importantly. It's really awesome. It's good feedback. >> I think it just really makes them feel good. You know, they get to feel good. Like, oh my gosh, you know, she's reaching out to
031me today. Or like even a kid at the high school who barely talked to me all through the school >> [laughter] >> talking to me all this year. And now like when he says good morning I'm like ah. >> I agree. >> What? I move the Clover Public Schools Board of Trustees approves Capturing Kids Hearts contract for the 2026-2027 school year. >> Second. >> Okay, I have a motion and a second. Any further public comment on this agenda item? Any further comment? >> Can we comment as people out here? I just have a question for all these people that went on to all these things because I've been through the eight keys and I'm sure these ladies have gone through a million of them in their time here. Did was anybody Did anybody witness anybody
032say while y'all were there, "We need to get rid of two administrators for this to work perfectly in your school?" Did anybody >> I just want to ask that one question. Was anybody say that that we need to get rid of these two for it to work? Cuz I think that they would cooperate with that. That's the only question I have. >> Spoken. >> Uh just a question. Um I don't know about the motion or anything, but it's kind of alluded to that this was a two-year thing in there. >> This is a one-year contract. >> contract. Oh, okay. All right. >> And then additional years would just be around 15,000 >> If we continue or want to. >> Okay. >> That's the most. >> And then that's in your discretionary spending. >> Yep. >>
033Yeah, that's under the >> Okay, forward. Okay, with that Francis. >> Aye. >> Spence. >> Aye. >> Andrew. >> Aye. >> Tim. >> Aye. All right. With that we'll move into our work session Activities and transportation. >> On transportation side of high school superintendent, Bill Culture came by a couple weeks ago, three two three weeks ago. Looked at a couple of our buses. They're they're interested in buying a bus or two. Uh we looked at them. He wanted to know what we would charge for them. Robert did some checking and leaves are between 15 and 25,000 per bus. [cough] But he said if we're going to if we're willing to sell it, he would like to talk to us about purchasing a bus or two. So >> So we currently have what? >> Eight. >>
034How many in that barn? >> Uh six. >> Six. >> Okay. It's one of the two we're running. We do this two we run and then two is a backup. The yellow buses >> We have two go to Ashland. Four that would Right now could make the Lame Deer route. There'd be two of those. >> Okay. >> Uh rear engine buses. >> Sure. Okay. >> Uh on activity side uh we had a wrestling meet here the 31st January and everybody that worked it, they did a great job. The meet ran really well. Had compliments from the teams how well it was running. They want to come back. So everybody that that was part of that, they did a great job. We want to thank them for that. Divisional wrestling was in Malta uh 13th and
03514th. We had 11 boys and three girls competing there. State wrestling was this last weekend in Billings. Uh we took seven boys and two girls. We ended up taking fifth state. We missed fourth by about three points. Reece Vande took third at 100 lbs. Tony Bradley took fourth at 126. Ethan Goodluck took second 25. Kai Heck took fourth at 165 and Jacob Willoughby our eighth grader took fourth at 103. The The coaches and the kids did a great job. Uh district basketball this week as you all know the middle school finished their basketball on the 14th. Landon and Donald did a great job from everything I'm hearing from what I've observed. They did a great job. Divisional speech and drama is in Shepherd. And then the Hobby project at the students got caught on fire
036at Shepherd on the 24th. We had two students at that. Yeah, I don't know what caught on fire but they had to move from one place to the next doing it >> at Hobby. State speech and drama. What What kind of fire? You know? >> Something with the furnace. They They moved them to Hobby I think. >> Okay. >> I don't know what that is. Okay. Uh State was uh in Townsend on the 30th and 31st. We had one student competing that's Kimberly Arnson. And then the middle school had math counts competition Billings on the 19th. >> [clears throat] >> Okay. >> [snorts] >> Rich, I appreciate the calmness you have brought to the athletic department this year. I just feel like everything has been handled and it hasn't had to come to us. It's
037just nice. I I appreciate that. >> a lot of help. Uh a lot of help. >> All right. 502 is for the maintenance. And some I want to talk about consolidation on this list. Uh Robert We a boiler issue down there. Are you getting any luck if anybody getting back to you on that yet? >> Not yet. I'm still reaching out to some others, but it's getting harder to find people with required arch staff. >> What did you say? I couldn't quite hear you. I'm sorry. >> It's getting harder to find a company with people with uh required arch staff to work on the >> Okay. Higher what? >> It's like a work staff and arch staff. >> Arch staff. >> On your deferred maintenance list how's that coming? >> Um we've got a few
