001and he can't be able to help you with the notes. Guess >> good. All went well. So, >> and I tried to bring her this morning to check it not go well. Leaving her leaving her at home was probably bad action. I am happy. >> Yeah, I think most of us do too. There's something wrong with all of us. Okay, I better read it before I get >> like more like Polynesian. >> Were they just designs from like students or >> Yeah. So our gear presentation >> Sure. Not even here. >> Not on this. Start. >> I think it's great. I have a friend recently posted on Facebook. I have another thank you notes. Like I don't like getting them. I don't know what to do with them. I don't like sending them. She did
002say that she has her kids do them and she thinks it's good for kids to learn, but she's like, "As adults, can we just stop doing this?" >> You know, my mother, >> yeah, they moved me. Gina, >> I mean, I needed to be separated, I guess. I don't know what I might change >> you want me agenda or just your kids. >> Let me just plug it in there. >> That is an amazing picture. >> Beautiful. >> Thanks. I don't even know what it is. >> It's your family. your kids. >> Minus every >> one too. >> I completely understand the inability to get them all. >> It's always one of them's crying or something. >> I know. There's no chance. Yeah, we're blaming him for all our technology problems. >> There it is.
003We got >> Okay, 71. Let's get started. Let roll call reflect that de is of to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Get a motion to approve the agenda. Move to approve the agenda. >> Second. Any discussion? All in favor say I. >> I same sign. Motion passes district presentation. Yes. James, can you hear us? James looks like you're muted right now. Can you unmute with us? the sign. >> Am I up and running now? >> Perfect. >> Believe it or not, this is my first time at doing this. Okay. Um, so we have two different versions of presentation. We have the the short version and the not too long version. Which one do you want to do? Because the one's a little
004more in depth. The other one's just summary. So let's do a short version. >> Okay, I'll get started. So there are three primary purposes purposes of an audit. The first one is to ensure that the financial statements are in accordance with accounting principles generally accepted in the United States of America. We have issued a clean opinion on Sheridan County School District number three's financial statements. The second is to assess deficiencies in the district's internal controls. And like all small districts, um, segregation of duties is an issue. You just don't have enough people and it's not it's not worth hiring enough people to properly segregate your duties. Um, so what we do is we we audit on the premise of risk assessment. So what we do is we assess the risk where the school district is
005vulnerable. um your revenues, we confirm nearly 100% of your revenues with state agencies and the county. So there is very very little risk with the revenue. So the re the risk is on the dispersement side and that's where we ask the board to take an active role in that internal control. So you control the pur purse strings by reviewing the bills and and writing and signing the check. So, so that's our single most uh important control over the dispersements. And the third and one of the most important aspects of an audit is assessing the district's compliance with all laws, contracts, grant agreements, ADM requirements, school lunch requirements, state statutes, and internal revenue service requirements. And we have given the district of Cleanville Health we found no issues um with your compliance with those items. The
006fourth I I present. Um I don't know if you folks have access to to this summary that I'm reading off. I think Greg, I think I sent you this. Do we do we have this? Is this >> They do have it. We shared it with them. >> Okay. Um so on this summary, what I've done is listed um the the district's cash accounts. I think it's important for um the school board just to know where we're sitting cashwise as of June 30th. And you see the general fund cash, the special revenue, major maintenance, capital projects, depreciation reserves. Um, and what I do is I total that up. So the total cash reserves of the districts last year were 3,668,000. That's up from the previous year by 192,000. So we had a a slight increase in
007our cash. Our general fund is still sitting below the 30% threshold. So we're in good shape. Um, depreciation reserve is getting pretty significant. 1,514,000. General fund cash ended the year at 996,000. What I'm going to do, um, without having you turn to specific pages, I'm just going to highlight, um, just some financial information for you. Um, so we have the statement of revenues and expenses for our governmental funds. The district's governmental funds are the general fund, the special revenue fund, which accounts for your grants, major maintenance, um depreciation reserve, and capital projects, and um and our capital projects funds. I just want to point out your general fund. We had revenues last year of 3,666,000. Um 2,941 of that was from state and federal agencies. um tax revenues, county tax revenues were 663,000 and then
008under our general fund expenses that was 3,514. So we had um an excess of 152,000 of revenues over expenses. So so again a very healthy general fund. Um the the revenue streams meeting our our current obligations. Um, we did transfer 420,000 out, the bulk of that being to the depreciation reserve. We transferred last year 325,000 of that to um to depreciation reserve. Um, and then I just want to point out um your special revenue funds. So, your grant funds, we had 832,000 of revenue, 833,000 of expense. So, we had expenses in excess of revenue of 614 within that fund. And then on your school lunch fund, um we had food sales of 40,000. Our operating expense of the of the food service fund was 143,000. So, we had a deficit of 102. We transferred 110
009in from our general fund. So, we were basically at a break even after the transfer. Um, our rental revenues um were $25,850. Our expenses $32,000. So, our expenses exceeded our revenue by about $6,800. Um, I'm just going to touch on a couple other items. Your budgetary comparison schedule. One of the things state statutes require that we examine to make sure your budget was properly adopted, properly amended, and that there were no material over expenditures. and that's for your general fund and special revenue funds and we found you to be in compliance with state statutes um in both of those funds in regards to your budget. Uh just one other thing maybe two other things that I want to point out. Um the first one is the schedule of revenue for your governmental funds. So your
010general fund and special revenue funds um your general fund um local sources. So this is the 25 mil was 582,000 last year. The 6 mill was 101 and our foundation revenues, special education and intergovernmental revenues were 2,941,000. Under our general fund expenditures, um we expended 1,635 in instruction. Um, and I always like to point people this this is actually the pages 31 and 32 of the financial statement. Something um that I think it's important for school boards and administrators to look at your it it breaks down by instruction, instructional support, general support, the amount you're paying in salaries and wages, benefits, supplies, services, and capital outlay. So you can see that um in each one of those, the general fund and the special revenue fund. So, so again instruction you spent 1,635 instructional support 218,000
011in general support 1,660,000. So, so again um a clean opinion issued on your financial statements. Um your books and records were in tremendous shape. We spent um about a half day out there doing preliminary work um and and less than two days to complete the audit. When we got there, um, Greg and Brenda had everything ready for us, so it was a very efficient audit process. We had scheduled three days to be out there and we were there, um, less than less than two days for the actual audit. So, uh, fantastic job by them. Um, I think we're getting comfortable with each other and I know I know Brenda said she's getting close to retiring, but we want to try to keep on to her as long as we can. So, any questions or comments?
