S-O School Board Meeting, October 20, 2025

001partnership with that because that's the community college level which I'm not familiar with >> and he goes they call this the CTV wasteland >> this was John's words he goes not that I think that but they do because of our population still spread in other parts of the state they do these >> or they're bigger schools that's think Iowa >> and we're far enough for other things that people just think >> I don't be afraid to put me on the spot I think you can attend you put there and look how many kids are in de mo so we don't realize the travel and he goes and for them if we don't they're broken around different schools so they're just not >> Hi blown in you know >> I think overseer and more convenient to

002go to shel this would prevent that >> but >> okay >> and he goes this is years in the like we're signing the grant forward. He goes, I'm seeing the earliest that school two years. >> Oh, I know. >> Not this year or next year. >> What? I was thinking so. >> So, >> and they started one or they're in the process of one in the district. >> I feel like they're pretty similar to us. I kind of checked. That's kind of what I thought. >> Yeah, it's pretty similar. >> We don't have a student that's in welding. >> I bet they haven't played the competition we've had, though. our non-d district competition. It's kind of >> Well, even our district, you got number one, number three, don't they? Right. Kind of one of those

003makes hard to find. >> Yeah, they're number one two or three. Yeah. So, >> three or four sections of a class like MLC and Susan. >> That's what we explained to them on the phone call, too. And they said they realized that and they're have to be flexible with that. there. He's like committed like if you're school. >> I asked Tate how he felt over the table last night or Friday night going over the table as a wagon. >> Yeah. Yeah. Yeah. >> And he just came back from injury. He's not fully recovered. >> Yeah. Yeah. >> I was like I was coming down the bleachers cuz I thought I might have to carry off track. >> It really didn't hurt >> when he hit the table. Yeah, >> I saw that too. Yeah. >>

004So that should have been >> Yeah. called, right? >> Oh, that was a late hit after he was out of >> his feet were in the coaching box when >> Yeah. Like he was like out like >> like I thought I thought his feet were in the coaching box, but >> should have been a late day. It should have been a penalty. >> Yeah, >> 100%. >> Greg texted he's going to be late. >> Oh, >> that was where he was at. >> I just said how late he responded. 437 >> elevator. >> So he has to come all the way down yet. >> He was on top of the elevator. >> Kind of looks like or the corn pile. >> Kind of hate to be up there today. It's a little windy for that.

005>> So Oh dear. >> It's a cool picture. >> Looks like Yeah, it is. Looks like he's over. >> Oh, yeah. >> I just was gonna see. I was just gonna see him on the huddle. >> You can see him go >> into the sideline and then the kid push him further and then all you can see is like the coolers and the table kind of flip and you kind of then it kind of cuts off. >> Yeah. Yeah. The cuz the play is over. It reminded me I just wanted to see like where we was at cuz from my >> feet he was out. >> Oh, he was out of bounds by like four yards. >> Yeah. Yeah, I thought his feet were, like I said, all the way in the coaching box, not

006even that first box when he got contacted. But >> yeah, >> it reminded me, not that it's always that late hip, but like you see it quite often like in in college or the NFL when the guys are going to the sidelines and we get like the Gatorade >> where all the cups fly. >> Yeah, that's when he did that. That's what it reminded me of that you see TV. >> Well, we have enough for him now. >> I have pictures of that one >> around his neck. Um, no. It was a late hit and by the south end zone. >> Oh, yeah. >> He was out of bounds. And I have a picture. Clearly, he is down. >> Yeah. >> And then the other guy that hit him is at the hash. >> Yeah.

007>> And then like I just kept taking pictures and like you see him going, "Oh, yeah. That >> is on." >> Yeah. >> Okay. >> Yep. >> Go ahead. >> Okay. We're going to go ahead and call the meeting to order. >> And do I have a motion to approve the agenda? >> I'll make a motion to approve the agenda as is. Okay. Second. >> Okay. All in favor say I. >> I. Okay. We will review the five school board basics. Put students first. >> Follow the law in your own policy. >> Respect the chain of command. Base decisions on shared objective information >> and operate in a public eye. >> Okay. Just to remind you of the um civilian mission statement at Civil Chet Schools, we part build partnerships to challenge minds, to invest

008in community, and to embrace life. Did we have anybody fill out anything for the open forum? Nobody. >> Okay. looking over the consent items. Um, Kendra did give us some extra bills that were here that came in and then >> I think they were all pretty normal things. >> Are there any questions on anything? >> No. >> All right. Right. The only thing I was going to add is I'll talk later, but the the policies we reviewed and the ones on there are the ones they were up for review in the review cycle and we didn't have a recommended change on. >> Okay. Is there a motion to approve the consent items? >> So moved. >> Is there a second? I second that. Okay. All in favor say I. >> I. Okay. That is passed.

009Uh consider approval of early graduation requests. Looks like we have four students. >> We do. So, the following students are here this evening and um Mr. Herz, I'll let you read their names or introduce them and then we'll go from there. >> Yeah. So, four students uh seniors in good standing interested in graduating early. So, they're here tonight to share with you. So, seniors, um I'll just have you stand up one at a time, your name, uh why you want to graduate early or why you're hoping to and what you plan on doing once you graduate. So, just those three things. Okay. So, um, Brooke, do you want to start? >> I'm Brooke Croman. I'm graduating early so I can keep working at the Heartley Vet Clinic to hopefully get into the Iowa Lakes Vet

010program. >> Uh, I'm Sebastian Lingal. I was hoping to graduate early so I can work at my career in maintainer early. >> My name's Rex Ranki. I was hoping to graduate early so that I could continue to work in this field and make sure it's something that I may want to go to college for and find something else maybe or keep working for this employer. >> Hi, my name is Alan Garcia. I was hoping to graduate early so I can gain more work work experience. >> Any questions for our early graduates? >> When did they grow up? Awesome. >> Sounds like you guys have some good plans and thought things out. I like hearing that. >> Any questions from anybody? Okay. Is there a motion to approve these uh requests? >> I'll make a motion

011to approve the early graduation requests of the students presented here today. >> Is there a second? >> Second. >> All in favor say I. >> I. That is approved. Thank you for coming. Moving on to administrative reports. >> I think that's me. >> Yeah, that's you. >> I can start. All right. Um, yeah, just wrapping up our final week of the first quarter. Um looking forward to parent teacher conferences and I always really appreciate that time where we can connect with families again and share progress, share concerns, just continue to work in collaboration with our families and our community. Um yeah, so that'll be next week um Monday and Tuesday. Um couple different things that we've done here throughout the last month. We participated in the healthy estate walk on the 1st just to promote

012um healthy living and healthy lifestyles, exercise and those kind of things. We participated in the fire safety day thanks to the Sibly Fire Department um for coming over and walking that walking through ways to stay safe in your home and your school and different environments for our kiddos. Um the kids really loved going out and seeing the fire truck and getting a tour of that as well. So um also participated in the uh great apple crunch which was a um work from or um a conjunction between um the Nestrom Or orchard um right Nestrom is that right? Yeah, up by Worthington in conjunction with our food service department. And so, um, talking more about healthy choices and promoting, um, local farms and some of those kind of things. Um, yeah. What else? Um, coming up,

013we have some exciting opportunities coming up. We are, um, partnering with the Sibly Public Library to bring an author in on October 29. So, we're looking forward to that. um he's going to come and give a presentation about an hourong presentation to the elementary school and then our fall parties will be on October 30 and we get a break then on October 31st after uh conferences is over. So, um, looking at, uh, continuing to looking at our our professional development plans, met and reviewed all those, continue to give teachers ample time to work through those, continue to grow, um, with our MTSS process, our new staff roles, our mentoring, um, best practices to engage all students. I know a lot of our teachers or a few of our teachers are really working on our language