038things done over the past year, mainly doors and some other lower things, but we still have doors We have other stuff. Stuff, yeah. Working through that. I got uh Architects Architects Specialties is coming up this spring to measure up some more doors to get more of those done and taken care of. Hopefully we can add some glass doors. See if we can get that. >> Okay. Nice shoes. Break mirrors. Here 25,000 here at the high school. >> Yeah, doors are not cheap. >> They're about a thousand a piece. >> They're not cheap. Yeah. >> This is 25,000. >> Yeah. The reason I bring this up is that with that bond going through right? The focus was those two these two schools. The high school and the middle school, or the high school and the elementary
039school, I'm sorry. So, that's a a real conversation I think we have to start having. I mean, we've had it for 15 years, that conversation. >> I think we should have a public meeting specifically for that. You are right, when we had the bond meetings, people specifically said, "Do not spend money on the middle school." But now we have a boiler problem. It's going to require some money. We don't know how much yet, but I do think that we need to ask the public that same public that came to those bond meetings, "Now what do you want us to do? You said don't spend money here. Do you want us to spend the money there, or do you want us to look at consolidating?" >> I think we also need to have like the big
040the financial picture of it, too. >> Mhm. >> I'd like to see the cost. >> May I approach the board? I have a document here. I can find that once I like to bring something to your attention that's right off the deferred maintenance list. This is my talk to you. I know that I have a monkey on my circus that I have like to point it out. When you take the deferred maintenance list, know, here's the things that are addressed at Frank Brodnicki specifically on the deferred maintenance list. There's some things on here that's been projected for years now that's been created by Tyler Bush and McKinstry, Bob Lewandowski, who used to be the ex-superintendent, and whoever else that wanted to put their hand in the pot. If we look at number one, where it
041says repair front doors with $25,000, I've never been made aware of what's wrong with our front doors. Don't know. They work fine. Other than the handicap that we're supposed to be replacing in all buildings. That doesn't work. Redirecting the drain in the old central office at $4,000, I don't know. I'll go through each one of these in a certain method here, if I may. The yellow things that are on here, those are done. That's on your deferred maintenance. They've been completed. So, everything that you see in yellow has been completed. If we take a look at the orange things that I've highlighted, I have questions on that. I just got through uh reiterating number one, reiterating number three, redirecting the drain on court number 10, the drain vents. That's our bus entrance. They already have
042vents on them. Okay? We also have activities entrance that has the same thing. If you want to address that, we should also put the activities entrance on there as well, just to kind of highlight that for you. If you jump down to number 20, restore the water damaged windows in the old addition, as you have on the deferred maintenance, which ones? How many? For $15,000. >> Just a second. Robert, can you answer to any of these? >> Sure. >> The old addition, we have >> Does he have a copy of this? >> No. >> Did you have extra copies for him? >> I think I did. >> Okay. Okay. I'm sure. >> I think the old addition that has That's great. When he gets the copy of it or whatever, then I'll just continue on.
043Just so you know, maybe it could be more than $15,000. It may be more than $15,000, because it doesn't put how many windows are on here in the old addition. Are we talking third floor, second floor? Are we going to add on to the second addition, which is the science room? Do we need to replace those windows? I don't know. Maybe you're looking at more than 15,000. Maybe you're not looking at any. I don't know what the water damaged windows are. I've yet to find them. Okay, just a second. Robert, do you have an idea? >> I would guess that it would be on the west side of the new >> Okay. Which ones? >> Probably >> All of them. Three of them? Which is how many? >> No. >> Okay. Do you know what
044this is a total? No, I don't know cuz I don't know what water damaged windows there are. I've never been made aware of these problems in seven years in my building. So, I don't know where this stuff came from until I started looking at it today. >> I thought we went through this. >> No, you assigned you assigned Wade Steer to go through this and I don't know that it was ever finished. We sent an email out today. This is 24, 25. This is not even updated [clears throat] deferred maintenance list. Okay? We were replied back today that they had the same question from Chris McManus. She had the same question why this was put in the board meeting tonight because this this is the old deferred maintenance list. This is not the new one.
