001Here >> to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. need to approve the agenda with some additional changes. Uh, new business. A, we need to add a resignation for Abby Jacobs. Um, M, we need to add longevity benefit request for Abby Jacobs. And N, a change to the dates for the brown bag permit for the city of Leed. >> Anything else? Okay. So, we need a motion. >> Make a motion to approve the agenda. >> Second. >> We have a motion and a second. All in favor? >> Roll call. >> Yes. Matson, >> yes. >> Camp, >> yes. >> Motion carries then. And we didn't have any waivers, I believe. Um, approve the minutes for
002March 10th and March 16th. Those were emailed out by Mary. >> I'll make a motion to approve the minutes March 10th and March 16th. >> Second. >> We have a motion and a second. Roll call, please. Mary vote. >> Yes. Nass, yes. >> Candle, >> yes. All in favor of carries. Next item are expenditures. Um we would be looking for a motion to approve A through C unless you want to pull anything out. >> Make a motion to approve expenditures and proceed. >> Second. We have a motion and a second. Roll call, please. Vote. Yes. Yes. Yes. Yes. And >> yes. carry. Next item are financial statements. Again, we'll be looking for a motion to approve A through K unless there's an item that the board would like to pull out. >> Make a motion
003to approve the items A through K. >> Second motion in a second. Roll call. >> Vote. >> Yes. Yes. L. Madson. >> Yes. >> Candle. >> Yes. Motion would carry. All in favor. Um, next item, our patrons and others. We have an audit report and I he had asked me if he needed to be here tonight. When I met with him to sign everything, I told him I thought we were good. I didn't think he needed to be here. So, >> yeah. And he's in here actually at a conference, but if you guys have any questions, email them or >> I I met with him. I signed the stuff. There really was nothing new in there that we didn't already know about. But we still have the one item that we're working on. >> I'm
004going to do so that checks are >> turned over to the state property. >> Okay. >> We would just need we don't have to do anything with that one, right? >> Um so we'll go into new business contracts, resignations, and retirement lists. >> Okay. So, um, let's do, uh, contract certified substitutes, uh, cat sneezebe, uh, and at 145 and Terramau at 135 a day. Classified substitutes Terramal K the par profofessional Teraman elementary middle school secretarial cats need par profofessional then do you want to do the resignations along with that in one motion or do you want to do >> yeah let's just do them all >> okay >> that's easiest I think don't you >> resignations retirements Samantha Graham middle school volleyball coach Paramount elementary food service uh Chris Barrera assistant football coach Lisa Beagle
005middle school sweat instructor Chad Mccardi, middle schools football coach. Cecilia Lichfield, elementary repair professional. Amy Rogers, elementary technology assistant, and Abby Jacobs, um, special education teacher. Uh, and then we would approve a contract for Kinsley uh, Grace Gracie, excuse me, Kinsley 6 through 12 band instructor um, at 53,540. >> Okay. So, we'd be looking for a motion to approve that list. Make that motion. A second. >> We have a motion and a second. Roll call, please. >> Vote. >> Yes. Snapton. >> Yes. >> Camden. >> Yes. >> Okay. So, the motion would carry. Uh the next item is approve health insurance renewal rates. >> So, our district received a 9% increase. There were five trenches. Um the districts with the lowest loss ratio got a 8%. And the districts with the second lowest rate loss
006ratio got a 9%. So we were the second in that trench. So the increases range from 8% to 12% in our district. >> So we would be looking for a motion to approve the current or the new pal referee. >> That motion second. So we have a motion in a second. Roll call, please. >> Low. >> Yes. >> Deers. Yes. Yes. Madson. >> Yes. Yes. >> Okay. Motion has carried. The next item is the dental insurance renewal rates through Delta Dental. >> And this is also in the board packet. Uh this year we received a 2% uh premium increase in the dental. Okay. Make a motion. Second. >> Motion and a second. Roll call. >> Vote. >> Yes. >> Gears. Yes. Blunts. Yes. Matson handbook. >> Yes. >> Okay. So, the motion is carried. Next
007item is approve the 2026 27 and the 20 calendars. Um I think that's I'm glad that we're seeing that two years. Makes it nice. >> Yeah, we're trying it. And if and if it's not the thing to do, we'll we'll know next. >> Okay. >> Just a quick note. Um, and I don't know if I'm remembering all the little tweaks. There weren't many, a couple, but on the um, from what was originally presented back in February to what you're being asked to approve now, um, there were updated calendars in the board packet. And the tweaks were some little things like, uh, for instance, in that original draft, we had u two days for high school semester test because that was something that was talked about at one time. I'm talking with Mr. Ambrock, he's, you
008know, they're deciding uh to make no change there. So, we we put it back to 3 days semester test. There's uh like a 12:30 early out um like before Christmas break. You know, some of those things that were kind of talked about in the process that maybe got missed, but the tweaks were pretty minor. Otherwise, it's same calendar we've had out there for a couple of months for people to look at. Is my memory right, Jamie? It look real different when you first presented a few things but not looking at a motion to approve those calendars. Make a motion to approve the calendar for the 20th 27th and 2728. >> Second. And we have a motion and a second. Roll call, please. Boom. >> Yes. >> Deers, yes. Flex, >> yes. >> Mass, >> yes.