014learners and um really working to engage them in spite of them not knowing the English language. And so that's one of the focuses for a few of our teachers. So that's a a good thing. Um and then we're also working in um evaluating our math curricular options. Um looking forward to our first presentation from one of the salespeople this Wednesday. So, um, yeah, kind of short and sweet, but, um, we're really just digging in and and, um, enjoying it. So, um, staff attendance both for the PD and the daily attendance is listed. So, questions, >> what curriculum is presenting? >> I is presenting, and I don't want to steer Mrs. Kman's thunder, but um yeah, we have I Ready coming in this week. So, >> thank you. >> Not Casey. >> Yeah, a lot of

015similar information first quarter ending on Friday. So, hard to believe we're at that point already, but we are. Um fall play is going to be November 14th and 15th. Encourage people to get out and watch that. I know they've been working hard. Fall activities are wrapping up. This is a big week with volleyball tonight, cross country Thursday, football Friday. So, there's a lot um a lot of big games, a lot of big competitions this week. So, I know students are, you know, excited, but also that is probably a lot of extra burden on their shoulders because I know they want to perform well. So, yeah. Um, we are going to do something a little different with high school conferences. We're going to do instead of in the classrooms, have teachers out in the commons. Middle

016school's been doing that the last three or four conferences and liking it. Um, we are still going scheduled, but it will just be more of a community feel out there versus in individual classrooms. teachers and parents can definitely go to classrooms if they need to, if they want, you know, more of a private conference, but we're going to give that a try and see if that, you know, what that does with our numbers and if parents are more likely to stop and see other teachers and yeah, we're going to try that out. So, we got good success, good feedback from the middle school and I think it's worth giving a shot. So, and years ago, we did do it that way. I was going to say, yeah, I did say do it years ago. 8,

017seven, six, something like that out in the comments. I remember going to one with Ryland with Mr. Wedge. That's why I'm like >> I think my first year's principal they did it >> and then co probably changed it. >> We just did it in the fall and then in the spring it was in our rooms. >> Yeah. And they requested it go back to And I'm not I'm trying to say that without saying >> was when it all changed. >> Yeah. And then we just permanently >> didn't go back. >> Yeah. BLT had a good discussion on that. So, we're going to give it a shot. Um, for professional development, met with our 512 teachers, went through their individual goals, focusing on either new subject area curriculum or, you know, our AA classroom management training,

018different strategies with that, or instructional strategies. We also had our first spotlight uh staff sign up to present during some of our PD time. We have six different dates that we have teacher spotlight signups and I think that went really well. Teachers doing training on things they are, you know, they feel good about and they want to share with others. So teachers learning from teachers and that was BLT's recommendation last year. I think kind of across the board to just get more opportunities to learn about different content and teachers kind of pick what they want to learn about. So I thought the first one went well and we have a full slate of people signed up for our next one in November. That's November 12th. So the BLT, you know, continues to meet monthly uh

019looking at our different approach to conferences. That was one of our discussion items. We are gonna kick off um an app called Minga. It's an electronic pass app. Uh just wanting to have better data on students, how often they're leaving the classroom and for what reasons. Also, like any any year, any high school, we have kids that leave and then maybe don't go where they're supposed to or they're out longer than they should be. Um that does happen. So, we're I'm hoping that data can help us kind of pinpoint who they're meeting with, when they're meeting, why they're meeting, and and crack down on some of those things. So, um yeah, those are discussion things for BLT. We also talked about some potential, uh goals to recommend to the board. I know that's going to

020be discussion coming up here, so we're going to continue looking at that. Staff attendance is on there. And then I attached the uh screenshot or or picture of the fall cleanup. So that's going to be November 8th 1 to 5. We'll do you know residential anybody who signs up in need of help picking up sticks and leaves. This fall last year we had about 50 volunteers if I'm remembering right. So yeah doing that again with the Sibly Housing Development Corporation. So excited to partner with them and help clean up our community. Any questions? >> Okay. >> So, kind of highlighting some of the things I've been working on and I'll just maybe talk about a few things that there's enough other opportunity in the meeting where you're going to hear several different reports and hear

021my voice several times. So, not trying to get you sick of that here. Um, one of the things that we've been talking about that has come out is the um school performance profile and we've been doing some work with that, scoring that, looking at some of our next steps and explaining that obviously been spending time on voted pebble which we'll be talking about somewhat later and and some of the things with that. So, we're going to talk about that and some of the data that's compiled from the school performance profile which I'll mention later. But if you go online and you look at the school performance profile and typed in siblio sheet and I did that already, but you can kind of see um every district has this for their buildings here. So, as I'm

022pointing this out here, you can see for the elementary and the high school um both have what's called the high performing um designation, which is close to I think there's one above that that not many get, but there's one designation above that. So really doing really well. The middle school um you'll see targeted and I'll explain in a second here and needs improvement. They actually have a designation above that but targeted indicates like maybe some subgroup or something like that is performing far enough away from the rest of your population that there's a need or a gap there and then they actually drop your designation down a level. So ours was actually at the in the acceptable range. It wasn't in the needs improvement range, but they dropped that down because we're we're on this

023targeted status. And all that simply means is we had a subgroup and it was students on IEPs and which is a relatively small number but big enough to be scored on their own at our middle school 20ome students, right? That their average scores were far enough from the average scores of our general population that there was a concern there. So, we'll have some things and trainings that we'll have to do. We're just getting into that this year. those just came out and there'll be um some other things that we'll be working on as a district. So um I'd mentioned that to you but just saying that it explained that. So whenever that happens they knock your designation down. So there's actually schools that are high performing that are targeted because they might have a subgroup

024even though they're high performing that isn't scoring as well compared to their general population and that might knock them down a run. there are schools that that happens to and you could have a school that actually is in the needs improvement range but is actually not targeted because their subgroup is not um identified. So just kind of explaining that and those are some of the things that we've been working on or speaking or speaking about here as an admin team and we'll be working on with our staff and talking more about as the year goes on. Um, I'll talk about our open enrollment, not open enrollment, our certified enrollment numbers later in that, um, we are down roughly 47 students, but I'll talk about that more specifically in a different report later. So, just kind

025of highlighting some of the other things that I'm not going to mention at some other points. >> Okay, we'll move on to committees. >> Yeah. Um so at one point or another in the last month have met with all the committees um policy we met and it was shortly after our last meeting but just met virtually to kind of go over and approve the policies with Jennifer and Laurel that we talked about tonight and there weren't a lot of changes and some of the changes we have presented later in the meeting came from is ISB recommendations so I don't know you guys have anything to I mean it's pretty straightforward. >> Yeah. and then met with Greg and Jamie um specifically to talk about finance and some of the things we're talking about here tonight

026and the facilities and discussions with voted Pepple coming up. I don't know is there anything else you wanted to add? >> No. >> Yeah, I don't have a lot either, but yeah, some of the things that we've discussed will come out here later in the meeting. >> Okay, we'll move on then to recognition of excellence. >> Uh I'll introduce you here. So, Kyler Elser, uh, one of our senior student council members, they're each kind of taking a shift. Um, we did that last year as well, and Kyler volunteered to be our first one this year, so he's here to read our recognitions of excellence. All right, for the quick summary of the recognition of excellence for Opus Honor Choir, we are thrilled to announce that seventh graders Nat Natilia Gomez Mitchell and Maverick Benan have

027been selected for the 2025 Opus Honor Choir. With more than 3,000 student submissions across Iowa this year, these two outstanding Celioin singers earn their place through dedication, talent, and hard work. They will perform per perform on Thursday, November 20 at 400 p.m. in Cy Stefins's auditorium on the Iowa State University campus in Ames. For cross country varsity girls are the 2025 war conference champs. Congratulations to Aaliyah Marco, Maya Poland, Marlay Bonitez, Riley Childs, Lucy Hydrator, and Gracie Odens. Uh the 2025 War all conference awards went to Aaliyah Marco, Maya Poland, Mara Bonitez, Riley Childs, Lucy High Trader, Eric Glenn Walter, and Carter Voss. The state qualify meet will be on Thursday, October 23rd in Emittsburg. Uh September generals of the week uh elementary for September 5th elementary Tobias is middle school Lisa Luchun high school