045So, I don't know where Wade's new list is at. Maybe this isn't even it, but I'm pointing out X amount of them that are in yellow right now that are completed. >> The deferred maintenance list is a tool we're using. [clears throat] It's not the sole reason to consolidate. >> No, I'm not talking about the consolidation. >> where we were on some of these these bigger projects. >> You're asking one person. Okay? Why are why is not the principal being being asked? These are the things that I have done in the building. These are the things that I've worked with for seven years. I'm pointing out what has been done and what needs to be done in the building. Maybe there's 15 more things you want to add. Maybe there's things you want to take
046off of us, but no one has ever bothered to ask me about it. My front door is $25,000. I don't know what's wrong with them. Okay? So, I think that's fair to you to be able to listen to the principal of the building. By number 27, lock repairs in the hallway as you see. What lock repairs in the hallway? What does that mean? No one's talked to me about locks. Yes, we had Sean Broke come out for um Navigate 360. He pointed out a plethora of things. Did you want to look at the safety manual that all buildings seem to have different locks? So, is that what we're referring to here? Because last time I checked, uh according to tech department, they've taken care of all of the different fob doors and the locks that
047need to be taken care of. Every time I have a lock problem, Robert Escrow comes out and replaces it. Don't know why that's on there. >> Okay, I found Wade's list. >> I do, too. I have it. >> Very good. >> And it has actual classroom numbers on it. >> Yep. >> So. >> The locker room mitigation, number 28. Maybe that should have been Wade's list should have been listed on the board meeting for tonight. Um $10,000 in locker room mitigation, the old locker rooms. Okay. No one's ever talked to me about a locker room mitigation. You want to mitigate the old locker rooms, then maybe we need to take off an item number 19. Cuz if you're mitigating that, well then we don't need number 19. We don't need to put a hanging ceiling,
048which only consists of some tiles put in there anyway, which is a storage room. So, you'll see that I put on here the things that are in orange and in white, your total of that is $205,000. Roughly 205,800. You flip over on the back, you have in red, this is all your boiler stuff. Okay, replace chiller controls, which I know we've had multiple conversations about them coming out to fix the chiller. So, that's on here for $45,000. We want to take the old bus barn, which I don't know what that's all about, sinking foundation, $50,000. But let's just say you took the red on here. And you added that up, that's $175,800. Let's take the two, the final total for the things that's on your deferred maintenance list for Frank Wright Middle School, $381,600. So
049all the things on here that could have been put on the bond. I asked for them to be put on the bond. You say that people in the public didn't want it on the bond, where was that at? I was told flat out from McKinstry that they would put on the $6,000 windows in the library. And also, I mentioned this last time at the board meeting, that they would also put the boiler on there, too. But then they also said, "We don't need to put on the bond cuz we have enough money in building maintenance fund." So, a total of altogether $381,600. I don't know, maybe we should take a look at the middle school and uh replacing the things that are on just this one alone. You know, we're going to put up a
050shelter go get out of the rain and snow to wait for a bus. And a quarter of a million dollars, it would have been better funded at the middle school. >> So, I think the maintenance list um is an old one that's in the board packet, but I do have Wade's. It's in that shared drive, it's shared to the public still, I can see it. >> Mhm. >> [laughter] >> So, we can get that on there for next time, but it is I mean, he updated it. It's very thorough and >> And this was put on here to be worked on tonight. >> Wade already redid the whole thing. >> I think the reason why that one was included because um it was with consolidation and it had financial. So, Wade's doesn't. >> Mhm. >>
051And so, that's why that one was put on there, I believe, you know, but Wade's is a much updated one, but it wasn't to be It was to put on there cuz they Right? You guys are You and Robert are trying to work on it and get it updated, so we were >> They're trying going it's not updated. Right. And it wasn't intended to be updated. >> We had gotten a gone away with that deferred maintenance list because Wade separated it into three separate categories. We didn't want any of those old financials on there, specifically because >> It was so long ago. It was so long ago. Those are not >> and those costs change so often that we said, "Okay, when we're going to do these, we will get bids at that time." >>