009>> So, the motion carries. Uh, next item is administrator certified, classified, and and confidential negotiation minutes that we received. >> Yeah. So you guys all got a chance to see that. The negotiators, >> you you would agree that's what you guys talked about. >> Hitting some of the highlights here just from memory. Uh 3% raise for all return employees. Uh adding 2% to the base uh for teachers and then likewise for classified staff. uh 3% or 3% to returning employees and then a 2% increase to uh the starting wages in each category. Um there was some kind of a major thing was uh the negoti kind of a kind of a big deal. Um so we still have good affordable insurance for our employees. Uh there were some little things like uh a wait room
010supervisor in the um in the extra duty schedule. Uh there currently are two positions at the same level separating like one into more of a supervisor position of the wait room supervisors. And so that what that would entail that person and Zach maybe I'll let Zach speak to it. What's the difference between the head wait room supervisor and the assistant? >> Well, so so like right now both with both those positions, they're kind of just showing up and watching the wait room. You know, it's year round extra duty three days a week. Um before school, Monday, Wednesday, Friday, and then after school. Actually, right now it's five days a week. Um and they split that load up. U but I do all of the programming for the workouts. So the change would be that uh
011Mr. Elesby who's in that position and the PE teacher kind of runs the strength and conditioning stuff. He would now be programming those workouts. So, kind of take a little bit of the behind thescenes stuff that I do out of that. >> Um, ready motion? >> I think so. >> Make a motion to approve the contracts. A second. Motion and a second. Roll call, please. Go. >> Yes. L. >> Yes. Matson, >> yes. >> Can >> yes. >> Motion carries then. Thank you. Um, next item is a change order number 12. Bill, are you taking that one? >> Yep. So, when they tore out the old planter box that used to sit outside J Beagle's office, uh, they found out that that brick under there was starting to fall apart. It's kind of a structural
012deal. We need to replace that brick. And then uh on the inside of that CTE space, when they tore the ceiling out, they found some uh skylights in there. >> And that is raising up some of the the galvanized wall that's that we have in there and just putting it across that section also. So >> So are we going to have are we are we going to have a what's it called? Why am I not thinking of the words? >> We don't know what you're talking about. >> Exactly. Skylines, what they are is they're windows up like a row of windows up near the ceiling. >> They were there and you can see them from the inside. They are not on the roof. >> So they got covered over the outside. >> Oh, they got
013covered on the outside. Yeah. So you can't see. >> Yeah. Not in this project, but like >> maybe years ago. Well, I was thinking that'd be super cool if we, you know, showed these windows all of a sudden. >> Okay, just kidding. Bummer. >> We don't need more change orders. >> I was thinking that they were already going to be visible. I was excited. >> They are in >> They are only right. So, we would be looking for anything else besides that. Was there anything? >> No, I think that was that was the main gist of everything we took out. There was some painting that that was in there that we had them take out. We figured we'd paint that when we painted the rest of our parking lots, >> especially with the timing of
014the year and stuff. >> Okay. >> And that's reflected in this change order taking that out, >> right? So like kind of complicated the the initial version of that change order. There was a lot of horse trading with this. That initial version of that change order, it was like >> what would you say, Bill? like was like another 20,000 or so for all the striping. Like >> they wanted like an extra 12 I want to say $12,000 for the striping. Once we took out the striping then they ended up g I mean want to say like a $2,000 credit back on what was originally there. But when we wanted to add a few things then >> So it's one of those deals like it's kind of change orders work. So, in the original bid, there
015was a certain amount of striping and it was a certain area, but we didn't change the area. It was basically changing, well, we're going to need these lines instead of these lines. Well, then when it came back, yeah, it was like a $12,000 ad to make those changes. And we're like, well, okay, we don't want to make the changes. Do it as drawn. In fact, why don't you walk back? And I don't want to badmouth anybody, but this is just the reality of what what happened. We said, 'Okay, we'd like you to walk it back. Don't do any striping. So, take the striping that was in the original scope out. And interestingly, that was only $2,000 worth of striping, but to change the lines was an additional 12,000. So, kind of how change orders work.
016Yeah, it's the math doesn't math, >> but um Anyway, it was >> it went on for like what about three weeks? >> Oh, yeah. >> So, >> we got everything we could out of it. >> We need a motion that change order. >> We have a motion and a second. >> Yes. Yes. Ladson, >> yes. So, the motion, please. as styling inverter shower pan. Just talking about it. >> So the shower pan on that one initially they were supposed to they were supposed to cut out the floor. Then then the shower was going to be built into the floor. When they got toward the point where they were ready to cut that out, they discovered that that shower set above the tunnel. >> So there wasn't enough to cut it out. They put the shower
017pan in. Um, and I don't believe that there was an additional I think it was almost a wash. >> So, yeah, >> I'll make a motion to approve that change order. I'll second. >> There's a motion and a second. Roll call. >> Both. >> Yes. >> Peters, yes. Lux, >> yes. >> Matson, >> yes. >> Campbell, >> yes. So motion carries. Uh, next item, the school board resolution for Southakota High School. What is it? Association. Association. >> Yes. >> I think we've been members since 1903. >> Do you think we should find one more? >> I'll make a motion. >> I will second. >> One motion in a second. Uh, >> well, we do have a couple stairs. Yeah. Yes. Bloods. >> Yes. Matson. >> Yes. >> And candles. >> Okay. Motion carries. Then >>
018next item is SD HSA election ballot. Which I didn't see. who gave that to me last. We went before, but it wasn't. >> Oh, that's not SDS. >> Oh, it's not. >> It's ASBSD, >> but it's not the packet. >> Okay. So, here we go. But we are um so let's just make sure and and identify associated school board South Dakota rather than association. So I'll quickly run through the two people here >> that individuals is that the last name. >> Okay. So there's profile of each candidate. Okay. So, one seat is being contested by Tanya Gray of Douglas and Justin Jutting of ME for the Western region. Um, so I don't know. Does anybody do you want me to read this stuff or does anybody know Justin or Tanya? >> I know both of
019them. >> Um, do you have a recommendation? >> You know, I think that they are both very good. Tanya has the background. She's been on the ASBSD board for quite some time. So, I think uh >> she has that, you know, background. She understands how it works. Um and she does a great job. She brings a lot of um good points to the conversation. Justin, um he is the chair for me county. Um and he I mean I think that he would also bring a lot of good um ideas to the table as well. I was thinking about it a little bit, especially, you know, when we start talking about alternative school programming and stuff like that and that could be something that I think we could bring to the table. I don't know that
020Douglas has a whole lot of alternative school programming, but frankly, I don't know that you could go wrong with either one. >> Yeah, I would agree. I worked with both of them and they both do a good job. Tanya's been on the ASBD board a lot longer. Um, I feel like she's very involved like you know school board across the state like just you hear her name more so she knows a lot. >> She's on the SD fit board too. >> She's on the SD fit board. Yeah. I guess I I would probably lean towards Tanya. I think Justin is fine too. I just think Tanya has more experience. >> I've met Tanya. I haven't met Justin. So I would go with T. >> So you just made a motion for you? You made a
021motion. I mean, I don't know. Tim hasn't talked, so I don't know. >> So, >> yeah. >> Okay. >> I can't make a motion. >> Do it. >> Motion. >> Okay. We have a motion and a second to approve Tanya Gray. Is that right? Gray. >> Yes. >> Tanya Gray for the ASBS election ballot. Um, we have to do a roll call. >> Yes. >> Latin, >> yes. >> Campbell, >> yes. >> Okay. So, motion carries. Um, next item is the elementary swimming pool contract, which is in our pack. Yes. So, it doesn't look like there was many changes from the cost year, but the cost is higher. >> Correct. The cost is $3,500 higher than what we paid last year. So, we paid 1,500 last year and it's 5,000. >> And that sounds like
022a really huge jump. And it is the reason. And and here's like like we kind of need to approve this because >> the kids are sweating right now. So, >> but here's and this was kind of like one of those deals, you know, it's communication deal and it kind of was presented to us last year that like, you know, like you guys are only paying $1,500. This this just isn't working. Like, well, well, okay, what? like talk to us, you know, and and basically $5,000 is kind of I think closer to break even for uh for the city of Deadwood because they supply lifeguards. Okay. So, they have to schedule those people during those times. Now, maybe they're maybe they're already scheduled or whatever, but they do pretty extensive like swimming lessons with our kids.