028Tristan Boss staff Rose Fernandez and John Silver Pacific Car for September 12th elementary Grayson Glade Middle School Bonitez high school Kaden Koma and staff Jennifer Brookxford for >> uh for September 19th elementary yard to see Hernandez Ala middle school trait and day and Pierce Julius High School join staff Lynette Dong and September 26 elementary Ariel Lopez Juan Middle School Ayah Lushian High School Esmeralda Augustine and staff Luke Jans Thanks. >> Thank you. >> Excuse me. >> Thank you. >> Okay, moving on to our discussion items, literacy goal presentation. >> So th this month with how things work out, we are going to have the math department and Carrie Krugman is the leader of that department. So without further ado, >> so one of the things that uh the math department was working on last year

029is we were reviewing our curriculum and we decided the elementary didn't get to see all of the curriculum or like the options that they had wanted to and so they decided to postpone to this year. And what is the other one that's under review this year? Oh, there wasn't one under review this year. So, we said it was okay to >> Yeah, we took um our some of our business or our >> CTE stuff and kind of moved them up last year and with the Perkins um grant that they get, they felt comfortable with where they were at. So, that's why we also felt comfortable moving math back a year because we kind of moved them up because they didn't need anything. So, >> so K8 they are all currently the into math and um

030that's what we have had the last few years. The high school we did decide to um upgrade our curriculum. So in the high school we have envision for algebra 1, algebra 2 and geometry. Currently Mackenzie Brochious is teaching the algebra 1 and the algebra half and then I have all the other maths. Um, and then so I was talking to McKenzie today and some of it's uh coming back to her because it's been a little bit since she's had math and so it's coming back to her and I've been working with her as far as getting lessons and I know Monday we're going to make sure everything's planned out so we can hit the semester break at the right time. Um, and I the adjustment that we've had with this one is the curriculum that

031I decided to go with it was the same author as what we had previously. It's just the upgraded version of it. And so they kind of have pushed things down sooner. And so like in the algebra 2 for instance, what was chapter 4 in the old book was chapter 2 in this book. And so um, chapter 2 and three made up our chapter 1 for this year. And so it's just it's a learning curve right now. And I told the kids, you guys are kind of my guinea pigs. I know what I'm going to do different next year in some of those classes. Um, in the elementary, we are reviewing this year and we'll make a decision by January. I'm hoping that we have that decision so that we can kind of start doing some

032of the training. We are looking at our current curriculum, seeing if um their new version, what upgrades they have cuz I know there are a lot of teachers in the elementary that like our new or our current curriculum. It's better than the previous two that we've had and um they just want to see maybe um that it kind of falls in line and that it's they're still comfortable with that, which is kind of like what we did up in the high school as well. And then there's a couple other that we're looking at. I know I talked to the rep actually at ITCH, Jackie Glade and I were at ITCH last week and we ran into the rep and he says, "Oh, I'm coming up there next week." So, he's ready to go and he

033was excited to come up and present to us. Um, one of the things I know Kendra Highrider, so shout out to Kendra on this one. she developed this um web or this document that we can look at and basically it's as the team what are your musthaves for the curriculum what's your dream world things like that so that we can kind of take a look at those instead of just looking at a curriculum and say okay this is marvelous and when the rep comes of course they're going to talk up the curriculum but this is kind of how can we narrow down and say is this truly the right curriculum for us and we wanted to have it so that it's more uniform, not necessarily K12 because I know Kent and I have talked about

034that is that it doesn't have to be a K12 curriculum, but as long as we have consistency. So, two cycles ago, the high school went with this and this and the middle school was with this and this and seventh grade kind of got left out and it just it was kind of a hodgepodge of curriculums and we want to have that consistency. So if we're looking at K8 is the same curriculum as long as it fits well with everybody. And then and that's kind of the hard um you can attest to this working at other schools too is that a lot of curriculums are great K5 or K6 78 is kind of the one that gets like the cold shoulder and then the high school the 912. So 78 is kind of the hard part

035and that's the one that we're kind of focusing on and making sure that that's consistent as well. And so yep, there's two or three different curriculums that we're looking at and I feel like we have a good um focus from the beginning as to what we can narrow down on and what are things that we that we deem important. I know in the high school some of the things that we did is we ordered um textbooks that are in Spanish. So we can have um our Spanish speakers then we know for sure is it a language barrier or is it the content barrier and um right now in our algebra 2 I have three of the kids that they have taken the book home and they can speak English f I I don't I'd say

036fluent but they enjoy it because they have it at home so parents can look at the book and parents can help them at home if they're if they're not understanding something cuz they said yeah my mom's 's looking at the book and mom's following along in the Spanish textbook. And so then they're able to help their student at home. So it's not necessarily the student using the textbook, but indirectly they're able to do that. And I think that's been a great thing this year. And um one of the things on each of the assignments there's a QR code so the kids can take their phone out and it goes right to a video on their phone and they can um it to do that in Spanish. I haven't checked it off of the Spanish textbook,

037but in the English textbook, um, you can put Spanish subtitles on the video. It just won't speak in Spanish, but and I know the kids liked that cuz last spring I had some of the kids, they said, you know, you guys are the ones that are going to be using these textbooks. What do you guys think? And that's what they said right away when they looked at it. They pulled their phones out and they're like, oh, there's videos. And so they they did that right away. And so the kids liked these ahead of time. So we kind of had them a little bit kid approved. I said don't look at the content, look at your userability. So it's kind of where we are hopefully January. And I know they had talked about we've looked at

038districts around us that have those same curriculums where we'd be able to send a team to go talk to the teachers and see it in action because that's part of it too. when the reps come, they have all the bells and whistles out, but you don't get to see it actually in action. And I know the a lot of the teachers last year said they would like to see that too in action after the rep has been here and talk to those teachers. So I guess do you have any questions or >> so like two years ago the big focus in the state was ELA and now this year coming into this year it's math with the >> um like the math reading plans and keeping up and stuff. Are you glad I've said this,

039but I'm just wondering your perspective as a teacher that we didn't do this last year because you know they weren't going to approve curriculums and things like that, especially at the elementary level till this year. >> And then to being at other schools and not in math, why does it always seem like they do consider the middle school last? I don't like what you said is true. Like >> it's true, but and I don't know. It's these authors are like we're going to focus on K5 and it's a strong K5 and and these authors we're going to focus on 912 and what about 678 78 or 67 67 >> sorry I'm used to I hear it all day. Um, so I I don't know why the authors do that. And a lot of it too

040is that >> like developmental wise I think too like with the brain and there's so much going on hormonal in that area too that I don't know if that plays into it. I think that's part of it too is how much can we actually teach them at that age level because so much is going on in the brain as well. So >> have a specialized >> I don't know if that plays into >> sometimes I think it's the shift from the middle school to the high school because when you get to the high school the curriculum becomes departmentalized versus skills and standards based. We still have skills that we want to but it's it's very much >> you're learning geometry, you're learning algebra, you're learning trigonometry. >> Yeah. And that's exactly what I'm talking about.