052Right. >> So, Wade's take on maintenance list is the correct one that should be used from now on. >> Yeah, cuz it's And it is broken down into three. Maintenance, capital improvements, centralization. >> Yeah. >> Not only deferred maintenance or repairs, but what does it look like from a transportation point of view? Bussing. Makes it a lot easier. The less buildings I send, the easier it is for bussing. And what about activities? We bring them all up here anyway. >> There would be some We'd have to work out the gym issues during basketball. But I think track comes up here anyway. Wrestling comes up here anyway. Be easy for easier for football. Um Cross country, it it's >> [snorts] >> At one time we talked about maintaining the gym down there for practices and middle
053school games. >> Yeah, if if we're going to consolidate a building and we close we're not going to keep a gym open for such a gym. We have a gym at the elementary school that when I was going to high school here we used. >> I went through there. I don't I'd have to measure it. It's it's usable to like shoot free throws and stuff like that. I'm not so sure it's usable. You would not be able to get any game type situation or practice out of that gym cuz I just don't think it's it's a legal court size. >> No. It wasn't then, either. But it was a place for the freshman to go >> Yeah. >> while the JV and the varsity were in the main gym. As opposed to mornings or evenings
054afterwards. Um we're doing a lot of work on two facilities because the long-term outlook >> [clears throat] >> looks like we're probably going to be in two facilities. Right? We've heard from all of our contractors that we're one we're one big mistake away from closing that thing down permanently anyway, in the middle of a week, in the middle of the school year. We don't know when that's going to happen. We've had all these discussions. There's a map in the district office on how to do this. It's been done. I I mean, we're not the first district that but seventh and eighth graders along with high schoolers. Mr. Bailey, Mr. Otremba, we have the room for the sixth graders at the elementary school. To me, it makes sense. Tim, do you want to see some financials
055of what that building cost us just to run? I'm sure Bernie can get those for us. Um Mr. [clears throat] Otremba, I would like to know when we decided to move forward this. What's the drop dead date you have to know to get your >> Yeah. >> Okay. Your staff where they need to be. >> Do they And they need time. I mean, I think that has to >> Right. >> And we we need community input, that's staff input. Because we don't want them moving last minute. Yeah. Yeah, I heard that. >> I don't want this in May. No. >> No. >> And then we need to have a decision made >> And I think you listen to community, listen to the staff. And then you make a decision, but the sooner the better. Just
056so people aren't >> We're still in February. I would like to hopefully either put this to bed or move forward with it by this meeting in March, if that's possible. That gives everybody plenty of time. I I would think. But I'll get that that answer from the superintendent when he knows what he has to know. And I think I think you're right about getting it a good another public meeting out there. It's more input. >> I think we all know that on paper it makes sense, but that school has a lot of emotional ties for a lot of people. I mean, it does. It's It's right in the center of our community. It's in a good spot. It's And that's why that decision has always >> Been pushed back because on paper yeah, it's a
057no-brainer. You know, but it's it's the emotional pull. And that's And I think we need to hear from the community. >> Mhm. >> On both sides of that. >> Okay. I'll work with uh >> And it could just be I mean, we have two more board meetings. Well, we have two in March. Let's just get get it on those agendas if we can, and just push those meetings out, let everybody know that's what we're going to be talking about. Maybe we could do a survey where they could give us written feedback if they want, just a quick two question survey or even just a little portal where they can put, you know, how they're feeling. >> Yeah, I like them to be able to see everything. So, if we're going to do a survey, like,
058here's what it is financially. Are you okay, you know, cuz ultimately, the taxpayers are the ones that are paying for that building. >> Mhm. >> So, are you okay with continuing to put your your tax dollars into that? And if the community comes back and says, "Yes," then there's our answer. >> Yeah. I just want to make sure that as many people can provide in- input as possible >> Right. >> in different avenues. >> Right. >> Cuz some people don't want to come and stand up and talk here. So, if they could >> Right. >> let us know. I mean, people can always email us, but it would be the more input we can have, the better we'll feel about making a decision. >> Um, do we have to have it done by the April
059meeting, cuz that's when you guys approve the calendar? >> [clears throat] >> That first meeting in April is the calendar and must be approved by >> Like I said, I'd like to see by the end of March, right? >> I like what he asked. >> Cuz that gives April and May for whatever needs whatever planning needs to be done to be done. >> So, are you talking about um closing down the school then for the next 25, 20 I mean, 26, 27 school year? Is that what you're talking about? Okay, so I really feel like you need to be a little bit more transparent >> Oh, sorry. Yeah. >> about your thing. Because you know, when we when we go back, you know, let's say a couple months or what have you, you talked about