023And so, I think it's a deal where they have to bring in an extra person. And so basically the city is like hey could we break even on this or come closer to breaking even. So when we had the conversation it seemed very reasonable. We said yeah let's do that. And I thought we had kind of established we wanted to see that contract come to us sooner so we could sign it. And then you know we talked about it had it all worked out. I forgot about it. And then I a couple weeks ago it's like oh here's the swim contract. Well here we are again. So we did we have made some headway last year at the end of the swimming program. We had a meeting talked through a lot of things with very
024good communication and I so I think the next step in that evolution will be that uh let's let's try and get a contract generated uh early this summer get that established but uh the communication is much better between the district and the city and we're kind of trying to cover their cost so they don't lose money on it. So >> I think that's fair. Um, yeah, that was the question I was going to ask is, you know, I know we had talked about getting the contract earlier, so I guess that would just be my ask next year is Yeah, have it. >> I think we had talked about it. We're going to ask for them to have it to us by like hopefully we have it approved before the school year starts. >> Yeah. >>
025Like so Julyish would be beneficial. But now and then with that um just because I I I don't know that our e program would have it scheduled that they're doing swimming at these particular dates. Would you just kind of leave that open and it would be sometime between say March and May? I mean we know it's going to be during those times. We just don't know the exact dates, >> right? There there are different ways to skin that cat. We could we could just we could just get a calendar out and say these are the days we're do it. Or the other thing we could do is between this date and this date, we're going to take x number of days to be determined later. >> You could just do an addendum like when we
026got closer to it, you have the dates. >> Okay. >> And this one actually says the beginning of March and and >> perfect. I'll make a motion to approve that contract. >> We have a motion and a second. Roll call, please. >> Both. >> Yes. >> Deers, yes. Lux, yes. Yes. >> Yes. >> So motion carries. Next item is occupational contract with building blocks therapy. It looked like this was pretty much the same this last >> A little bit of change. Um and I would imagine because of the current gas prices and stuff like that, but we're really happy with building blocks. She does a very nice job and uh really likes our school district and uh it means a lot when they built really good relationships with our teachers and our kids. So I
027would recommend you to approve that. They're good good company. >> I'll make a motion to approve the >> A second. >> A motion and a second. Roll call, please. >> Bo, yes. >> Deers, yes. >> Lux, >> yes. >> Madson, >> yes. >> Campbell, >> yes. Okay. So, motion carries. Um, we were going to have a discussion on the alternative high school program. >> All right. So, what I'm going to attempt to do is give everybody the background and I'm going to keep my eye on the clock to make sure I don't talk too long because I want the board to have a chance to ask some questions. But, um, there's, you know, there's been quite a bit of leg work already done on this. And we've, you guys have heard us mention potential alternative
028school program. And so, we're kind of getting down to like like we know what that might look like. We know what it's going to take to do it. And just to give you guys kind of a timeline, if we wanted to put this in place for next year, you know, we're not really behind schedule on it or anything. We've got uh we've got physical space. Um we you know the staffing would be fairly minimal. uh we can kind of lay out the plan and and what I would like to propose is we have a little discussions tonight and then if if the mood you know we don't take a vote or anything but if the mood is like hey this is something we'd like to move forward on then in May we would have a
029motion to do that or um or not not do that if we're not wanting to do it. Um but anyway, also then in May we would have a first reading of a handbook, you know, and the handbook's going to be fairly light. It's going to kind of dovetail existing board policy. It's going to dovetail with existing uh lead high school handbook. Uh but there will be some things that'll be specific to this program. Uh first reading in May, second reading in June, and then over the summer, the pieces would come together. So couple of the things that some of the things we've done thus far, some of the leg work that we've done is uh Mr. Embro, Mr. Clement, Lexi and I have visited um three different alternative programs. The longest trip we took was
030to Mitchell. Uh probably the shortest trip we took was to Sturgis. Uh then and then our own uh job core, the box elder job core. And you might say, well, you know, why JobCore? Uh really, you know, that's kind of a um the whole thing is kind of an alternative program. And I think we've seen every uh every time that we we see somebody uh present from JobCore, we see the enthusiasm, the excitement of those kids. And I I kind of think that's really the pinnacle of of a program that is career oriented and getting those kids excited about career excited about getting my diploma. Um now obviously we're not going to replicate the whole job court program within our walls. Uh I think probably the you know and the Sturgeis program had a lot
031of a lot of benefits to it. Uh I think probably what what I saw as a premier program for program within a school district or within a high school uh was the Mitchell one. They've been doing that a long time. So uh that was very informative taking those visits. And like I said, I'm not going to do all the talking here, but I'm just trying to get some background. I'll let some of the others on our committee do some talking. Let the board do some talking. Um, but really what we're um I'm trying out there for just a second. But um um what we've been working on is is some of the what we're going to need for uh policies uh to have this in place. And I think we'll see within the next week
032or so a survey going out to our high school kids kind of identifying what their needs are because I think any if you talk to anybody within our school district, they're going to say, "Yeah, we we need this program. Okay, but specifically what does that mean?" You know, what what does that mean? And I think that those those needs are going to come out in that survey. We're also going to try and reach out to some students that have left the district in recent years for homeschooling and trying to find out, okay, what is it that you felt didn't work for you here? And and so we're working on gathering that data and that's going to be kind of our conversation going into next month. But, uh, real quick, I' I've got a little handout