012the the school board would have for me. >> James, with with our uh one finding that is an annual conversation that we get to have at this point, what what would a larger district what would a perfect world look like in terms of the staffing process, etc. from the time something is requisitioned to the time that a check is issued. >> Because so we have a checklist that we go through on internal controls that that tells what a perfect internal control was and it would literally it you know in your office. You're still a small district. We could probably get away with one extra person. Um, but a lot of districts have decided that the extra cost of the the administrative cost of that one extra person isn't isn't worth that compliance issue because all
013small districts have that finding and no one no one cares. They all know that segregation of duties is an issue. And so what we try to do is recommend compensating controls. And compensating controls are are the approval of journal entries. So say like Greg Greg initiates a journal entry or Brenda uh initiates a journal entry someone at a higher level has to authorize that journal entry or approve it. So so um usually what we have you know to compensate is we have the superintendent approve those journal entries and the same with bank reconciliation. say um Brenda or Greg does a bank reconciliation, typically we would have um the superintendent or another administrative staff um initial and approve that bank reconciliation because with segregation of duties, the problem is is you have one person performing too
014many of the accounting functions and so what we try to do is segregate those and you can do that um without without hiring additional people. you have the people there to do it. Um, and that's something that we can look at um, is trying to implement those. But what we what we really try to emphasize is the the approval of bills and the signing of checks because that's the purse strings. That's uh, that's that's the group that holds the key to to solid controls. We just don't let anything escape and that includes credit cards. Um, that's become a big issue within the state of Wyoming. All of our cities and towns right now are going through audits by the Wyoming Department of Audit. Um they've picked up that um they're not doing a very good
015job of scrutinizing the credit card bills. So So the state has acknowledged it. We test we test that and I and I can't recall um do you guys just have one credit card there >> or do you have multiple credit cards? >> We have about 10 >> about 10 of them. Yeah. So, so again, you know, that's an area because because the problem with a credit card is is you, you know, one is making sure you have invoices for each one of those credit card bills, which you guys do a good job of. Uh, but the second one is is someone scrutinizing those bills. It's a little bit difficult to to um scrutinize a credit card that that there might be a hundred charges on in the course of a month. it it's just a
016a cumbersome process. So, credit cards is a big focus at the state and it's also a focus that that we do because it's a we consider a risk factor. So, we test those credit cards and again we we had no findings in those areas of credit cards. So, so we we would think that um your internal controls are pretty good. Um it they just could be strengthened a little bit further by um the review and approval of journal entries and bank reconciliation. So, so that'd be a recommendation we would have um you know potentially going forward and we can discuss that a little bit more um you know at a future date also. >> Thanks J. >> Any other comments, questions? >> Thank you for making the time to meet with us today. >> Yes.
017Thank you. >> Thank you. Appreciate it. >> You bet. Have a good night. >> Thank you. You too. >> Right. Move on to the house presentation. So again, Jonathan, Jennifer, and Cam, just been the kind of the trio who's been really um helping this grow and pushing the house system together. But we've just got a quick little presentation about what we've been doing this summer and kind of what the future is with the house system. So, let you take it away. >> Um so, first of all, we've done quite a bit just even in the boardroom. Um, we're just going to cover these four. Um, quick overview of student leadership initiatives, community, oh, excuse me, relationship building, mentorship opportunities, and activities planned for this year. Um, and if you want to go to the next
018slide, really our focus this year, um, fits with this quotation. And leadership is about nurturing relationships and fostering an environment where everyone feels valued. It's about empowering others to rise and succeed together in our community. And this is what we really want the house system to epitomize. >> Yep. Next one. And so what we've been doing um this past summer and currently doing right now with a student leadership. So every house has a head of house, a student head of house leader and they have a lieutenant as well in case things. In fact, we have a lieutenant here right now. Um and so we have summer meetings. We had the house leaders come this summer and have three meetings this summer. and they were really excited and really wanted to uh put forth a lot
019of effort to make this a successful year for the house system. And so during these meetings, of course, we talked about the house party that's happening tomorrow night, but also what our goals are for this year. And so we've got those in writing. We've got a lot of things that we're working on with them, but they are really excited. And we will talk a little bit about some of those things that we're going to do this year. Um we also have um not only that are they going to be student leaders there, but we have leadership virtual training that's starting next week uh with Ron Clark Academy. And so it's short. We have about four or five times throughout the year that they'll be able to if they're able to during school during that time
020because it's a different times um time zone out there as well, but um have a uh a zoom with Ron Clark and their student leaders about different topics about what it means to be a leader in a house system. Good thing is it's also recorded for those who are not able to see it. So during house meetings and leadership house meetings, we'll be able to watch those and discuss those together. And uh we will be doing some student led activities. Actually, pretty much everything's going to be studentled activities. And with our house system, we really want to make it a point it's studentled and staff supported. And so we're trying to build that leadership, those leadership skills for those house leaders this year. And uh yeah, it's all about uh building community relationships. And in
021fact, now we have two elementary houses. And we'll talk a little bit about mentoring with that. And we'll have sixth grade student leaders as well for the first time this year and pretty excited about that. >> Yeah. So the the building the strong communities um our kids especially when we met this summer and the training that Jonathan and I went to we learned a lot about building community partnerships. Um you know they Ron Clark has one guy that specifically like that's his job. um and we don't have that, but we again were trying to empower our our students, our student leaders. Um so, one of the things that they um talked about this summer and a lot of them went out and did um was contacting local businesses and and hoping to create a partnership
022with them. So, um we receive some money and then we have a at least year-long hopefully longer partnership with that Vista where um like when the amazing shake happens, they have things to go on out here and logos and stuff like that and we kind of build that bridge with the community through that fact. Um the house party, the house party is a big thing. Jonathan's been working real hard on a lot of the house party stuff. I'm sure you guys have seen that. But that's not just for our school. It's not just like a welcome back. That is a community engagement um activity. We are trying to make sure that not just parents are invited to that, but the entire community. They can come and they can see what our house system is about