060triggers. This is none of your triggers. So, you're talking really out both sides of your mouth right now because your trigger points had nothing to do with the boiler. It had nothing to do with what you seen on paper. It had two different things. When the school district high school fell below the 100 in the classy status. That was your first one. The second one was the cult proceeds not being passed. Okay, so now we're talking complete apples to oranges. >> No, triggers are just that. They're just triggers. >> But these actions were absolutely triggers. >> You named them triggers. >> Right. >> You didn't name this a trigger and now you all of a sudden want to pull the plug. Hey, I don't have a fight in this game anymore. I mean, you made
061that obvious, okay? But I'm telling you what, there's some of my staff here that I will continue to be able to stick up for because what's going to happen to them is what I'd like to know. Cuz in case you didn't know, I mean, that's what I'm here for is my students and my staff. And so what I'm talking about right now with my staff, what happens to these guys? So you want to take and you want to make two classrooms cuz you guys have already had some conversations behind the principal's back. So you want to make a conversation, you want to take two what? Six graders and move them over there? What happens to my sixth grade teachers? You riffing? Cuz I had this comment back at a board meeting before. Are we going
062to riff teachers? Because have you looked in the riffing policy? What are you going to do for them? Is it going to shift down them? Don't you think they need to know that? >> Mrs. O'Toole, I would like to ask you to please calm down. >> Don't you think they need to know that? >> Mrs. O'Toole, I would like to ask you to >> have a problem calming down, but I'm speaking for these people that's in this audience right now. Don't you think they need to know that? And the ones that are online. What's going to happen to their future? >> Well, first we need to know if this is what the community wants us to do. >> Yeah. >> And so we'll we'll answer all those questions. >> trigger points and whatever, then just
063be honest about it. Say, "This is what we're doing." Don't just invite them to a to a a meeting. We can see how people don't show up to a meeting. Have a community meeting like they tried to do before. Like you did for your bonds. Put it out there. You guys did an amazing job for that. Do the same thing. >> I >> Hold hold a meeting in your auditorium like you did for your bonds. And tell them, "Closing down the middle school." A lot of people don't even know. They called me. and they said, "I see this on here, consolidation. Can you please tell me what that means?" So, call it that. And that's what I'm asking of you is just be transparent with that. Please be transparent to not only the staff, but
064the parents that do want to know about it. That's what I'm asking because I I feel like it's just a moving target. You named your triggers a couple months ago and now you're renaming it. So, name it like it is. Just be transparent. >> [clears throat] >> I I truly don't have a problem sitting in a public meeting to discuss this. Those triggers are were just They're just triggers. If this happens, it definitely will. We can We can I don't have a problem doing that at all. And I'll get with my the board and we'll figure out a date. >> Yeah, absolutely. I think at this point >> the better. >> Yeah, like I said, we are trying to get input in. And so, thank you for telling us how the community views it. And
065so, as we're >> make sure you talk to your union representatives out there because they've got a lot of discussion to do with our certified and classified staff members as well. >> Absolutely. >> I've got a couple of sick kids who I need to make arrangements for. Also, >> Do you have a lot to consider? >> A lot to consider. >> Absolutely. We'll consider it all, right? >> We will. We'll consider it all. >> Can I ask some questions? Like when you said that they said put no money >> on the middle school. Who is they? And who said don't put any money on the middle school? >> Several community members that had come up and told us that during the public meetings. >> So, that was like not even brought up? >> And who
066didn't do maintenance for 20 years? I mean, who didn't do the maintenance? What I want to know. We do maintenance on our homes. Who didn't do maintenance for 20 years? I want to know these people's names. >> I'm just wondering because I don't recall any Like with the bond. Like it's just like, "Here's the bond. What's a bond? What's going on here? And then there was nothing to the middle school, but I don't recall community input, but I mean, did I miss it? >> Yeah. >> We did say that. Did you meet with persons for the bond before you formed the bond? >> Excuse me? >> What was that? >> Did you have meetings about forming a bond before you formed it? Did you have community input? Like, do you want to form a bond?