033for you. And this is just kind of a summary of the program that we're looking at. And so, >> came up with a name. >> What's that? >> This one. >> Well, here's the deal. You start calling it something and it might stick. So what we're calling it right now is Gold Prospect Academy. >> And I'm not giving you any cuz you don't want paper. But >> Oh, I don't like that. >> You don't like that name? >> No. That it's kind of strange. >> I'll think Let me think of some names. >> I'll tell you. >> It came from my brain, did it not? >> It did. Well, no. Yours was an academy. It was something >> called Prospect >> High. Yeah. >> Prospect High. Okay. So, I did go to Jamie and I
034said, "Can you see if like Chad GBT can do any better on this name?" >> And it did. It didn't do better. >> But when we sat in the room, Lexi threw the academy in there. And then it has a neat little acron acronym GPA little prospect academy. But you know the name like the name isn't important right now. It's kind of irrelevant at this point. Like we can name it down the road but it's just >> we got we got to call it something for now. And >> what we kind of liked about the gold prospect academy is that you know like like a second chance high is you know geared around second chances. you know, we like part of our slogan as a district is find your gold. And so that kind of
035follows with that theme and you know, like yeah, we're kind of prospecting or having kids prospect uh for new opportunities here. So anyway, name might be cheesy. Don't get hung up on the name. uh may or may not stick. But basically, and what what we've laid out here are things that we've like borrowed from other alternative schools, things that we've kind of talked through uh to meet our needs. And so, this isn't set in stone, but some of this stuff might carry over to that handbook eventually. But this is kind of what we're thinking, you know, and so basically, I'll read this first little paragraph to you. Now, I'm not going to read this four-page document to you, I promise. But students applying for admission must demonstrate that one, they are not experiencing success in
036a traditional high school setting. Two, with the right supports, they could be successful within the gold prospect model. And three, they are motivated to abide by the personal learning contract that they sign upon admission. So, we're going to have an admission process where students will um get references. uh they, you know, they need two two letters of re reference or recommendation from either current staff members in the school district, uh maybe community members, maybe a boss at a job they have, but but basically looking for uh we want to establish that that that you could be successful here. Okay? And we realize that uh we're dealing with with kids that probably have uh not experienced a lot of success in our traditional high school. But what we're looking for is uh people that like, hey,
037if we give you the right supports, if if we do some of the right things with you, you're motivated to make the second chance work. So, um, the admission process would basically be, um, the admission documents, uh, the application documents, excuse me. Uh, we'd have a committee that would do an initial screening, uh, and then we'd set up an interview and if we think that that this kid is going to be a good fit, um, then they're in. If not, we could say, you know what, you can you apply again. uh you know some of those things that might uh might make a difference like if you have a like for instance some of the misconceptions about alternative schools are that that's just kind of where any struggling student would go. If you have a
038kid that's a behavior problem you have a kid that is uh that does that that's chronic absenteeism ship them to the alternative school they'll deal with it. Well that's that's not really the model we're looking for. So, like if a kid is is like truent or chronically absent, what we'd probably say is, you know what, like if you don't show up to regular school, you're probably going to show up here. That's not really going to work. Okay? But if you're motivated to get into this uh gold prospect academy, um what we'd want you to do is say over the next nine weeks, we want to see your like like see if we can cut your your absences in half, you know, or if you're a kid that like you we've got some kids honestly that
039have like 10 15% grades across the board. Okay. Well, I don't think it'd be reasonable to say, "Hey, before we let you in here, you're gonna have to be passing all your classes." Because if they didn't pass all their classes in the regular school, they don't really need the alternative school, right? Uh but we might say something like, "Hey, can we get those 15%s up closer to passing? You know, can we see some measured progress?" Uh those would be the kind of things we' be looking for. Uh and some of those that we've that that maybe we didn't uh didn't accept. So, uh there would be a lot of flexibility in in the schedule, but the the starting point would be a regular school schedule, you know, from uh 8:30 to 3:27. And then if
040a kid has extenduating circumstances, uh like maybe they have to care for younger siblings in the morning and it's difficult to get to school at 8:30. Okay. Um you know, we might build a custom schedule that's going to fit that kid. Um and then but basically they would follow our district attendance policy. U so they'll have a personal learning contract that when we sit down, we go through the interview, we're going to identify, okay, what what help does this kid need? Uh what adjustments do we need to make to help them be successful, whether it be curriculum, scheduling, whatever. Um, and then we'll kind of create a plan and they'll agree to it, sign a contract, and then we're going to hold them to that. So, when they're supposed to be here, they need to
041be here. Um, real quick on the uh curriculum, we'd be looking at a hybrid model where a lot of the um we would use an online platform to deliver a lot of the content for kids. um and they'll be with supervision of um of a paraprofessional classified employee in there and then uh where the hybrid model is, you know, those kids would would be able, you know, if it fits in their personal learning plan, maybe be able to take like the the shop class in our high school, an art class, you know, maybe they want to be in the band, you know, we would have room for them to take traditional programming along with uh the online stuff u the online stuff would be uh supported by our instructors of record within the high school.