041And so that obviously gathers it own recognition and focus area. And then I think the elementary gathers its own focus area because of the importance of the baseline skills that need to. And so I think they kind of approach it from both ends and then it kind of just waines as you kind of get toward the middle. Unfortunately, it's kind of been my experience. So, we're looking for something that doesn't Wayne or at least doesn't drop off as significantly. >> And I know the last couple years we've kind of had a struggle a little bit when the freshman class comes up into the high school and trying to get them into that mindset. And we're hoping that that trend now is going to go back up that our eighth graders are more prepared for high

042school. >> And as we evaluate, >> I think we're on that path. Carrie, you can correct me if I'm wrong, but that's really what when we say we're looking at curriculum, that's really our focus is a consistent mathematical mindset. Not necessarily one curriculum, but can we get a consistent mathematical mindset through whatever >> book we put in front of them. That's not the point, but how we teach it and our expectations for math throughout. Can we get that consistent mindset throughout >> and consistent language, too? I know we've had it where they have >> at lower levels they have like a cute saying that they can say and we're like no. And I know like Kent and I had that conversation and I've caught myself saying something and I've changed it since then like yep

043I need to use that. I need to use math terms and consistently say that instead of the like for example when you're solving an equation yeah plug it in. Well like Kent said there's where where's the outlet? Where am I plugging that in? like you can say you can substitute that in or sub it in. So just and I've caught myself saying that a lot and this year I've really focused on we're going to focus on the math term. So >> I don't have any questions. >> All right. Well, thank you >> two minute board policy and finance moment. So with this one, I thought we'd since we're talking about PPE and renewing that and our levy rates, talk a little bit about other than the voted ple since we're talking about that and how

044it affects our rates. Do you know the other components that make our overall levy rate and what portions do we have as a local school ultimately as the board have control over? Could you name other parts of the levy rate besides vot besides peel? Let me put it that way. >> Greg probably knows the answer to this. >> Local option sales tax. >> Sales tax. Will that be part of sales? >> That be the the sales tax. That's uh sir tax >> income sir tax. Yeah, that's what I meant. >> Yeah, that could be reduces that. Yeah. Anything else? I'd actually be impressed if you did because I'd have to think. >> I haven't tried looking for it. >> so and and when I've been using numbers and stuff with all our presentations talking about

045PEL and stuff, most of the time we're pulling that stuff from management or I'm get the management department of management website. Let me let me say that which I've linked there for a couple different things that people can look at. Um or someone else has compiled the data for us from that. Right. So, this is actually a levy rate sheet that you can get from that. I downloaded and I just put it in a Google doc so I could share it as a web page. Um, but it really comes from I mean you could find one of the links here from the school tax rate and download it. So, this is just and there's different versions of it. So, really I haven't done any editing to it other than I highlighted a few columns so

046that we could see this and so comes straight from the Department of Management. Now, you can get some that actually break your general fund down even more than what we have. This particular one just talks about the subtotal of our general fund levy rate and then the instructional support levy and adding those two together to get your general total general levy. And really, for the most part, there's parts that we kind of have control and say over in terms of approving things, which I'll talk about later, but for the most part, that's formula driven. We really don't have that much say into that. Um, I'll just leave it that at that for now. So, that comes to for us locally at about $8.20 of our overall levy rate. Okay. And our overall, which I'll come

047back to in a second here, is $10.74. And I'm talking for this current fiscal year. Okay. The next portion, if I say it, you'll probably go, "Oh, yeah." Is the management levy, which we talk about. That's what we pay like our insurance like our property insurance out of. Um when people take early retirement, we pay for those costs out of any legal um fees or settlements, things like that. Those are the big things that you hear out of that. And so we kind of set that each year kind of not kind of we do set that each year um based on our budget or anticipated needs when we make that recommendation to you guys as Kendra and I as part of the budget. That's where that rate comes from. And so right now for the

048current year that's a $18182 rounded up. Okay. The next one is the amount of library tax and no one else has that except for one district in the state right now. You can probably guess where that's at. So we don't have that. These next two pieces would be in essence choice or local control. Right. the regular pep ple that is what is referred to as the board approved ple that we have to approve each year and that's at 33 cents. I had done this on my sheet. I did a search for any of them that are less than 33. So we had one school district that's at 15 cents and then um cuz someone had asked me and I didn't know the answer. So I just put this on here and then why what school

049districts don't. So Central Lee their board approved Pepple is at 33 cents. I have no idea why. I'm sure they have a valid reason for that. Just saying. And then the other one is Orient Maxburg, which will at the end of the year be no more. They're being dissolved. So there's a reason for that. So next year in theory, then those that have a board approved PEP would be 323 out of 324 because there'll be one less school district in the state. And then this line here is the voted Pepple part. And it kind of shows what their levy is at. Now remember, this is what their actual levy is at. I'll just use right here. This school's at 67 cents. So, they may not have an income certex to lower that. I'm guessing that's

050what it's approved at. If you go down to Siblioche in here, it shows our voted prepo rate. And if you've seen any of the graphics lately, this should look familiar at roughly 39 cents. We've said that we've had 28 cents is roughly um it's reduced by 28 cents because of the income sir tax. So, that's why it shows that here. Yes, we're getting f funding or funds dollars for 67 cents. That's what it's approved at. So, those are the two parts there. Reorganization that used to be thing that's not in play anymore. There's a few districts that still are subject to the playground levy. Not many, but you can see that in there. That's why it's included. And then debt service. You might hear some say um they're general obligation or a geo bond. They

051call them general obligation bonds. those that have passed um a debt levy to pay for new construction. Very specific. And it shows the differing amounts. Some might have an odd amount because that's what they called for. It was done years ago and they're finishing paying out. If you see 405, my guess is that's been passed in the last handful of years because that's the max you can ask for anymore on a ballot measure. And you can see there's a fair number. I won't go through everything here, but that breaks that down. And so that would obviously be something that as a local district you have control over, right? Because you have a choice whether you're going to bring to voters to have a general obligation bond. You have a choice as a school board whether

052we're going to pass the board approved pebble each year. Then you have a choice whether you're bringing that forward. And that's what we're doing now to renew, you know, and bring ours from 67 up to a dollar um 34. But that's um presented before the um voters management. In theory, generally we try to go budget-wise of what we need and not more. Um, generally that's what we put it at, but that's approved as part of the budget process. That could always be changed, but and then really for the most part, there's a few exceptions to this, but for the most part, the general portion of our levy, the total general is really set in what it's at it and it's formula driven. And we've talked about a lot of that at our budget hearings in

053the spring. So, there can be other components to this that we don't have currently. That's why we have some zeros in these cons where others don't. But for us, ours is made up as the general obligation levy, um the management levy, and then the components of PPE. That really together compiles our total levy rate. And if you've seen anything adding those up, it comes to $10.74.75 when we've been quoting what our levy is for the year. That's where we're pulling that number from. Interesting enough, on this sheet, I added and then I highlighted them. I just did a an Excel formula to um sum them all up and find the average because I had someone tell me what the average is statewide and then what the average was for voted PEL, right? Well, I just

054did that on here. I'm like, well, in theory, it should be the same, right? So, when I just ran an average here, it came to 1321. And when you've seen our graphics that the statewide average levies 1321, I guess I'm just saying that confirms or proves that right there. And then statewide, what's the average? And this includes all districts even if their voted ple is zero but all districts all 325 what's the average statewide levy for the voted ple and that's everyone and it comes to 86 cents and that's something that we talked about or I will talk about in the future. So really that's the parts that make up our total oops too fast here total levy rate. So questions. [Music] >> Is there a cap on management? >> Technically not. No. I mean

055there'd be Well, not that I'm aware of. There'd be a question on why you >> having more funds than what you're using, but >> All right. If there's no questions, we'll move on to the snow removal. >> I simply have this on here as a placeholder because we just bid this out and we'll be starting that. This is the first of three years as a reminder, but that's something that's bid out. Um, we had we got that finished and back and approved that last month already. So, um, no need to do anything, but just reminder of when that comes. We've done that for three years just for some consistency. So, we're not looking at redoing that each year. So, okay, >> that's all it's here for. >> Okay. Preliminary certified enrollment. >> So, um, our