067>> We had a community meeting out. >> Yep. >> We did have a community meeting out about it. We held it in the auditorium. And then once we got the input from the public that said, "Hey, we would like to fix up our schools. Go for [clears throat] it. Go for the all of it. We had listed everything. All of the maintenance on all three schools. And the consensus came back from the public, "Put the money in the elementary school. Our tax dollars in the elementary school cuz we're always going to need an elementary school, and we're always going to need a high school. But the enrollment numbers continue to decline, and therefore, we would rather not have a 15 20 million dollar bond. We would have rather have a 12 million dollar bond to
068fix these specific things at these specific facilities." Make sense? >> Oh, yeah. Make sense. I just don't recall it. >> Well, I don't I I mean, it's just like somebody coming to stand up in front of us now. Not very many people do. And not very many people are okay and comfortable speaking in public. Well, they they came up to us individually and were like, "Hey." Or they catch you in the grocery store and be like, "Hey." >> So, I need to catch you in the grocery store now? >> No, I'm tell No. No, what I'm saying is What I'm saying is not very many people are comfortable coming in front of a board and saying and especially when the administrators and staff are sitting there and saying, "Hey, put money into these two schools,
069but don't you put money into that one." >> But how do you know >> That takes a lot of guts. >> But I'm just curious. I just don't know if there was like an agenda to do that. >> That was discussed publicly multiple times before the bond passed. That was all because I had the same question because I thought there were things on there and I had to get clarification. No, we were doing for these two schools. So, that was discussed publicly. >> And then also, like you said, on paper it's a no-brainer. So, what Is it just the financial part because I mean, there's so much more to it. >> No, I think that's something for the community to let us know about. >> But you said that >> Number-wise, if you're looking at
070the amount of kids that this school that the high school was built for versus how many are in here right now, that capacity-wise, that's [clears throat] a no-brainer to me, number-wise. Also, when we had the amount of money we spend per kid >> Right. come down to us and it was far greater >> than that to, you know, you cut down on that money if you only have your two schools instead of three. Financially, that makes sense to me. Number-wise, it makes perfect sense. But it's the emotional part of the community. >> Activities-wise, it makes sense. Transportation makes sense. >> I think the shares wise >> You know, that phrase on paper, yes, it makes sense. There's a lot of reasons that that makes sense. But I I'll If I I have no I have
071no qualms. I I said it earlier. I'll have a a public meeting. We can address this publicly. And we can put out a survey as well along with that cuz there's a lot of people that don't come to those public meetings, either. >> Well, we We a survey before. >> People are so about the cleaning by service. >> When they had the survey then you said you didn't know who was giving input, so you didn't want to give merit to it. So >> So and we you are probably be It'll just be I think the survey it's fairly simple. We'll provide the reasons why we are thinking about doing this. And then we put that up there. We'll hold that that public meeting. I'll get as much input as I can. So I mean we've
072lucky this year we've had such a mild winter. We've had no issues. We're getting by with that boiler being down. We're getting by. >> Well, you told some names in the meeting. Cuz I just replaced the >> [clears throat] >> I've always been an opponent of of putting the schools together since I got on the board. I've always said that that I have been an opponent of putting the schools together. I worry about the little kids. >> Yes. >> Six, seven, and eighth graders, their mental state, all of those things. So this isn't something that was just dreamed up last night and was like, "Oh, let's do that to our kids and see how they react." But we have to go and look at the taxpayers are paying this money. It's their money. What do
073they want to do? If they're willing to continue and and what if we can't get the boiler parts? Then we're going to have to switch we're going to have to completely overhaul the heating system. How How much is that going to cost us? So then we're going to have to go out for another bond. That's the taxpayers dollars. So we have to we have to ask them. Are you guys okay with it? >> Um so that's good. >> Speaking of taxpayers, do you and Sabrina pay taxes to close to you? >> Yes. >> Because I own property out there and I do not. >> Yeah. >> I don't own property there. I own property in Texas. >> I'm in the school district, but I live in town. >> Okay. This one. >> Thank you. >>
074But you don't need to bring our personal lives up to this board. That's not okay. >> I was just wondering. >> No, that's not >> No, thank you. I'm moving on. Thank you. >> Tammy, that's enough. I'm moving on. Okay. >> This is a This is a serious conversation though and I'm I'm not going to drop it. >> It is a serious conversation but we also don't need to get personal. >> No. You don't get to bring our families into this. This is strictly a a district business. >> We're moving on. >> I think >> I'll get with uh >> Getting the the child care >> get with I'll get with Scott and Brett and we'll get a some dates put out there for you all to look at. >> So you're saying I just