042So we you know just to make it simple like we'd free up a class period for four teachers, one math, one social studies, one language arts, uh one science. uh we'd free basically free up a class period uh that they would that's when they would do their grading. Uh that's when they would uh do the the online support for the program. The instruction would be delivered through that online model, but then also they would have office hours during that time. So if a kid needs help with that algebra problem, they know that this time of day they can go to that algebra teacher and get that help. Um, and then just a couple things I want to touch on and then we can kind of have some discussion and ask some questions. Um, you know,
043special education is a big question with this. The programs that we have seen, a lot of them just really don't do special ed in their alternative school. They say, well, you know, if you need special ed, you'd be in the traditional high school. Um, and that's maybe the simple answer. It's a little more nuanced than that. Uh so like if we have a student on an IEP and they want to apply for uh the alternative school, we would look at that IEP and if we could meet that kid's needs uh meet their accommodations without having to add additional resources to the school, well why wouldn't we why wouldn't we support that kid that way? you know, so that so it's not like you can't be in special ed here, but uh basically we have a
044full slate of special ed services in our regular high school and just if if that's the best place for those kids, then that's going to be the best place for them. Um and then the staffing would be uh like I said uh one FTE of a classified person and then basically half an FTE which is made up of um 48s of those uh different people and then u somebody from our administrative team uh would be the academy director would kind of oversee the admission process, deal with attendance and behavior issues as they come up and just kind of coordinate the whole thing. So that's kind of the structure. I'm kind of trying to go through it fast, but there's a lot here for you to look at. What questions are Foxwood have >> that we
045can open enroll the program? >> That's a good question. the the the way I would like to address open enrollments from out of the district would be that and and this will this will come up again like like when we do the first reading in the handbook, but the way I would like to address that is that if you want to open enroll, we want your open enrollment application and your alternative school application at the same time so that we can just be upfront with people because if they're open enrolling to get into this, like if if they're not going to be a fit. You know, if let's say it's a kid that's just straight up behavior problem, you know, and and we just don't see where they're going to be overcoming that and and
046it's like we would just tell them up front, look, we're we're not accepting your application to the uh to the alternative school. Do you still want to go through with your open enrollment application? And they they would maybe they would, maybe they wouldn't. Um, and then the other thing is like we're looking at we think we'd have capacity to do, you know, starting small between six and 10 slots that initial year. And we look for like the majority of those probably to come from within our traditional high school. But then also maybe keeping in mind that we might have somebody that has last left in the last couple of years, left our district to homeschool or no school, if you will, uh that they demonstrate that coming back and being part of this alternative program
047is a good good fit, then that would certainly be a possibility as well. >> And this is 6 through 12. this uh starting out be just 9 through 12 and and again when I say 9 through 12 I want to be clear about that everybody we've talked to has kind of said that um they have more success with catering to the upper classman first and and maybe like the the freshman or the sophomore getting into the alternative school is kind of the the exception rather than the rule. Not that we wouldn't take freshmen, but um we we need to try and support them in the traditional high school first. >> Yes. Shay, >> am I allowed to ask questions? >> You Yes. >> Yes. Okay. So, I just was like wondering cuz I'm like not
048trying to generalize or whatever, but typically like students in an alternative school like the demographic that you're dealing with. How would you go about like punishment and rules and stuff like that? because it's kind of a different dynamic. Like I don't necessar like when we went to DC with Miss Bryceman and stuff like a lot of the stuff that they talked about was like students that don't have support at home or who are struggling like just you know putting them in ISS or whatever or suspending them like sometimes it's not as helpful especially if they're in an alternative program like this. So how would you go about that? Would it be the same as normal high school or would it be different? >> Well, it's, you know, they would they would still be accountable for
049um our same rules and that kind of thing. And I think I think actually Derek, I I'll take a stab at this, but I think Derek could probably answer this pretty well. One of the big carrot and stick pieces to an alternative program is these kids have applied to be in it and they have uh they have pledged to do their level best to make this work and they are there because they want they want another chance to get a high school diploma. They've demonstrated I want that high school diploma. So the the alternative is, you know, it's not to say that like we're not going to have some hygiene or there, you know, there's going to be some minor behaviors here and there, but in every alternative program we've visited, like the discipline problems
050are not real rampant because these these are the kids that have reached a point where I want this. I want a high school diploma. I've asked to be in this program and the alternative is frankly if I'm a continual discipline problem, I'm out. I'm back in the traditional high school. What's what's your experience there, Derek? What? Because I think similar with job board. >> Yeah, it's exactly that. I mean, I think personal investment is a key to success for the students that want to be in a program like that. And amazingly, I you know, for my personal experience, the uh behavioral issues that I see um in our program are minimal. Um the kids want to be there for the most part. And so that goes a long ways. And not only that, um like
051you said, it's a second chance. So, it's not probably not just the students that are moving out of the traditional high school program. I'm going to guess that you're going to have people that are coming back from either dropping out or possibly moving to alternative instruction. Um, and yeah, they're coming because they want to be part of something. So, >> Yeah. And that's that was a very good question. And I think it's important too that we wrap our heads around the paradigm that, you know, we're not going to put kids in the alternative school. That's not the way it works. They apply to be the alternative school. And you might say, "Well, I don't know, man. You're not making it sound very appealing. Why the heck would somebody want to go to your uh corny
052little gold academy?" But uh I I think that there's a lot of uh data out there that shows that that there's fair number of kids that that do want this. And I think uh we're our goal is to start small, six to 10 kids. I believe there are six to 10 kids who will want to jump on this opportunity for next year. >> And just from my perspective a little bit um with my work, you know, I I work with a lot of those kids, right? Um what we've seen is when we have those students whether they uh go to an the old school um you know somewhere in the northern hills or they do online schooling um when they start having those supports uh whether it is the par profofessional that's in that classroom
053or I mean in my case it would be my staff we start seeing a lot of success with that and I want to be successful with that. So by having um this smaller class size and giving this opportunity um you're also kind of helping to form that you know that support that you're talking about and you're also giving them that opportunity you know if they are sitting at you know three credits and they're a junior um probably maybe a little bit more than that but um you're also giving them the opportunity to you know uh change their choices is or change up uh trajectory that they're on for that success and with that limited class size, it makes it a little bit easier for them to do that. Does that make sense? >> Yeah. >>
054So, the major budgetary impact will be the staffing. >> Yeah. It would be that that one classified position uh would be the would be the major thing. We're really working initially to kind of make this as much as we can fit within the resources we currently have. >> Would the online curriculum be a conditional? >> It would be, but those those subscriptions are quite a bit less than say like like like when we pay for a class through dial and they're providing the instructor of record. They're like $250 to $300 per semester per uh course. like the egeneuity licenses are I don't have a good number on that and I I can bring that like between now and the next board meeting but um they're they're way cheaper they're like they they kind of go
055by your district enrollment >> that just be nice to have the our projected impact you know what that cost >> total cost yeah >> would uh >> then we'll we'll bring that break down next time >> it just occurred to me but with the egenuity versus dial. Would we be looking at scaling back our use of dial if we already have access to Ingenuity for some of our kids that are in the the regular high school? >> Not necessarily. And I'll I'll tell you what, like like our dial usage is not real heavy, but with the egeneuity, you have to have that instructor record. You have so that certified teacher that teacher certified in that area has to be the one that enters the grades. they have to be that support for it. And right
056now like with with the one class period for content area like like our capacity will be a little bit kind of saturated there. So well I think dial offers a totally different layout. I mean there's clad I mean I can speak from experience. Jason used dial >> for classes that she couldn't get right like they weren't even offered. So, right, but I'm just thinking if there's say an algebra class on dial that would be offered through egenuity, would it be something that we could look at using egenuity for that algebra class instead of acrewing that additional cost through the >> like like on some credit recovery options perhaps? Uh but like like for instance we don't offer we don't do a lot of like like like a required class like an algebra like like if
057we offer inhouse we really discourage like like we're and and in fact I think Amber can probably speak to this too that there were some classes where yeah like we offer a similar class to that here. No you can't take the diet class. Okay. But extenduating circumstances, I need it to fit my schedule. It doesn't fit. I'll pay for it. So, parents have that >> parents are paying for the class, which then is not affecting our, you know, it's not your budget anyways. >> And it and it might that might sound a little uh I don't want to get off track here. It might sound a little cold to say, well, hey, you want this, you pay for it. But if you just kind of open the door and let kids take online instead of
058what we offer here like like that just that that's like a runway train sometimes. >> That's fair. >> Okay. >> I didn't really have any questions. I think you guys did for being the first time of kind of looking at this. I think you guys were very thorough. Um, I think there's going to be growing pains no matter what we do because it's new. We haven't used it before. Um, I think it's needed. >> We should have gone a few years ago or several years ago now. >> And I do think we could have kept some of our students that have left if we would have had this opportunity for them. >> I just think that the education landscape has changed so much. um you know really I mean since 2020 alone I mean let's
059go back to 2010 you know all the kids have laptops and now you get into 2020 we're doing the remote learning you know getting those kids back into the classroom after that and then you've got the change in state law about you know um having to show your progress I I really think that this is going to be a good opportunity to help um create a program that is going to help the need that is absolutely present in our district and um help elevate our district as well. >> Yeah, I I think there's a whole segment of the population that's kind of underserved there, but >> but I think for next time I guess does any staff I mean if you're do you have any say I know you a lot of you visited places?