023and our student leaders are going to be in the gym ready to connect with community members as they come to that. Um and yeah, to to add into that, we're encouraging our students to bring their family members as well. Um and our partnerships, businesses, things like that are also invited. Um and in the future, right, when we have our house meetings, our student led house meetings, they will be brainstorming ideas for future community events. Um and again, like Jonathan said, that is studentled. Staff will support their ideas and give them ideas on it, but all the the leadership and everything is coming from our students. Um, so we we've already sort of talked about this a little bit is mentorship opportunities. We have the beauty of being K12 in one building and so our kindergarteners
024can look up to our seniors and um we have built into our house system um these three sister houses are mentor houses for this cub house. So it allows us the opportunity to when we do 7 through 12 activities pulling in K6 and having specific K12 activities in which we're going to have house members from here partnering specifically with students in that house. Um, we're going to be working with our seven through 12 students to build them up as positive mentors, knowing that it might be a skill that not all of them have and being able to really support the elementary students as we move forward. And so some of the activities that are planned for this year, of course, we have our house party tomorrow night at 4 o'clock. Everybody's invited for that. But
025it's um uh the student leaders really have taken an active role in bringing this to life. They will have booths that represent their or tables that represent their house and just especially for the seventh graders because they're going to be sorted tomorrow night. And so they're going to be at their table. They're going to have all the awesome things and they're going to say, "Hey, we really want you in our house." They're already starting to build that relationship. So the seventh graders get really excited. I want to be in house aspis or I want to be in house be a wolf and hopefully there won't be too many tears but uh it's just kind of it the student leaders really wanted a way to connect with them. In fact, we have some of the student
026leaders who are writing postcards and sending them to the seventh graders throughout the summer or sending messages and there's just kind of seeing them out in public and say, "Hey, I really hope the claw destiny puts you in my house." So, they're getting excited about that. Uh but we also have community lunch of course and we want everybody to join us there. But each community lunch is going to be hosted by a house each month and we are um so our first one is going to be house koa which is an elementary house. We don't even have students in that house yet but the three teachers who are in that house have already taken upon their their responsibility to start making it awesome even before it even has even happened. But not only is like
027so house koa and that's going to be gratit. So if you look at the sources of strength wheel house koa is gray. Well gratitude is all about or is generos generosity is all about is the gray color. So they're going to talk about generosity and have a little presentation have the students talk about it. I was told last night that I have to sing but um we'll see if that happens but uh um but they're going to focus their community lunch on that subject. And so, um, well, I'm pretty sure that it's going to be amazing and every house after that is going to have to step up and and and meet that as well. Uh, the mentorship, we talked about that. Uh, Panther Claus, which will be every Thursday uh, from 3:30 to 4.
028In fact, we would like you guys to join us at some point for Panther Claw because I think we only have one board member who is sorted and we'd like to sort all of you. So, you can be in the house as well. uh with Panther Claus. The first uh three Panther Claus of the month will just be 7 through 12, but the last one of the month will be an overall K through 12. So, we get to come together as a whole school and celebrate each other. >> Student >> and also talk about student of the month and um what else? Student of the month and there will be some other challenges and fun activities that they have. We'll have a wheel that they can spin and get points and tickets and things like
029that. So, uh, we are, uh, again trying to expand our community partnerships and you can't really see it right now, but board presentations, we are the first of many board presentations that you will uh, get to enjoy this year. So, because next month is House COA, the House KOA student leaders hopefully and some of the um, teacher leaders will be here to give you a presentation. The next month will be another house. The next month will be another house. And it'll be a a variety of ways. They may not even be here or can't make it. So, they'll make a video. We'll show those. Or they might come here, have a fun activity for you or just kind of tell you all about their house and the fun things that they are doing that month
030and how the mentorship between the, you know, 7 through 12 and elementary are going. So, we're pretty excited about that. So, our final thoughts, um, just to touch, a lot of you guys probably know, but we we were lucky enough to present at the principal leadership academy last week in down in Laramie. Um, and we got to present twice. So, the first time we presented, our room was packed. And I think a lot of that was because, um, when you look at the list of presentations, some of them are pretty general. Some of them I even saw last year they're just it's good information so they're presenting it twice but they've never seen anything like ours like when they looked on there and they were like using a house system to build positive culture in
031your school. I'm sure a lot of them have never heard of anything like that. Um and so there was 70ome principles from across the state. Yeah. So, we presented to 70ish principles from all across the state about how building a house system in your school can build a positive culture. Um, and so we gave them some information, some statistics and stuff like that. And then we also just presented like what we have done, which again, we're a small school and we haven't done a whole lot, but the feedback we're getting on what we have done has been awesome. We had a bunch of principles while we were there come talk to us after our presentation that were like, you know, our school our school year is about to start, so maybe not this year, but
032next year. We're definitely going to be contacting you, trying to get some information. Hopefully you guys can help us implement something like this. We actually had the elementary principal of the year come talk to us about that. Um, and so it was really cool to see all the positive feedback and people just coming up to us and being like, "Your guys' presentation was awesome." Um, so it really just kind of like shows you shows us that what we're doing here is pretty awesome and pretty unique. Um, growth towards the future. We've kind of talked about that. Um, what we're planning for this year, but the the the main thing to point out here is our house system is always growing, right? We are always looking towards the future. We're not going to get to a