056the certified enrollment date, the numbers come from the 1st and then you certify that on the 15th. there can be and there >> it's not unusual for that to change by a student or two here and there because of an error or someone that was missed or something like that or um someone that moved in between dates, but for the most part you're going to be pretty close to this. So this table, the part that's colored here on the left, it's not colored like this, but it's pretty much exactly what the table looks like when we certify to show us the changes um in terms of what I'm seeing and what we have to submit to the state. We fill in the numbers and it pulls it in here. So the line you're looking at

057here is the actual enrollment. That's sort of a deceptive term because they're not talking about actually enrolled here, but actual enrolled for our certified enrollment. Last year our number should look familiar was 669.29. This year that number is 621.6. So that's down 47 or almost 48 students. Um not great news, but that's what it is. The top line is talking about resident students or the students that are residents of our district and enrolling here. And then the next line is those resident students which goes in our count but they're attending another district. That means open and ruled out. You're going to see nowhere on here where it talks about open enrolled in because that's not part of the certified enrollment process. There's other parts that we get credit when students take dual enrolled classes. That's

058um college courses where we get some additional credit for and funding and some other things that are on here. They talk about non resident public students attending this, but that's not part of our enrollment here. Um it talks about prek and then we get some additional waiting for those in um ELLL classes or English as a learned language. There's a fact, this doesn't mean we only have 14 kids in that. That's just the additional um waiting that comes from that. So overall, our enrollment, our certified enrollment's down um 48. I put on the bottom here a little bit of a table to show the history going back to roughly 2016 and the change over time. Um looking at this just to do some comparison year-over-year, I quit kind of comparing. You always talk about your

059incoming kindergarten compared to your outgoing seniors, but that's not always a great way to look at that because you have kids that are in TK that might go on to kindergarten the next year and that makes it confusing. So, what I did is I just compared first grade to our graduation loss. What's our first grade compared to the outgoing seniors from last year? And that's that was up seven. And then everything else is basically year-over-year, our seniors from last year this year. um what they what that looks like. It's a little bit deceptive at the high school because um you might have why why does it say freshman up three with sophomores down 11? You might have some people who are technically sophomores but don't have enough credits. So they're listed in JMC as freshman.

060So we're not actually up three freshman. We're we're probably down a few and then they would move up to sophomores and move up to juniors and and likewise. So you can see for the most part there's some grades that have bigger changes, but really when you factor that all out, it's fairly consistent across the board with changes in grades. This is where we're at open enrollment wise. Open enrolled out it's 46. Last year it's 50. The open enrolled in is the same. This year it's 37 as it was last year. And listing it by district there. Um, just a couple things from spotting it without identifying specific families, but we have five new open enrollments out in kindergarten. So, that means like we've never had them. They're they're in a district going out. Um, and

061I put one with an existing family, but I think it is more. I think the one was from last year, but we have three kindergarteners open and rolling in. Um, we have one that is listed on there. It was a previously homeschooled student that's now online. And then we have four open enrollment online that would have been considered currently dropouts or truent if they wouldn't be online. So that's where some of that comes from when we're talking about TAM or other places like that. Um because what's not listed on here is those that are to a charter school which factors in and that's what I'm talking about there as well. So that kind of summarizes the open enrollment. And then here's one of the also things that they talk about. And so this would be

062um resident students by grade level. The top is what that looked like last year. And then the bottom is what that's looking like this year. And um not pointing anything else, but just showing the overall numbers here. You can go, oh, what's why are we down 30 at the elementary? Well, last year that was the building that was up 20ome students and we were down in the others. So there's not a significant pattern. I don't think you can pin that on one thing or the other. Um last year, you know, we went down to two sections in fourth grade and then that was the grade that had like nine additional kids in it by the time we started. So I I don't know that there's a rhyme or reason for this, but that just shows

063some of the um changes overall by building from one year to the next. So that's kind of a brief summary of what our numbers are, what it looks like, some different ways in which that's presented and some of the things going on. So questions. >> So K to K, what what did that mean again? When it says K to K down 12. >> So I I compared the number of kindergarteners last year to kindergarteners this year. I didn't I didn't explain that. Thank you for asking that because we I was comparing to graduation. It's too confusing. So what I mean is last year the total number of kindergarters who we get funding for to this year we have 12 less. >> Okay. >> PreK TK and >> includes Yeah. TK. >> That's why it's confusing.

064>> Yeah. That cor correct. TK and traditional kindergarten. >> So that's all in this number then? >> Yes. Yep. to the state are kids that are enrolled in our TK program are kindergarteners. The state doesn't care if they're in the transitional kindergarten program or the or the regular kindergarten program for lack of a better term. They're both regular kindergarten, but just for sake of distinguishing between them. The state doesn't care. So, anything with a kindergarten um designation on it is considered a kindergarten student and is assessed by the kindergarten standards. So all of those kids, even though we know that those transitional kindergarten kiddos will go to kindergarten next year, so essentially they're kind of repeating kindergarten year. That's why it makes more sense to compare just kinder to kinder. >> Okay. >> Does that

065make sense? >> Yep. >> Do we count preschool kids or they're just not count? >> Not in not in this of what I'm showing right here by grade. >> They're down below. >> Yeah. On I meant right here. They are on let me look at the line PK for students attending the voluntary um preschool program and how they define that. >> Oh okay. Yeah. >> Row >> 10. >> You have it on there. Yeah. >> They're not included in our in our enrollment. >> Okay. >> Right. >> Do we get funding for them or we don't? >> Yeah, we do. Okay. >> Separate. >> Yeah. Separate. It's part of the >> Okay. >> But it's not >> statewide voluntary preschool program. >> Is it a full It's a half. Yeah. >> Okay. Any other questions?

066>> Yeah. Sometimes you'll see references to funding with they say SVP, right? Is that how they label? Yeah. State. I always got to think through statewide voluntary preschool program. Like if you see sometimes they just reference SVP. That's what that's what they're referring to because it's not a part of your certified enrollment. It's separate funding for the preschool program. >> Okay. >> The reason for that is because of the compulsory attendance laws don't start. And that's why I think it makes more sense to compare the first grade to the graduating seniors because kids don't have to come to school until they're seven. Now, that's not what we recommend, but by the law, the letter of the law, they don't have to come to school till they're seven, if that makes sense. Once they enroll them,

067>> if they're enrolled, then they have to come to school, but they don't have to take Yeah, maybe that's a better way to put it. I don't have to enroll them until they're seven. >> So, >> Okay. Any other questions? Okay. Moving on to fiscal year 25 UAB. So, we preliminary talked about this last month just with things going on, but a lot of times we've presented this in October and finalized a a few things since then with some updates from the Department of Management. And so, that number hasn't really changed. It's the same it was last month. Um, we should have a better idea in terms of that, more confident that it won't change anymore, barring any unforeseen updates from the state or anything like that. And so last year, the fiscal year 25,

068which is super confusing for people because right now is 2025, but we're in fiscal year 26. And that FY25 finished on June 30. Um, closing the books. Our unspent authorized budget, which is the number one factor you look at when you're talking about school finances and things, went down $8,377. In talking projections and where we were at few years ago, I'm really pleased and happy with that. um this year. We'll s we'll see where things end up and and no promises, but remember this is the year we're in right now where we're actually living in the budget year with those 20 students from last year. Okay, that seems like we talked a lot about it a long time ago and we did. And so the enrollment now where we're talking about where we're down what

069I just mentioned 47 students that's going to be the next fiscal year. There's that big a delay. You know what I mean? It it it's important to think about. So hopefully we'll have another good financial year this year and that gives us that time to think about that and we've kind of changed our arc. A few things to note on here that I want to point out. We we approved the special ed deficit but remember that gives us that authority back. Okay, because we overspent our special ed deficit. That gives us that authority back and it helps our UAB right and our position there. But that comes in the form of um property taxes and that comes in part of our formula that's factored in with our um general levy that we were talking about