060>> Yeah, excuse me. Um I have some experience with some alternative schools in my previous schools I was at and um you know so you kind of draw on that on how and and one of the things I follow up on is you don't want most of those schools I was part of it was a total online curriculum. it was kind of here's the canned alternative school, you know, and and even though there might have been some flexibility, but the idea of wanting something that's a little more hybrid, that if that serves a student where there's an online course option that could serve them, whether it be a core class or another class, and still keep them engaged with our high school, whether it be through band or maybe it's I don't want to do
061it online. I need to do my math and keep them engaged with the math class. Having that hybrid model I think was pretty important to me. But in talking with the we met with the core teachers and I was very pleasantly surprised that the core teachers were very much yeah we see the need for this too. We know we've lost kids and they've feel like they've done some things that they've tried to do to keep some of those kids, but even whatever efforts they have, they feel that there isn't much of fall back or an option or an alternative for those kids and they choose to leave uh whether it be drop out of home school or whatever. So, I was pleasantly very pleasantly pleased to hear that from the teachers. Um, but from a
062principal standpoint is when we do get some of those parents that just decide, you know, we just don't want to stay, we're going to go home, we're going to drop out, whatever. I feel like my hands are tied. It's like, what are options? Sometimes I could say, hey, do you want to check out JobCore? You know, that might be a good option. Sometimes we say that but other than that it's I feel like okay you know and sometimes you can't even bring them to the p table to even have a discussion but sometimes even if you do I'll try to work with the teachers and see if there's ways we can try to accommodate and help you know but um this I think gives us some avenues when we're talking about especially some of our
063most at risk kids like okay is this then not going to be a silver bullet but you it is going to be an option to keep some kids uh and and engage them and be more successful. >> You know, uh this this kind of shows how old I am, but I remember when I was a teacher in Sou Falls, they had an alternative for me. Like one of the things I had to do over a summer was create packets for like freshman English, sophomore English. It wasn't online. It was it was these packets with all the worksheets and all the rubrics and all the assignments. And it's just like I just was kind of thinking about that like, "Yeah, Zach, it was before you were born, buddy." No. But yeah, we we created an alternative
064curriculum >> that could be self-paced, but there was nothing computerized. It was all paper pencil packets. >> So, we've come a long way. Yeah. >> So, anybody else have any questions? If not, this will come before us again. I mean, we're not done yet. >> I think the budgetary aspect, yeah, we can add that in. I think that would be helpful >> just to see how that's going to, you know, going into the next year's budget, how that's going to affect it. >> And if something, you know, if you're reading through this and something clicks that you're like, hey, we want more information on this, go ahead and shoot me an email. Um, and we'll we'll try and put together uh more information next time. I have another question I just thought of. So like
065if a student was in the alternative program, um how involved are they in the high school? Like would they be able to play sports and stuff like be involved in programs like that or >> absolutely >> totally different? >> No. So like yeah, they would have those opportunities and it's going to kind of depend and and same with elective classes and whatever. It's just going to kind of depend on their personal learning plan. like there might be that was one thing in Mitchell that really stood out. Uh the director of their alternative school said, "Hey, I've got some kids that like if they couldn't play football, they'd probably be they'd probably just drop out." So, absolutely like like let's try and get them involved um that way. So, >> and I think it's important too
066that they're going to have the same not the same, but they're going to have a set of rules, things that expectations. they're going to have to pass things like it's not going to be any different than regular school in order to play sports, you know, >> same eligibility requirements, >> eligibility stuff. And >> and one thing that you'll see as you read through this, there's a there's a provision in there that they must make academic progress >> and we've kind of defined that. we can tweak that definition and I don't know maybe Derek has some stuff he could share on that because I you probably had the same thing like if you're just not doing anything not making academic progress we're not going to let that go till the end of the quarter or the
067end of the semester it's you're not making progress we need to have a meeting uh do we need to adjust your personal plan uh do you need an attitude adjustment like what do what needs to happen and I think sometimes just kids like like if you rattle their cage a little bit like hey the next step here is you're going to be back in the traditional high school that might motivate them a little bit or maybe it's a deal where it's like well you know what I don't get this and I'm afraid to ask for help you know that happens sometimes okay well let's find that we can make that happen so anyway academic progress >> that it that's it I'm done >> I have a quick question >> is that Okay for me to
068sign. It looks like they scribble it out just before I sign. Or do we need and then right to me? It looks like or are you over here? >> I'm just able to sign it because we're going to just these are the original ones and then once negotiations are settled right now we do amend it. >> Okay. I just wanted to make sure we >> That's quite a signature. >> Like, wow. >> Okay. Sorry. Never mind. Here you go. >> All right. So, we're to administrator reports. Dr. Chris. >> Oh, we forgot M and N. >> We got We forgot our additions. I wrote them down. It's on M. It is on me. We have the um we received a longevity benefit request from Abby just at the end of the day. So it was
069not in the packets. >> So here just going to pass those down and I'll go ahead and read that aloud. Uh dear members of the board, I I hope you are doing well. I'm writing to respectfully inquire about my eligibility for the organization's longevity benefit. I understand that in past instances individuals have received this benefit after the stated eligibility date. With that in mind, I would like to request clarification whether similar consideration may apply in my case. Given my length of service, 11 years, I would appreciate the opportunity to be considered and to better understand any flexibility of the policy as well as the steps required to proceed. Thank you for your time and consideration. Sincerely, Abby Jacobs. So, as far as steps to proceed, she's making the request for you to wave the the
070April 1st deadline. And so, I guess that's that's the question before you. And then after the discussions in executive session, >> if you'd like an executive session for this, we could. >> Why didn't they pass? That's what we've done. >> I guess I don't feel like we need an executive session. Um >> vote on it. >> We We are just All we're asking is >> it's it's past the deadline. >> Yeah. And it just it came late in the day today. So it's Sorry, but yeah. Like otherwise I would probably be able to >> We've done both. >> Yeah. I don't think >> Yeah, we've had them in the meetings before. I know we had a I know we just talked about another one not too long ago. So, I I guess with this one,