075want one last comment. You know, it is our responsibility to be proactive as opposed to reactive. And it is a tough conversation but we need to be you know, >> Proactive about it. So. And we're just gathering information at this time. >> Good. >> Yeah. >> Uh case reports, Robert. >> How much do you just still not working orders to get ready for the tournament? >> Okay. >> [cough and clears throat] >> So the front end is up and running for BAS. What's that? What's three? Number three. >> This one. >> Front end is up and running for >> The front end is up and running for >> We're talking about your report. >> What's the front end is up and running for BAS? >> Yeah, the building control system for the H-back. We hired
076a new company built a new front end for it. Like where you you use the interface. And it's cloud based so we're no longer relying on a computer. So, it's way easier to use and it's going to be more reliable. >> Okay. Okay. Edwards, I have a quick follow-up question for Does that mean we can shut down that old computer upstairs in the the cabinet? >> Yes. >> Okay. I'll talk to you later then. >> [laughter] >> All right. Uh policies. >> Okay. Got some policies that have been recommended for us to um make changes to, so at this time, I just want to see if you guys want to bring these forward or not um so [clears throat] we can adopt them and put them on the next board agenda. So, the first one
077is policy 1401, and that's just records available to the public. So, there's some price changes. I don't know if you guys have any questions or not, but some minor things um on here. Uh district office, if you come to them or district superintendent, there's some flat fees, some convenience fees. So, they just kind of changed it from like those every piece of paper. Yeah. >> So, bring that one? >> Yep. >> Okay, sure. >> There's a spelling error. On the second page under number three, second paragraph, it says "incur a cot" instead of a cost. Okay. >> Got to fix that. >> We would need an app, too. >> All right, next one. Um you got policy 2158, parent and family engagement, education involvement. Um so, this one is they're requiring or asking us if
078we'd like to have written consent. It's basically the parent written consent for the use of the student to use a pronoun other than their sex is kind of the main the main uh just of this policy recommendation. Do you want me to read that forward? The parent would have to give written written consent. Would just be the student asking. >> These are coming from MTSBA? >> Yep. >> What was the reasoning behind that one? Is there like >> I think basically that it's that the student can't just say kind of goes with the other one that we had um earlier this year. So there is a discipline that comes against a student or a staff member, but this one [clears throat] is just saying that the parent has to give that written consent for the
079student to use that pronoun. They can't just say they want it changed. So it's not just a verbal, it's written from the parent. They didn't have anything like that earlier this year. >> Mhm. It's written in writing somewhere. >> Yeah, if you look at the you read >> Yep. >> No, cuz okay. So then the student can't can't just decide. >> Right. >> Yeah, you're saying the student can't just >> Do you want me to read it to the next meeting? >> Do we have a policy like that right now? That allows people to choose what they want. Or is it just >> What we brought was that they couldn't be disciplined, a student couldn't be disciplined or a teacher if they No, we don't have one. We've looked, we researched through all of these.
080We actually get about 12 to 16 from MTSBA. So, what we're doing is I'm working with office staff. Uh usually Becca. We go through what we've done, what we have in policy, and what we don't, and what they're recommending to make sure that whatever we bring here is something that we don't have. >> So, they don't always adopt everything that they recommend. I mean, cuz I mean, I mean, we're already pretty policy heavy, which is good, but I don't know if we need if we need this or that. I just don't know if we need that one. Does that just refer to pronoun, or is it name Just pronoun. >> It just says it's pronoun. >> I think I don't know if I can name them. >> These are all based on legislation. You might
081can look at them more if you want me to. That's what we're doing at this work session, whatever you might want to do, find out, questions. >> If the parent declines, it's a different >> If the parent declines. >> [laughter] >> Yeah. >> I don't think we need that one. >> Is it a required is that what >> Required. >> Okay, you want me to do that off? >> Mhm. >> Yeah, okay. All right. Let's see. Next one, recommended policy change 3150, part-time enrollment. Um This one just gets more detailed where the parent will have to submit written request. Did you notice before they just said request, but this kind of kind of gets into if there's military um wanting the records, then um and addresses and so forth of the student that the parent