070earlier. Not that we have a I mean I suppose you could vote to not have that back, but we don't have a choice. Those were required costs um as part of IEPs and things like that. So just more having this on here again and that yeah these numbers are you can see 630 um finalized from the department of management. Okay, any questions? Thanks for explaining that can be kind of confusing. Yes, it can and >> appreciate that >> brief update on state progress. >> I'm not going to go through this. I I mentioned it earlier. Some of this results comes from our ISAP scores and and um last year we took a night to go through this because it was the first time that we had putting this placed this excuse me on our school

071website. Um I'm not going to go through the postsecondary data but that's basically um coming from a site and we have to post and make that available. um for state reporting purposes, but this is on our site um on our website that you can go to and it's a summary of some of the progress that we've made academically um in terms of scores and things like that and it gives an update with some of our demographics. I'm like I said, I'm not going to go through everything here, but just a reminder of what we're at. Now, this graph, this comes from ISB and from the state. It's not graphing through 2425, but the data below is. I'm not sure why it wasn't working, but what I want you to see is our free and reduced

072as of the report date last year. And remember, on any given month, that can change. If someone moves in, they qualify, someone else leaves, and they don't qualify, that can change. But on the reporting date, our free and reduced number for last year was 54.2%. And you can kind of see the trend of where that was going yearbyear. Interestingly enough, those that were eligible for free in the portion of it, you know, they call it FR, free and reduced, the free portion was down, but the reduced portion was up, which comprises our total. I don't have any more theories or anything into that other than I found that interesting that it that went down four points, but our reduced went up almost doubled. And so that gives us that overall percentage of where that's coming

073from. When you look at that compared to the state, and I know that's hard to see. I think this map might be a little clear and I can zoom in a little bit. A little sensitive here. There we go. The statewide average and then median is in the middle length of smallest degree, but just a strict average. The statewide free and reduced average is 40.7 and we're at, and this links back to that data where I copied it from, but we're at 54%. So you can see we're above the state average and it kind of oop sorry need to zoom in like that. You can kind of see the legend on the side here kind of show where the different pockets are in there percentage wise and you can see siblioetin and we're falling in

074this middle range and where that compares to others in the state but we are above the state average. Generally the lighter the green the higher the percentage until it shifts into blue. The darker greens are a little bit lower percentage. At least that's the words I'd use. Maybe that's not the right way to describe it. But you can see obviously and this is a new information. We've talked about this that we have a higher free and reduced population and one of the higher free reduced populations in the area. Likewise, this is hard to see, but I took a screenshot. They didn't present it the same way as last year um because I was trying to do it the last way and the spreadsheet's different, but our ELLL population, so I just um took a screenshot

075of it, is at 12.2%. Why I'm pointing that out is if you're looking at the map here, statewide, the average for a district statewide is 3.9%. So when you're comparing that and you were going to talk statewide, we are I would say that's significantly higher than that and you can kind of see the the rankings here. This second to dark blue is where we fall in. The range is huge from 10 to 50.1%. That's a huge range, but that's where we're falling in. Right in right in there roughly. Um and you can kind of see pockets. There are districts where you have this light color where they have zero or close to zero ELLL students. And so that makes some unique challenges for schools that don't have a lot of students in that population group

076and those that do, right? And that provides some unique challenges which we're willing to tackle, but it it is our reality. So not that that's changed since last year. I won't go through this is where I'm not going to go through everything but you can kind of see and I summarize it overall um please there are some grades here and there where we need to work on some things here elementary obviously um is doing very well and you can see overall 8th grade is one of the so they primarily report on fourth eighth and then 10th grade um so that's why I'm listing those because those are the key grades that the state uses in demographics and some of this I can speak to in the middle school 33. That is one of the grades

077that we struggled with and had a high special ed population here. 11th grade ELA right at the state average. Fourth grade ahead in math. Um the eighth grade um a little bit lagging there. And then our high school actually ahead of that as well in math. Eighth grade, there's only two grades that really significantly are impacted by science on state reporting. Eighth and 10th year. So eighth grade is right at the state average roughly within a point. and we're actually about five percentage points ahead. And then I linked the other grades as well. So all not all but a lot of our school performance profiles based on those datas based on that data, excuse me. So when I'm talking about this data and overall it looks good, we'll just go to the school performance profile

078and when they're talking about our rankings, which is what I was mentioning here, high performing, I think that speaks well to our staff. And even at our middle school, like I said, we're not really at the needs improvement level. we're at that that um acceptable level, but we just have some specifically targeted groups to work on and that's some of this is some examples of where they're pulling that data from. So, questions on any of that. >> Did you explain about the targeted piece or did you want to get into that at all? >> I gave an o I gave kind of an overview of and then maybe you me and Casey have been the ones that have had to look at the most so far. I just said basically because we're targeted, we have

079an identified subgroup that was significantly lower than our general student population and that um knocked the ranking down one level for our middle school overall. If you would take that out in their other metrics, they would be at the um commendable not even what's the commendable the acceptable thank you acceptable level. But that knocked that down because of that targeted piece. Did you have anything else that you wanted to add to that? Yeah. So it's it's targeted due to a discrepancy between a subgroup and the and the gen ed and subgroups can be as small as was it 15 or 20 for this cutoff kids. >> I think we had 20 and the cutoff's either 10 or 15 actually right we're just above it. >> So within that subgroup basically a few kids more than

080what is acceptable at the state weren't proficient. So you're talking about probably five kids. Um, and that's what gets you targeted. So, in a small district, yeah, percentage-wise, it's a it is a significant percentage, but when you have a small subgroup of 20 kids, that's usually only a handful of kids that that happen. So, very important that all students take testing seriously because even just one or two, maybe not, that can impact it and there's definitely things that we'll learn and improve on as we go through the process, but yeah, just wanted to point that out. So, I think our staff is doing a great job and I don't have any concerns, but sometimes you get targeted and you have to go through those steps. So, >> and I didn't mention it tonight, but like

081I've said before with testing as well, you got to remember it's a snapshot on one day in time, >> right? >> Um, it could be a really good day and I believe our staff's doing great things, but maybe at the high school that was just a good day and we did really well, right? That can happen. and and it could be that was not a good day and we did really poorly at the middle school and we didn't but I'm just saying that as an example and and as Mr. Dr. Herz referred to five kids when we were looking at it in our first thing. The reality is five is the high. It could be as small as three to five kids in our middle school affected that overall ranking. Yeah, we'll we'll work with

082that and improve, but I'm just saying when you're looking at it, it's not like, wow, we have 60 kids. We're not talking that big of numbers. Small it's a small group. >> Thank you. Moving on to new business. consider approval of the NASH. >> Yes. So, I I said I would I know Carrie's here earlier, but I said I would present this as she to get somewhere here, but um Carrie Krugman will once again take some students and needing approval for that in the spring to NASA. Those that are in the and with the change in the schedule, I can't even remember what what is the >> class, you know what I'm getting at? Class they're in now. I know what it used to be called and when it's engineering now I was going to

083say structural but >> so we didn't have we had a few students interested but weren't able to get it in their schedule so we're not offering engineering this year but I think it's any students that you know have made it to that level in math that are capable of you know participating in this was only certain students qualified >> yeah she had a criteria for that so um she's thinking for from our school roughly um It's about right at that four student range. And then along with that, that had happened last time, right now, um, HLP is interested in sending one to two as well. And then the dates are listed there of when they would go. >> Um, is there a motion to approve the NASA trip? >> What is the typical cost of