071>> I struggle with it because I'm I'm a big stickler on dates. The dates are out there. The teachers know when they are. They were due April 1st, 14 days later. I'm struggling with that because it seems like it's happening more and more. Um, >> I will just add this maybe not my my spot, but I will just add that >> the district has set a precedent that they have allowed people to get their >> um longevity benefit and the last one being Sarah de Bulmont, one before that being Stacy Ross. >> Yeah, >> I'm just putting it out there for your consideration. >> Thank you. I mean, I think that we're talking 14 days. I mean, I I get what you're saying. Um, but I think that, you know, 14 days I I I
072personally think that we should, not June 15th. >> Yeah. It's just we have rule in place for a reason. So if that's going to be the case, I mean we do have a precedence in fact of a change of regulation and >> that's that's the negotiated agreement. Yeah. >> Okay. That's the negotiated agreement. And I think too, >> you know, like yeah, like the >> I don't know. I think the board has listened to different circumstances at different times. Um, you know, I'm I'm not recommending either way. I'm just saying that here's the request. And so I think your options are if if you feel executive session would be appropriate, um you could request an executive session. If if we you know, if you just want to vote on take a vote on it and
073do it, those are kind of our options. Like I said, it's it was a it came up today. This letter appeared at the end of the day today. So, we've procedurally we haven't really had a lot of time to get our bucks in the real. So, >> I guess I'd make the motion to award the longevity benefit to Abby. >> Have a motion. Guess the motion would die due to the lack of a second. >> Um, you want to go? You're the one that asked about the session. >> I'd like that. >> Okay. >> Can we put it at the end then and get in the other items on the agenda instead of make I mean hear me give. Is that okay? just filmed. >> We're going to have to make another amendment to the
074agenda. Then >> I make a motion that we amend the agenda to include an executive session after public forum. >> You it would be better if you have you follow the agenda was originally approved as gears and then blocks. >> So you should not be making the motion. You should amend your motion. what you should do. So, Amber could amend the original motion to approve the agenda with the first set of changes. Now, we're going to make an amendment to the amendment. >> So, I will make a amendment to amendment to add an executive session. >> Second. >> We have a motion and a second to add executive session after the administrator report. Could I just well and probably after a public forum >> after public forum >> I would like to ask a clarifying
075question. >> Are you saying executive session first now? >> Yes. >> Okay. >> So we would have a motion and a second to amend the agenda to add executive session for personnel after public forum. We would need a roll call. vote. >> Yes. >> Deers, >> yes. >> Lux, >> yes. >> Madson, yes. >> And Campbell, >> yes. >> So, the motion carries to do that. So, we will go back to item N, which would be the original brown bag permit from the city of Leed was specifically stated in our minutes to only be for July 3rd and they would request that that be from July 3rd through July 5th. So, we thought that it was best to amend, not amend, to make a new motion so we make sure it covers the whole weekend.
076I'll >> make that motion. Second. >> We have a motion and a second. Roll call, please. >> Yes. >> Deers, yes. LS, yes. >> Yes. >> Okay. So, the motion carries for that request. So, we're going to move on to administrator reports. Mr. Pearson. >> Okay. Um, I'll for the sake of time, I'll strike items 13 and 14 off my report. No, I just have two. is, you know, we're we're inching towards the finish line on that uh middle school project and uh you know, the the office is looking great and there are a few things that need to be fixed here and there with uh you know, some door locks and touching up some things and and we will uh we're planning to make the big transition on the traffic flow at the start
077of next school year. um just because like the timing is kind of odd right now with with some things. But along with that, I guess I would like to kind of feel out the board and I'm not looking for a vote or anything. Just maybe a nod or a wink or a shake your head or whatever. But, you know, might be a good idea um by the time of our next meeting that middle school project will be done and might be a good idea to hold our next meeting in the middle school and then we could as an agenda item just walk down the hall, take a look. >> Yeah. Um so I I guess that's that's that's my thing. >> You guys nodding. Okay, good. Oh, >> the other thing that I just want
078to mention and and Shay I think will have a comment on her report. She and I talked a little bit the other day, but uh um you know we we did not have like we had the tutoring in the high school after school. Um it was kind of a a co thing money thing. Uh didn't get plugged into the budget here for this for the current school year. So, it kind of went away a little bit of a hiatus and uh there was, you know, through the negotiations process there was there was talk about adding an extra duty assignment there as a after school tutor. Uh the the board or the negotiator said, "Nah, we're not going to add that to the extra duty schedule, but we are plugging in some dollars in the general
079fund budget uh for that after school tutoring as needed. both middle school and high school. So, that's kind of something that's going to come back. Might tie in well with with some of our alternative school plans, whatever. So, that's that's the other little update and that's all I've got for tonight. Yeah. >> Okay. Um food service report from Sher. >> Okay. I just have a few things. Um let's see. One of the I'm just going to give you guys a few highlights of what's been going on. It's been so much fun. I've learned so many things, but I've had a blast. I mean, one of the highlights is seeing the that the kids really enjoy the menus. I believe we've really tried to ask them what they like, what they don't like, what changes they
080would like to see. And we've really tried to pay attention to what they say cuz I mean it's about them, you know, and I see kids that never ate school lunch in the beginning and now they do all the time and their parents tell me, "Oh, they want to eat the school lunch now." And so that's been great. Um, another highlight is we've started our junior chef program at the elementary and it's just been huge success. The fourth and fifth graders, they give up a recess to come in and help in the kitchen. So, four kids from each grade get to sign up and they come in and then when their time is up and they have to get to class, then the next class comes in. And we've just made fun projects for them
081to do. They've learned so much. We have them weighing stuff and you know like at the beginning and at the end and then they they're doing the math and so they're getting all that that skill from it and they love it. Um you know they've learned about food safety um you know teamwork, accountability, work effort because they have to show up and I've got a line waiting. Did everyone show up? you know, cuz they want to come in and it's just been awesome. And I hope that and um you know, conversing with the teachers also. Um we had a little uh one of the third graders classes had them write letters and I don't know what they're called. I'll just touch on it a little bit. Something that they're passionate about that they'd like to