033point where it's like, okay, we're good. We're just going to keep doing what we're doing here, right? We are always trying to improve. We're always trying to grow and make it better for our kids every year. Um, and last, we really wanted to thank you guys for your support as we've gone through this, right? This all started as a little tiny idea that we learned about at the PLA last year. And at that point, it was just kind of like a, hey, this would be cool. And now we're having principles from bigger schools around the state come and talk to us and say, this sounds awesome. you guys might need to help us here. We even have some uh teachers from Ron Clark Academy who I've been in contact with over social media who are
034really interested in how we're doing the mentorship way of things. And so I've been going to be sending them updates throughout the year. They're just kind of really curious on how we're doing it. Little small school from the middle of nowhere Wyoming, which is pretty cool. But yeah, definitely thank you for your guys' support. Yeah, I feel like all all this really cool stuff that's happened couldn't have happened without your guys' support. We also wanted to make sure Jonathan said it earlier, but I will reiterate house parties tomorrow. Everybody's invited. It's going to be awesome. Come if you can. >> Do you guys have any questions for it? >> And Dusty, we'll get you back in the in amazing shape, too. So, >> that was fun. >> Awesome. Perfect. >> All right. Delegations, visitors, communications,
035and public comment. I think we'll start with we received a card. Would you like to read it? This card is from Ann Andrain. It says school district Sheran School District number three. Thank you greatly for the scholarship you gifted me. I really appreciate it and I and it will help me in furthering my education. Sincerely, Ian and so great. Next we have the Holland girls. Yay. Just want to talk about the library. I've been hearing a lot about how um we're going to maybe partner with Sher Library to try and get some books in front of our kids that they might be more interested in reading. So, I know it's more important to hear it from a student than from me. So, I'm going to let Jesse take it from there. Um I suppose I
036can stand up. Um I think that it would be really good to get some more book content because We have a really good selection for I would say like a through seventh grade, but then from there it's kind of like just not necessarily stuff that the kids are interested in. And I know that like there's stuff on computers and you know you can go to all the virtual libraries, but it's not exactly the same as picking up a physical copy of a book because for me at least I can read a physical copy of a book and give you an amazing summary about it. I can write an essay about it. Now on a computer, I don't have the same um physical touch of it or my senses don't connect to it as much, which
037means my brain doesn't make the same connections and summary probably wouldn't be half as good if I'm honest. >> So um I think that just having the physical copies and stuff that the kids are interested in could for one improve our English scores worlds and for two interest kids in English and the reading world a lot more. Thank you. >> Okay. So, moving on to consent items. Motion to approve consent items. I move to approve consent. Second discussion says it to approve the bus I move to approve the bus routes. Moved and seconded. Any discussion on the bus routes? >> Okay, hearing none. Proceed to vote. All in favor say I. Motion passes. Moving on to our WSBA voting delegate. We need to assign and approve. Oh, I I apologize. I would like to assign
038Deb for consistency for this year. I need to assignment. Do we need a motion? So please make a motion assignment. >> I assign. Get a second. >> Second my assignment. Second motion. >> Assignment. Okay. Uh any discussion officially. >> I think De did a great job last year. So >> yeah, he's not here. And when it was brought up yesterday, she didn't specific. I mean, she didn't say anything that made us think she didn't want to do it, right? So, um, perfect. >> Not explicitly. All right. Uh, let's Yes. All in favor? >> I. >> All opposed? Motion passes. All right. Get a motion to approve the personal electronic devices. I move to approve the personal electronic devices. >> Moved and seconded. Any discussion? Um I I'm curious and maybe it's I maybe it's been
039covered with those parties, but um some of the questions that I've heard around this policy are like the coaches needing to let their um players know if practice is moved or a game because all that seems now. instead of it being changes a lot. Um, is that considered an educational use of their phone or is there another way that they can do that easily or >> they can use either either email or thrillshare and have contact coaches fairly easily. We very much discourage our coaches contacting our students with text message. They should not they should not be at all all employees. It's against district policy >> and the use of thrillshare would be within the guidance. >> Yeah. >> Thshar is a a platform that allows us communication to parents, communication students that is uh
040goes through filters and is overseen and allows us to protect our employees uh as well as our students with regard to what communications happen. >> Okay. Um teachers in their planning periods. >> Um I visited with teachers today. The expectation that I put forward and really honestly whether this this policy is adopted or not is that we're modeling what we want to see from students and that expectation is that students don't see us using phones or receiving notifications. >> Okay, be throughout the building for everybody. And then my other question was failure to comply with this policy will be treated as defiance. What does that mean? >> Defiance is in the handbook as an infraction and the consequence for defiance right now. First first consequence is a couple hours of comm school service and it
041moves up from there but mostly it'll sit at school service. We've also got some pouches that block cell phone signal and if students are say they're using an Apple Watch and constantly receiving notifications not going to take a phone away from a kid just going to have them instead of having it in their backpack or in their locker be in a pouch in their backpack or in their locker so I'm seeing that use of earbuds or notifications on the phone >> um go ahead Um, if we have a staff, if we have two or three staff members that are, let's say, like EMTs, emergency people type, you know, that get notifications for emergency services. How are you going to handle that? >> Uh, well, I've asked staff to maintain their phones on their person. Um,
042the notification system that we use for any emergency within the building can operate on our phone. also uses any iPad or or computer type device. So in order to to have that, it's going to be that way. But I guess specific to EMT or fire department type usage, I I guess the employee if they just visit with either Jonathan or I can set it up so that they will be able to receive those notifications without having the others that will distract from their day. Well, I would like to say that this is I I'm excited. I I had the opportunity to read The Anxious Generation this summer and after listen I listened to it on Libby. Um, but I there are a lot of things that were brought up in there that looking forward into
043like our children's generations. I think that removing that distraction from our educational system is going to only benefit them. So, I'm very I'm very for this. I shared the research that uh Jonathan Hag shares in his book uh with staff today as probably the the biggest justification for moving in this direction for advancement of education for our students. And uh he he points out specifically there but in in papers that have been written since that support that research when we are in a a deep thinking task and are distracted by really anything. But I mean, at this point, the vast majority of our our minute distractions tend to be notifications on a cell phone, vibrate in your pocket, a ding, a buzz, that type of thing. Uh, that pulls your mind away from the task.