082would give the written request if they don't want that to have have it happen. So, they have to put it in writing, whereas before they didn't. >> We want 6.04. >> I don't know. Did we skip over 6.03? >> I know, I was looking at >> I skipped over one. I'm sorry. Part-time enrollment. Yeah, all right to my word, so Sorry about that. >> Do we already have part-time enrollment? >> Yeah, we do. Yeah. So, this one Let's see. Okay, so this one I talked a little bit in here about like um the advancement is needed. So, pre-req- prerequisite or they kind of give you rather than um You look at what's dri- strucking out. Here's stricken out. Accepting a student will not create excess student enrollment. They kind of changed the criteria. So, like
083if it's a part-time student, you need these three are gone now. Um the part-time student's right there with the other student. So, basically the classes are decided now um not on the three lines that you have that are taken out, but if there's really a high need so like if they need that class for a prerequisite, um if they needed to advance to graduate as mentioned here. So, they've just kind of changed what we had before. Um accepting a student not create need for additional staff members. Accepting a student will not cause a new section of a course to be created. So, it's really kind of written out based on student need rather than sort of like if you're going to make classes bigger. And I did look at this last year, but um I
084like what they have here because of what they're doing. They're looking at um again the advancement. If it's a really a needed class, so then they can get it. And kind of last thing is the first come first serve basis. So, they're going to look at the priority of the need for the kid first. >> Yeah, I like that. I think we should bring that one back. >> I do too. And then the 3600 I was talking about. Um So, that's kind of the military one that if um again, if the parent wants to um hold that back, they have to put it in writing. >> We do that now. They have an opt-out. They have to notify us that they do not want us to participate or request to release their names to the
085military. >> So, do we want policy on it? Do you want >> Do we have this policy in place? What section I just So, Scott, I have a question. So, like if in the topic it says Cluster Public Schools, that's our policy and Becca took it and >> Yeah, she made the updates in red that they're asking us. So, we have policy but we don't have the updates that they're recommending. Yeah. Right. That's why you keep hearing we're doing a little bit different so you can see what we're going to strike out that we have that they're recommending rather than show you two of them. >> Okay. I understand. >> Um like what we have and what Yeah. So, Robert's correct on that but we don't have the updated things that are in red here
086that they're recommending. >> Okay, but the 2158 also says Cluster Public Schools at the top but we do not have that one yet. Cuz that would be adoption, right? >> Let's see what we got here. Yeah. >> Um Let's see what that is. >> 6.02 >> So, yeah, we don't have that policy. >> We do. Yeah. >> Key word. >> but we don't have the parts that are recommended here. So, we still don't need to bring that. >> Yeah. If we want to change it. >> Yeah, it's only if we wanted to change it. >> Yeah, if you want it the new recommendations are on your network. >> Right. >> Still stay away from the old. >> Yeah, >> [snorts] >> I think so. >> So, just >> Okay. >> [laughter] >> So, we're using
087the same thing. >> I bring 36. But, she's got the updated. >> Yeah, 3600. >> With the red. >> The red is the updated from MTS. >> We do have it. We just don't have the updated one. >> Yeah, we just don't have the parts that they're recommending. It's always a little bit, just A lot of it, yeah. And then 3605 is the same. I don't know where where it was. >> Oh, that's the procedure. >> procedure with it, yeah. Yeah. >> That's fine. >> Okay, so we'll bring the 3600 and the procedure next time. Cool. Do you need one? >> Yeah. >> Yep. >> So, we're having trouble. Can you check the 3600 cuz it says the district will not not release the student's name. >> Check. >> There's two nots. So, just making
088sure that wording is correct. I don't know. >> Okay. >> Jay, we'll look into that for next time. Closes four. >> Okay. >> Good on policy? >> Mhm. >> Mr. Worth? >> Yeah, um pretty easy one. Let's see. I have tickets, so that's a big deal. Always a big deal. Uh we're doing great keeping up on our normal pace. And then uh this month completes two major projects that will keep you good for the next 5 years. All the new printers were installed for the printer refresh, so we have a 5-year contract. That'll be done in 5 years and then these uh wireless access point, that little square thing up on ceiling. All of those were replaced and updated this weekend. I code came down our favorite Coal Strip graduate Jordan Crippen came down and
089installed all these of those. I think it's another 5 years those are good for. So, we're in good shape with our big technology. >> Good. >> Okay. And the last one is uh was our strategic planning community survey. I think you guys all got to look at that. It was expected. >> Yeah. >> Yes. >> Yeah, I didn't have any other questions on that. I didn't need any. >> Okay, so expected. So, okay. If there's nothing further, >> meeting is adjourned.