084of this trip? So the students they do the fundraising for that primarily themselves. >> Um we just got to get approval for them to go and then we pay for the cost for the sponsor which would be Carrie Kroman. So last year it was I want to say right at the 8 $800 range. >> That could be off but I'm going from memory here. Does that sound accurate? >> It's confusing because the bus was built differently. I mean there was it used to all be through the AA and it's different now. >> Yes. That's the other thing is >> I would guess that's probably about right. >> They got on a bus like in Sous City or something like that. >> Yes. And there's other schools that go on and it used to be >>

085completely coordinated through the A and a little bit more straightforward. Um last year it wasn't quite as straightforward because of the changes to the AA and what they're allowed to and what they're not allowed to do. And the same with that being this year. So that's why yeah how they build that and everything. But if if I remember right, it came to about 800 bucks. It was more what they initially quoted because they were finding out what the EAS could and couldn't provide and so it had been up from years in the past but that was the reason because the AA wasn't sponsoring the bus anymore. >> Okay. Is there a motion to >> I'll make a motion to approve the NASA trip. >> Is there a second? >> Second. >> All in favor say

086I. >> I. And that is passed. consider approval of new hires. >> So, the following is a um list of hires that we'd recommend. Um obviously, some of them with uh pairs seeking your approval, but we're starting when they're available. And then some of these are filling the open coaching positions that we've been talking about. And I know there's some that Amy is still working on that just weren't ready for approval tonight. I'll make a motion to approve the new hires as presented. Okay. Is there a second? We'll second. All in favor say I. >> I. >> That is passed. Consider approval of utility easement with the city. >> So the city approached me about this and I have attached the legal document and if we'd approved this to explain it kind of it's a

087legal description here. Um, then we would have to have this signed by a notary for both Kendra and Laurel, which I'll get to at the end, and then kind of the letter describing this, and then I'll give what they've spoken to me about as well. So, attention to the Siblio um Achie Community Schools addressed to me, the Cibilio City plans to relocate its electrical lines underground. In order to proceed with this project, the city needs to obtain an easement from the school. the enclosed um enclosed police fine for the school's execution and original utility easement for this purpose. Please review the easement and if acceptable, please have the document signed in the presence of the notary and after signing bring it back to the office to be recorded. They will contact us prior to that

088and this is the legal description from that and I their legal teams approved it and I've sent it to Steve Avery and he didn't see issue with that either. So, where where we're talking is the if you look the electrical lines that kind of run along the um recreational trail over here, but then they stop halfway into the practice field roughly. They don't go all the way to the corner, but they kind of start at about halfway of the of the um practice field roughly. I might be off a little bit, but you know where I'm talking. And then they continue all the way to the northeast corner. They don't exactly, but they kind of follow the curve of where the path is. So they're they're taking the easement through there. They they'll have to

089tie in. They would bore from the ditch by the golf course and kind of go under the road and over and tie that in. And then all those lines would be buried. That's what they're getting at. It's one of the few parts in that few portions of this part of the city that has the lines above ground yet. So that's what they're referring to. um they didn't know that it'd take much more area than where the lines where the poles are already running along the um bike/recreational path now. It wouldn't go out much wider than that. And that's where they drop them and then they kind of drop them right in their footprint for the most part. They might as it curves over they might move out a little bit but they thought it'd really

090follow the footprint of where the lines run now. So you can see where they're running now. The only difference is they cons they'd go under ground and continue south a little bit to tie in across the road. >> Any questions on that? >> Okay. Is there a motion? >> Make a motion to approve the utility easement with the city of Sibly. >> Okay. >> And it'll have to be a um a roll call vote. >> Is there a second? There a second. Okay. Then we will take a vote. Laura, >> yes. >> Jamie, >> yes. >> Jennifer, >> yes. >> Greg, >> yes. >> Okay, that is passed. Consider approval of middle school ERV replacement proposal. >> So, I'll bring up the letter. This is the explanation that we got from one of the engineers

091with EDA that I asked him to provide. Um, he had said he could be on the phone, but I said I didn't think um we would need that, and I could answer based on his conversations with him. So, ERVs are what they stand for, and I've had to ask this several times, is energy recovery ventilators. Um, I just know that they've talked about it throughout this project. So, it's basically the machines kind of behind the shed out in front of the middle or behind the fence, excuse me, in front of the middle school office. And then there's another one kind of behind the greenhouse on the back side here of the school. Those are the the two units um used to provide fresh air and cooling to the middle school. They're about 15 years old.

092I think they'll be 16 by the spring if I remember right and are nearing the end of their estimated 15 to 20 year um life expectancy. We're on the short side of that obviously in testing the units that was a part working on them is and replacing was not a part of this project but as a part of the project and looking at our facilities testing them was it's called retrocommissioning and they revealed that their cooling and energy recovering components aren't operating at their design capacity. We've done a little work to repair them temporarily, but that's also affecting the ability to control our humidity in the middle school during humid weather. And it says due to the turnover and changes in facility over time um and so forth. And not knowing this over time, it

093looks like the last handful of years they've just been on and haven't been running on a schedule. Not placing any blame there on anyone. We're just saying that's what's happening. And I didn't even know that. And the guys from EDA had seen that from the schedule. So not placing blame on anyone. So that shortened their life because they're not designed to run multiple times. They're designed to remove the humidity and then turn off. They've just been running and not at very efficient uses. So the repose proposed replacement units will have an additional dehumidification humidification capability and it utilizes heat recovery from the cooling process which should improve the humidity control in our middle school without increasing energy usage. their life expectancy would be similar to the current ones and there's multiple manufacturers that will be

094able to bid for these new ones. We're putting keeping the price competitive. We're putting it out there now because of bidding and the timeline to get them here to have this um worked on next summer and installed. So the letter what we are approving tonight so let me explain this is the work and the fees on this from EDA. Um and that lists lists those there and that is significant but they will guide us through that process. Okay. And then they go on and explain their fees where I want to point you to so you get when if we move forward with this, which is my recommendation, but when I'm talking replacing these that there, this isn't cheap. On page four, three, three on the bottom of page three here, talking about the two units

095and the work on this, we're talking about $350,000. Now, we're doing this to hopefully extend the life of the HVAC in the middle school. The overall and not replacing the overall HVAC in the middle school, but hopefully this will make that more efficient and extend the life life of the overall HVAC system in the middle school. But these are a key component of that. But I wanted to point that out. We're doing the fees for EDA to manage the process and then they would open some bidding for this. But they're giving us a rough idea. We'll see where bids come in. But when I'm talking when you're asking what will this cost, they're giving us a rough idea here at the bottom. >> And we're not approving the 350 tonight. We're approving the fees. But

096I just wanted to point that out where that would come from. The fees are at the top of the page there. any questions? >> So, what what fun would this come out of then? >> I was hoping you were going to ask that >> and if you didn't, I was going to ask it. >> Okay. So Jamie, would you say that again? >> What fund would this come out of? So this would be something that we would fund out of our pole. >> Okay. >> Because it's upkeep or maintenance on the buildings. >> Yep. Correct. Or replacing. >> Is this like the first set of these at school >> like >> first set like ever? No, cuz it was built in 82. But this these were put in um I believe in 2009 >> as

097part of the work done that year cuz they're he said they're about 15. He thought this spring would turn 16 years old. So, if you're doing the math right in right in there, 200910, because I believe they did some um HVAC work back in that time frame as part of a a project for lack of a better word. >> So, did they come out and check these units? So as part they came out and they >> discovered this. >> Yep. >> So what we knew is just since the high school had their HVAC done. >> Y >> 2018 was that right? >> On really humid days like in the summer if you walk down you can kind of feel the difference when you hit the ramp. >> Not just cuz it's middle school. Julie's not