044It takes 23 minutes to return back to that state of focus that you were in. And if we think toward a 48m minute class period, two notifications in a 48m minute class period could basically eliminate the ability for a student to be be in a state of focused learning. Not saying that they can't learn without that, but some of the the more intense discussions and and the focused learning that we all were able to experience in a world premartphone our students are missing out on. >> Any other discussion? I think this aligns um with our goals and all the work that we're doing as a district um towards community as well as life skills, soft skills like our our younger generations are missing that those people skills that are needed in the workforce and part
045of it is because they hide behind the screen. So I think this aligns with all all of our other goals in the bigger picture as well. Excellent. All right, let's proceed to vote. All in favor say I. Same sign passes. Motion to approve firearms authorized carry. >> I firearms personnel authorized to carry rule. Just second. Okay. Moved and seconded. Any discussion on this one? >> I will reiterate that this is consequent or I don't know consequence is the right word but the state statute is not this is we are not saying as a district everybody bring your guns in. That was not a choice given to us. I know that's still an opinion in the public that the districts are making these decisions and unfortunately that we didn't have a choice in the matter of
046who >> any other discussion >> I think to extend that just making sure that public do does know that this is a a policy that the board or sorry a rule that the the board is choosing to act that is setting a standard of training for the employees that would like to carry within the building. Absent this rule, the there would be no standard for staff. And currently per law, there is no standard for anybody but staff. But we are the ones that spend our entire day around kids and and have as a part of our employment and responsibility that do care for and make sure that students are safe. So I I feel the board's making the right move with having trained staff. >> Let's proceed to vote. All in favor say passes. Motion
047to approve personnel action report. >> I move to approve the personal extraction report. Move and second. Any discussion on this one? Okay. Hearing none to vote. All in favor say I. Sign. Motion passes. Get a motion to approve teacher evaluation system. Approve the teacher evaluation system. >> I'll second. moved and seconded. Any discussion on this one? >> Did have as as part of uh our inservice today and in hopes that the board would approve this this evening. I did take an opportunity to spend about 45 minutes training staff on the contents of this and and the real import of it was that we have taken many days and and over the course of the past two years in our professional development and inservice and contracting with consultants to come and help um to develop our
048instructional framework and build out the panther way. What I was seeing and I think teachers agreed was that the Danielson model that we were using as an evaluation system and our framework were diverging a little bit and a little bit more as we dug in and really decided on the things that were important to us and important to our students. Uh and so this this evaluation system is really an attempt to close that gap and make sure that what our teachers are being asked to do when we talk about our framework in the panel way does not differ from what our evaluation system is marking them on and and also asking just trying to align. Any discussion? Proceed to vote. All in favor say I. Sign passes. A motion to approve the student handbook. And
049I move to approve the student handbook. I second. Seconded. Any discussion has done a lot of work on this. Thank you very much. I started playing with formatting and then I decided I should not do that. So if anyone wants me to formatting you know there was a picture in the middle of some words that wasn't making sense so I moved it content wise didn't have any. >> Okay. Um let's proceed to vote. All in favor say I. That's close to sign. Motion passes. Okay. Move to approve the Sher County Public Libraryship. I move to approve the Sharon County Public Library partnership. Moved and seconded. We have some discussion now and I'll invite Zack. I have like a question for you, but if you >> if you have a little presentation you would like to
050do first, that's fine, too. >> Uh, nothing as fantastic as that. I'll just sit right here if that's okay. >> Perfect. >> I didn't bring a full PowerPoint. Sorry to say. I have too much to say and I won't take up too much of your time. Um, but I I think we're all going to be doing more with less uh in the foreseeable future, and I think that this is going to be a good way for us all to do that. Um, but the the basics would be we would take on the collection that you currently have. Um, we would we have professionals who will find a use for them. They're not going anywhere. The Claremont branch would have first take on anything that we need to keep. Um, for some things that would either
051be duplicates, we've already got some ideas uh planned. I'd kind of like to do a homeschool exchange so that we can get those books into other students who might not be coming to this school. Uh besides that, uh we'd like to put it in a rotating display for books that your students are going to want to read. Um I'm sorry, I didn't catch the the student's name. >> Yes. >> Jesse, uh like Jesse had pointed out, um a digital version of text works just fine, but what we have found over the last 20 years, it is harder to understand information when you are reading on screen. It is easier for someone who is holding a book to go back and forth. If they don't understand a word, they can save their spot much easier. And
052so physical print media isn't really going anywhere. And getting books that kids want to read into their hands is really important. And I think we can help you do that. And you can help us do that, too. Uh we're also a county library system. Libraries in the state all work by county. So it's the Claremont branch of the shared and county library system. And so all the branches do work together. And delivering books back and forth from branch to branch is something that happens on Monday and Wednesday. Uh to ranch and story, it's Monday, Wednesday, Friday. I'd like to add Claremont to Friday as well, but that's a discussion for the library. So, it's not just a a case of, well, once a month we're gonna fill up this shelf and then the kids can
053go wild and we'll just leave them to their own devices. No, if a student wants a book, they just have to let us or your librarian know and we will get that book into their hands. it would be there uh the next delivery day if all things go according to plan. I think we'd also like to set up some in like maybe like an information kiosk in your library, a computer that is dedicated toward accessing the wild network. Uh wild spelled with a Y W Y L D. This would be things um like our research databases, but you can also sign in with your library card, access your account, and place things on hold. So once students are comfortable with the system, they wouldn't even need to directly interact with say call the Claremont branch