082see change and a solution to the problem. And I got a letter from to the lunch program about, you know, the kids don't like carrots and can we have something else? And yes. And so I wrote her a nice letter back. She came in the kitchen and met me with me and I gave her list of all the fruits and vegetables and she's picked out some and it's going to go places from there. Um we've also we've started doing um fruit and vegetable infused water at both schools over lunch and we have to fill the container quite a few times at both schools and they love it and I think it's awesome to keep them hydrated especially now with it being warm and also we'll see I mean maybe there won't be as many sick
083and stuff also we're going to keep it going throughout the whole year and they love it. And our junior chefs participate in helping make it, too. Um, what else? I do have some numbers that Marie printed for me to show you that um, you know, even with our enrollment being down, our numbers are up. I'll grab some and you guys can look at them if you want. Even though it's hard to um how it all works because of all the things that have changed, you know, and pricing of food and gas prices and all of those things. But I mean, I'm I feel good about how this year went with me not knowing a thing about how it all works. And I guess that's about all I have. Anybody have any questions about anything? If
084you do about the numbers, Margie's gonna help you out. So, I would like just like to point out on it's right below enrollment where it says free applications. That's just not application. That's our direct served like, you know, anybody that's on food stamp. So, that's just the free status. >> So, what are paid applications? What does that mean? >> They they didn't fill out a free and reduced application. They're not free. They're not reduced. They they're unpaid. >> So, it's kind of a non application, >> right? >> Yeah. Not sure. >> Now, this is just who applied, not necessarily who is correct. >> Yeah, that does not confirm the ones that their application was denied. Okay. They're in the page. But like I say, it goes back to 2017 and you can see there's no
085numbers >> in um 21 and 22 because everybody was free and >> we just went to March 2020. >> I just want to make sure I understand. So if they did not qualify, they do show up underpaid. They don't show up under the free or reduced. Correct. Okay. Making sure that mapping my head. >> And I've also tried some fun things at both schools. You know, I've set up a waffle bar and made homemade waffles and they get to pick the toppings on it. And I've tried to do some fun different things, you know, especially with the small. I mean, the you know, you can do a lot a lot of fun things like that. So, and I hope to do more. >> They like the pizza bar, too. >> Yes. With all the toppings.
086>> Yes. Yes. >> The elementary loves jalapenos. And I tell you, I am like, dudes, they are not pickles. They just >> don't they? >> Yeah. >> I'm like that's not pickles. >> Thank you for >> So thank you guys. >> I think it's been fun. I heard good thing. Yeah. That's good. >> Um technology report. >> So it's -ate time. Um got all the applications in. By the way, last year's rewiring of the high school went pretty smooth considering they had to do it during school time. They worked a lot of nights and weekends, but it went well and we got done probably early October and everything's been going well so far. this year. Um, between rewiring the portion that's not getting remodeled at the middle school, a new switch for the gym and
087renewing all of our wireless licensing, it the total it will be around $97,000. If we get approved, USAC will cover $68,000 and the school will be responsible for 29. I'm pretty sure we shouldn't have any issues. It just depends on whether they will cover the 60% or 70%. Um, we have decided working with Brandon and um doing a few demos. We're going to be changing our security software this summer. It will be more web- based, a little more userfriendly. And the fun part is is that it's going to completely utilize the analytics as they call it. So, when you see the guy in the blue shirt, say follow the guy in the blue shirt and it'll help you track them. Um, we do have not quite half, but maybe a quarter of our cameras are
088too old to support that. So, I will also look at the Homeland Security grant next year and maybe see if we can get some of those replaced through that. Um, been doing some fun things. about a year ago or so, we I helped create a system for the applications. Um, which is kind of automated in a way. Once somebody fills out an application, all these things happen in the background. There's been a few bumps, but I think it works pretty well. Um, trying some of that with the teacher evaluation software. Um, so it'll be inhouse and hopefully be automated to where there won't be a lot of remembering things or, you know, having to check off the list. These guys have to check off the list themselves. And so then Andrew kind of got into
089it. He's doing things in the libraries trying to figure out books he's missing in series and stuff like that. And it's just been kind of neat. That's like the fun part of our job. Um, bad part of the job, as you saw, Amy's resigning. So, we'll open up the elementary position after this week. And then the big thing this summer, other than the new camera system, is there's a lot of servers that need to be essentially rehauled due to operating systems um being end of life. So, that's going to be busy and kind of a big change. So, you do you have anything? >> Um, yeah. So, there's a lot going on in the high school right now. It's like we're almost to the end, so promise soon. Um, we had E- Club recently went
090to Minnesota. Student council went back to our state convention. That was big success. Um, I will say that I have heard good things about the lunchroom. The other day, my second hour class was talking all about how the lunchroom's really decorated, really cute, and everybody there likes that. >> Thank you. >> Um, and then we also just got done doing ACT scores just got back. Spring play just got over. So, lots of stuff going on, especially for our upper classmen right now because it's almost graduation time. And also, I talked to Dr. Person. He already kind of talked about it, but a lot of people, like over 10 people, asked me if I could talk to you guys about getting the after school study hall back, like the tutoring with Miss Campbell. And obviously to
091get it back, it wouldn't have to be with the math teacher or Miss Campbell specifically, but it was just really helpful, I think, when it was there. And a lot of people went to it. Like my freshman year, I went and it was like all seats full. Like it was really important. So, a lot of people want that back. And it's especially utilized with student athletes, I think, because coaches can kind of work around that. Like, if you're done by 4:30, you can go get help. And when you're missing school all the time, it's helpful to have um a teacher to help you. But other than that, I think that's about it. >> Thank you. >> All right. Public form. I didn't we didn't have any sheets turned in, did we? Okay. I don't think
092we have anything for public forum. So, we would be going into executive session. I guess you want anybody to say anything? >> I don't think you guys at all. >> Well rehearsed. Y Jody, there was a motion to go into executive session. Um, what's your vote? >> Yes.