054or your librarian. They go to the kiosk, type in their library card number, give them a pin, put an item on hold, and it would arrive as soon as it's available. Also, I think we have a good opportunity to provide some programming uh like not like training but information and training on how to use library resources because honestly the hardest job from librarians I have found is getting people to understand it's not just books. uh we provide so much more and we have access to so much more and so we can all help each other get that access to the students and yeah I just think that we could all help each other quite a bit. Yeah, if you have any other questions just let me know. >> I have a couple. Yes. So, um,
055how many books will be on site in the school library? >> We could work that out, but it I we originally talked about maybe a shelf that would rotate either monthly or maybe every two weeks. Um, so I'm not too sure about how many books we would have on site at this location. But if students had the time, um, I don't know if you have an open campus or how things go, but uh, not that I'm like I wouldn't want to be so blas like to tell kids walk down the streets. Um, but if a student had the time, they could go to our library just down the street and they would have access to all of the material in that branch as well. >> I think we had visited a little bit about trying
056to put a a good shelf display together for each kind of grade band. >> Yeah. >> So like having having a K5 shelf of a good number of books, a 68 shelf, 912 shelf, decent number of books. >> Yeah, that would be I think that would be perfect. um not take up too much space. I know you have new priorities, but enough that you have a student come in know that there is something for them in their library and maybe if they've torn through that shelf, they just ask the library and we'll get another book. >> Okay. I guess I just envision what was there was going to remain about that size available for on site. I yeah I don't I think the the issue we're seeing right now with the the number of books
057that we've got is that it's we're we're unable to display books. Uh you know libraries when they set up a display that they're trying to make sure that student or people kind can walk in and see what's available. They tend to face books off of the shelf rather than spine spine all the all the way stacked. And I've been envisioning that type of a display for each grade level where rather than having I don't know how many books we've got shelled spine to spine spine spine spine where kids can't really see what's available that we cover out where they can see every book that we've got in a fairly quick manner and they can walk in see the collection grab a book that they're interested in check it out and go. I think right now
058the honestly the number of books that we've got in the library is keeping students from checking books out often times because it's more difficult to find a book that they're interested in. >> Would it be possible to put those if we downsize the collection that much to put them on like a every two week rotation so that kids were had access to new stuff here? Not sure I understand the question. >> So like if we we downsize the collection that's here. >> Yeah. >> And we put them on display like that but have those books rotated out with new ones every two weeks or so. >> I think that's that's what the library and that's what Zach's proposing is that the books >> I was not sure if that was for the collection here or
059what's available. >> Oh like the collection that we would have here the display. Yeah. We'd like to rotate that out every few weeks. >> There would be more more of a rotation here to make sure that we're constantly having a a different set of books available in front of students so that they're more likely I think to as Jesse mentioned. I I really don't think that she said 712. I would say 512. we really don't have the numbers of books in the collection or the types of books or the newness of books that is going to be driving readership. And I think what the what this opportunity would provide us is that we've got three or four goodiz shelves of books face out that kids can walk in. They can see there's there's a bunch
060of books to pick from. I've got a computer if I want to to go through a much more vast collection of the entire state of Wyoming. And they will have access to quick quick grad reads and they'll also have access to many more books than we have right now once they learn how to use that system that will help them. So, who is going to help them learn that system and who's going to help them learn how to because I mean basically I I think this is a great idea. I just want to make sure that we are not shorting our students on the opportunity to like walk into the environment of what a library is. you know, walking into the library here and just having like this is my shelf for my grade and
061I can see all the books versus walking into the former public library and having to pull out a book and see what it looks like and I might be interested in this one or I mean in your children's section you guys have that whole thing where you flip through the books, right? But then you also have like we're going to move up to a little bit that flipping through the books to me is like what my fouryear-old or 5-year-old would go through more so my my older children will go to the stacks and looking through that. So I want to make sure that we're age appropriate. >> We do we do have and this was a a point that Zach asked to add in there and we had discussed whe weather whether and and circumstances
062dependent. Um, I still think it's it's going to be important that we have our students go to the library so that those types of activities can absolutely occur. >> Okay. >> And that we're making sure that the the exposure to the the vast knowledge that is in a library continues to occur for our students on a higher level than it has been. >> I just want to make sure we're that important portion. I >> think the question there's nothing I love more obviously. You know, I I do remember walking into the former library for the first time and being like, cool because before that it had just been the school and I would like to get that. You know, the Claremont branch is not as big as Bulmer, but you can still get that experience
063and we would like to give that to the students as well. And yeah, I think it's important for them to also go to the library. And as for who I would get through the training, anyone that I can rope into it, but uh specifically we have a outreach um sort of department and that includes uh offsite programming. Uh the children's librarian is a part of that. We have all sorts of events. I would obviously be doing it. Uh we have the librarian at the Quinnont branch who would love to help out. So this wouldn't be just it wouldn't be just me. We basically have the programming department coming as often as I can them into it uh to come and provide whatever we can. >> Okay. >> It's not just me. I do have two
064individuals. I know we had spoken earlier around potentially uh increasing staffing with with some assistance from our end with some cross trainining etc. But do you envision an opportunity where if we if we're able to schedule it correctly, maybe librarian or someone from your department can come out and maybe one day a month work with students on rather than checking out books today. We're going to be learning how to use this system. We're going to learn how to find books on shelves. That type of thing. >> Yeah, that's exactly. and whether it's like a little field trip and they go over to our library and we have someone there or having the children's librarian come out here and sort of explain to kids here's the systems that we have in place here's how you can
065access them. Um I also and the director of the system doesn't have a problem with crossraining teachers. Um, we would not have a problem with the school district having keys to the library and access to it and training teachers if they're meaningable and willing to the system so that if a teacher needed access to the library, they could just go over there. We wouldn't have a problem with that. >> What do you think on the school end what what do logistics look like of getting students over there? I and I unfamiliar. Do students now have a dedicated library time that you would just have a shorter time because of the walk over there or what would that look like? >> Uh we have had Jonathan can speak to that. >> We've had dedicated time in
066the past. Um I think that's as long as 45 minutes. Um this last year it was teacher discretion. um how and so I think every at least K through fourth grade I think they came they all came once a week um but it was hard because uh we didn't have the librarian there at the time because of intervention things like that but the teachers were trained to use the system here and so they were able to check out books and I think it's I know teachers will still want to have some sort of library time it's just our schedules are so different all over. It's not going to be like probably just a time a specific time all the time for every teacher. >> Okay. I have one more question. >> Yes. >> So you
067guys are going to assume full ownership cataloging and managing of the current collection which I take as meaning that we no longer have like the we essentially no longer own books, right? So then my question to that is if our like this might come down to us. If the school decides that the library board is going a direction that we're not okay with, do we have do we have a voice of opinion on on the way the library board is conducting since it's influencing our students? Yes, but I'm going to put a caveat on that because uh you already do. You know, the library board is also um just like yours and we want the public, we want the community having a say in their library. That is very very important to us. It's very
068important currently to us. Um, however, as for like a formal way of uh like addressing grievances, I guess at most extreme with the library board. I think that's uh a question for your bylaws. As an example, the uh the story library board uh they have in their bylaws that the current chairperson can just um select an individual and make them a lies into the library board. So, the library board loves that stuff. So, if that was something that you could do or even add I don't I don't know how your bylaws work. Uh if you wanted to just appoint someone as a liaison to the library board to go to their meetings and sort of express what you need, they would love that. >> Okay. >> So, outside of just Yeah. As for like a
069formal way, uh I think that that is a question for your school district. But as for an informal way, we thrive and require feedback. And so if you don't like the direction that your library board is going, you can go tell them. >> Okay. >> No. Are you Does this library have its own separate board? >> No. >> It's just the one in Sheridan, right? >> Uh Story is its own bag of worms. >> Okay. because it's uninccorporated and there was an LLC and it owned the land the library was on and it uh seated ownership in perpetuity but with caveats. So they have their they still have their library board from back when it was like a community library. Um it sounds a it sounds a lot more complicated than it is. It's a
070bunch of people who are interested in how their library is working and want to make sure that it works the way that the community needs it to. Uh here we work closer with the community center board because the library is located in the community center, >> right? >> Yeah. Story is its own it own thing. >> Can I get clarific I'm still a little lost on this whole thing. I just need a little clarific now >> and get rid of them. Is that >> not get rid of you? >> Reapprove. Yeah. >> Reappropriate them. >> Now, will we keep any of our books here of our own that we >> that are currently in there? >> I if you would like to uh if that's not something that you're interested in, you know, we'll we'll
071take >> I'm just clarifying. I'm in my own little head trying to And then you will bring in books for each section like each grade type thing. >> Yeah. >> And um >> how and like >> change it like once a month type thing for the reading. once a month, every two weeks. Yeah. So, you wouldn't have as many books in the library as you currently do, but over the I'd say the course of a year, you would have more unique books in your library. So, more access to act like more chances to access a new book. >> Is this something you've done with other districts or is it all new? >> No, this is brand new for Sheridan County at least. working with schools is not new, but something of this sort of scale,
072this is new for uh the shared district. >> Well, I would assume either of you correct me, but since this is new for both of us, wouldn't this be a fluid thing that you would be meeting regularly to adjust as needed until we figure out how exactly it's going to work best for both? >> Oh, yeah. There are there are a couple models and and it is slightly different. Uh but the other two small schools that I I consider small schools small districts in the state uh Tensle and Matitzi actually have a branch of the county library colllocated within the school. So the Matiti if you walk in the side door of the school you're in the public library and there's a separate door from the school to the public library. uh 10's got the
073same thing and again vision for that it's it's a similar model it's not a collocation but it's it's somewhat of a collocation and we're bringing the county library into our building to establish a a rotating highly used library for our students and availability of books that they want to read. But we also do have access to and I'd say better access to than the average citizen given the opportunity to to access whenever we want and check check out books for ourselves to the branch library >> and I'm the kind of employee who always answers his phone. So if something comes up, if you need to talk to me, just give me a call at any time. Um, Bill, >> Bill, we would also, I believe in the proposed agreement, um, a quarterly like sit down
074is what was proposed, but >> kind of a more formal making sure that we're getting >> more reviewing the partnership and making sure it's doing what we need to do. >> Yeah. And no decision is has to be eternal. Um things can always change. Things can always be more fluid. And so don't think we're like set in stone and that we have to you know do things as we've agreed. We can always change the agreement. We can make things better. We can improve the services that we are providing. >> Uh my other question is just out of curiosity. I'm assuming that the students would then have access to this. >> They would. Yes. And Normally I would have before this point I would have been reticent to just tell parents get your kid access to
075Libby because Libby is great but once a student like minor had access to Libby they had access to all of Libby. uh which can cause some concerns with a lot of parents. Actually, it would concern me uh with their student sudden their student their child suddenly having access to the entirety of the state of Wyoming's um catalog. We don't have that concern anymore because Libby finally implemented content uh control. >> Oh, excellent. >> So, a parent now um has the ability and the choice to go in and moderate what their child and student have access to. So up until now it was the wild west. Now that there's content control, we're a lot more comfortable telling parents that this is something that they >> So I guess that brings me to another question or comment
076I guess is maybe we need to do training for parents as well at some point. >> I offer to make it easy for them. >> Yeah, I haven't worked in a school. My only experience was that as a student I get permissions letter. >> Yeah. >> I think she she's wanting to make sure that parents know how to use the the safeguards. >> Yeah. >> And I think that's absolutely something that we want to to make happen is just if possible we could host an evening session that someone from library come out say this is Libby this is how you utilize these controls. That type of thing. >> Yep. That is what we do. Uh we've got flyers made that sort of describe how to access Libby that we could hand out. Uh we'll amend
077them to like explain how to do content controls. >> Okay. >> That we can hand this out to parents as well. >> Yeah, we'd love to come out and talk about the library. Zach, I think the only concern that I remember from the the community participation that we've had to this point that hasn't been addressed is just that content moderation that a parent has within the overall collection, not just within. Can you speak to that a little bit for how parents could set safeguards for what they're check out? Yeah. So, this this hits a little the public library is going to be a little different from your school library because once a child has permission from their parent to access the library, they have a first amendment right to access that information. And so, parents
078have to be involved. Um it's not unfortunately like Libby you can do this but for the collection inside the physical library like legally we are not allowed to comment on what you have checked out >> I I guess I thought like in the if I get my kid a library card can I put restrictions off for that card? >> No. >> Okay. >> No. Uh a restriction on the card itself is not possible. Yes. But >> but not no not unfortunately. So it is one of those things that parents wouldn't be cognizant of what their children are reading. >> Would the school be able to through listening to parents desires restrict what is brought in from the library into our into our art? >> Oh, of course. Of course. Yeah. >> No, I'm sorry. I
079hadn't even I hadn't even contemplated the idea that you would just that you weren't going to be in control of what we were bringing in. Um >> Okay. >> No, that was Yeah, I'm sorry. That was just a base assumption of mine that Okay. >> Yeah, we would be working together. But if a parent was like, I don't want books about X, Y, or Z in the school library. I assume that you would listen. We would listen. Yeah, we wouldn't. If if someone has an issue with books and they don't want them in the school library, we wouldn't force them on to you. >> But they would have the ability to go into the kiosk and request a book that their parents may not. Yes. >> Any of us can do that. >> Yeah. >>
080So they're getting parental involvement. Yes. >> Parental involvement would have to be >> put back on the parent, which is great. I think it should be I always recommend that parents get involved with what their children are accessing. >> Perfect. >> Um, but yeah, in the the example I use is that in the same way you have a second amendment right to bear arms inside the library, you have a first amendment right to access the information in that library as well. >> The Supreme Court says that extends to students. >> Extends to minors. >> Yes. >> Interesting. >> Okay. Any other discussion on this? I think this was a good discussion. You had all good answers. >> I appreciate it. >> Um All right. Um >> Thank you. Yes. Thank you. Also, don't run off
081because I after the meeting I'd like to just chat with you about one time. >> Awesome. Okay. Let's vote on this. Um, all in favor say I. All post, same sign. Motion passes. Okay. Can I get a motion to approve the audit for this last fiscal year? >> I move to approve the 2024 2025 district financial audit. >> Second. >> Moved and seconded. Any discussion on this? I think that James did a good job of laying things out for us. And um I would also like to say thank you to Greg and Brenda for making their job easy. >> That's been expressed from multiple angles that they did a great job and made their time here shorter and everything easy to find. I know that's not easy. We also commend both Greg, Brand, and Lacy
082did a fantastic job of doing that. Only complaint I've got the entire process as we went through the summer and when the Otter were here, Greg cooked amazing food and other days. >> You cooked amazing food when the were here the rest of the night. That's funny. was trying this week a little bit. >> Any other discussion on this? Okay, let's proceed. All in favor say I. >> Same sign. >> Okay. Can I get a motion to either accept or reject the offer for the operating school property? I move to accept the offer from the area. Second. >> Moved and seconded. discussion. >> I think we had a good discussion about this yesterday. >> So, I feel like we're all on the same page on based off the conversation yesterday. All right. Proceed to vote.
083All in favor say I. Excellent. All right. From the board, Miss Mrs. I just want to thank um like I said last night, the new FFA teacher was phenomenal at the Johnson County Fair. Um she was great with the kids and I want to thank uh staff for making the school look fantastic. You guys work so hard and it looks phenomenal and I'm just really excited for the new year of what we're all going to accomplish. >> Mr. Hackett. She said what? >> Uh, Mrs. Little. Um, I don't know if I have anything to add. It's exciting time. >> I'd just like to say I am excited to see everybody tomorrow at the house party. See see what it's all about because it's like a whole new experience, right? like bring your party hats. And
084I'm excited to to get to talk to our staff, parents, and get a feel for the energy going into the school year >> and the kids and and the kids. They probably aren't interested talking to me, but yes. Well, maybe nobody else is. But anyway, I'm looking forward to tomorrow. September board meeting. We'll have our first one the 9th, second one the 10th. I'm happy. >> Yeah. >> So, Kelly, you're you're on vacation. >> I'm going to Indiana for a wedding. >> That sounds fantastic. >> Vacation. That's how exciting my vacation gets right now. >> My my vacations tend to be education conferences. So, >> yeah. I was just excited to leave the compound. So, all right. Can I get a motion to adjourn? Please. Second. Second. Discussion vote sign passes. We are journed.