098not just cuz it's middle school but you can kind of go through the doors and just feel that it's a little it's it's a little more human. but they're on two different systems, right? And so as part of this, I knew we were going to replace it, but I said, "Let's let's look into this, too." And that was a part of that. And so they knew that they and there were some issues they found this summer. So we paid I don't know 20,000 for some upkeep and make I'm I'm ballparking here. I don't remember as part of the project, but there was some freon and some um belts that had to replace things like that. We had that done. But then they came a day after school started and they basically hooked their computer into

099it and then they could test its efficiency and how it's running and then that was part of this and then they came back with a report. So they spent I don't know four hours at each one and then while they're while they had their computer hooked into it they were looking at different components and so this John Beuter who wrote the letter here from EDA he's he was one of the guys and then they worked with someone with climate and then from that they can tell the efficiency or are there other problems going on and the problems was the efficiencies with these units. says climate who's usually >> so climate climate systems the ones that kind of >> and they're the ones they kind of oversee and run our systems the controls when Greg's doing

100that and then they come and do our maintenance like replace all our filters >> when they come and do that and um other things service the equipment when we're having um issues or maintenance issues with it. So, is that something they should have caught that was continually running over the years or on that service agreement that we pay them for? >> Well, I don't know that they're in charge of that was EDA's recommendation to not have it run the whole time. We don't pay them ongoing. Is that something that climate would have caught? They let it >> I guess I don't know the answer to that question. I honestly thought they had to be I honestly thought they had to be running the whole tide, too. And he said that it'd be no more efficient

101for them not to be in terms of removing humidity. I was like, "Oh, okay." >> So, John, he said, "Because when it's running," he goes, "When your humidity levels down, you're still pulling in if you're running them all the time and out of capacity, you're still pulling like in the summers humid air out instead of removing removing it from the building." He goes, "And that's just not how they're designed." So, that was what was causing some of our issues. So, who will oversee that then going forward? Like >> the installation or the >> Well, just how they're running, making sure. So Greg generally runs and keeps up on our schedules for those. So yeah, that's what I mean. I'm not placing >> no >> blame on him at all. He didn't know any different. That's

102that's what I mean by that. Um and seeing that schedule, but yeah, working with EDA be the one to >> set the schedules and Yep. >> get it figured out. Okay. >> Any other questions to you got it switched over to working on a schedule now? >> Yeah. They're just not running >> non-stop. >> Yeah, they're not running on stop. They are, but they're not running efficiently like they could be because after we had that, then that's what I mean. That's what they got out when when they plugged the computers into them to check for their efficiency. And he said also, John said to be fair, their life expectancy is in that 15 to 20 year range. He said if they wouldn't have been, would they still be running as efficient? Hard to say. They

103could be, but he goes, "You are within the window of when they they typically need to be replaced." >> Okay. >> Is there somebody who would like to make a motion? >> I'll make a motion to approve uh middle school ERV proposal as presented. >> Is there a second? >> I'll second that. All in favor say I. >> I. >> Okay, this passed. consider approval of theou with NCC per career academy. >> So the career academy me and I'm glad Mr. Herz is still here. Um, in talking about this, this is, I'm going to say, more for NCC's benefit than our own and and if this would move forward from their end, they're talking years in the making. But ones that you've heard them talk about, they started a career academy in Sous Center. That's

104um um not our students, but in that area, they have one in Marcus. And so there's grant funding to start these regional careermies. What they're trying to do is make some of these CTE trades and classes more accessible to schools in the area. Well, we're kind of in an odd location and for them to receive their funding, they need four schools tied to it. So, long term, it's not going to tie us. We're in an odd location because most anywhere where they put one, we're going to be closer to Sheldon than any career academy placement. You know what I mean? like it's it's going to be it is closer for us to drive to Sheldon than it is to go to Rock Rapids for all intents and purposes, right? And they're fully aware of that.

105From there from their end, they can get funding to get this going in part of their grant as they need four schools tied to this by agreeing to the memo of understanding. It doesn't tie us to anything. um if we end up three years from now because they said we're years out from doing this if they get this going not even next year probably be the year after more than likely get it started and with whatever programs they end up being able to provide there if we have zero students interested then we have zero dollars as a part of that I asked a few other superintendents one being central line because it's there and he said we also signed one to be part of the sous center one and he goes we haven't we haven't

106sent anyone there and we haven't received a bill he goes I think they need it more from there in for the >> grant >> the grant proposal to be to be fair um with that. So, but what they are hoping to do is to provide some additional opportunities that you wouldn't get in the normal high school/ct setting or to get some expanded opportunities beyond what we could do at a at a center that maybe for someone from like a you know a West Lion and a Central Lion George, it's easier to drive to Rock Rapids than it is Sheldon. We're at the unique location where that's not true for us. But there could be program offerings that they might have there that aren't available on campus at Sheldon. Um they have some areas they're going

107to focus in, but they don't have anything finalized yet. And to be honest, they don't even know where they'd locate if they know they want to put it in Rock Rapids, but they don't even have a building picked out. They are very much at ground level zero here in planning for this. It's one of the last areas of of the state that doesn't have one within a certain mile radius. This is one of the last areas. There's u connected with other community colleges for the most part career academy is located throughout the state. This is one of the few areas this line county oa county that doesn't have one. Is there anything you wanted to add that I didn't say? >> You know, one benefit for us it does. There are only certain career pathways

108offered at Sheldon NCC. So, it does give our kids. Otherwise, you'd have to maybe go to like Marcus or Sue Center to get access to that. So, when this is completed, it sounds like they're going to have an egg pathway, which there aren't any in the area. They don't offer that pathway at SEC. Um, and it it sounded like they want to do something in business as well, but they weren't sure what that would be. So, that'd be another opportunity. They probably don't offer that pathway in Sheldon. Our kids would have access to it. So, I I could see potentially someday us sending kids to that when it's ready to go because egg is, you know, a career a lot of our students choose to go into. So, it'd be great to have that option.

109Um, Rock Rapids isn't terribly far away and that's pretty accessible for our kids. >> The career, >> yeah, >> probably the strands that we have kids go to Sheldon the most office often for from here like those that want to extend and be a part of the welding program or the auto body. >> Yep. >> That'd be the the two most >> used ones from students that and I'm not saying it happens every year, but that we have students go to. And so I asked the question when they were meeting with us on this because they've had a couple meetings. I said, "So let's say you start like a welding program at um Rock Rapids as part of it, which they could. They've talked about, but it's already offered in Sheldon and it makes more

110sense for our kids to drive to Sheldon. Does this prevent that from happening?" And their answer was no. They could still go to the Shelton campus for that if it was a program that was offered in both places because it's a um a shorter drive for us. >> So I did I did ask that. Do we have anou with the career academy in Sheldon? >> We have a memo I mean we have a an agreement with Sheldon >> with them for now. >> Yeah. >> But with their career academy classes there >> that falls under the agreement that we sign every year for the college classes. >> Oh yeah. I was I was going to say not with the career academy fall under their >> concurrent enrollment agreement on campus. Yeah. Yeah, this is a

111part of their grant requirements that they're trying to meet. They have to have four schools signed up. >> Yep. >> To be on the grant with them. So, it's Yeah. It's not really related to what things we offer our kids. Once they have this up and going, we'll add those pathways to that yearly agreement that we renew so our kids can participate. confusing. Yes. >> But no additional cost to us or our students. >> Okay. Is there a motion on the um >> I I should premise I asked the other schools that are involved, Central Line, West Line, and George Little Rock what they were going to do. Central Lion said they were going to approve. Um, West Lions had more than likely and George, they were kind of in the same boat, but they

112were saying, "Well, what are you guys going to do?" Like, >> so I I think the other their boards are going to approve that if that was going to be one of your questions. I was going to say that right away and I forgot. >> I make a motion to approve theou within C4 career academy. >> Okay. Is there a second? >> All in favor say I. >> I. >> Okay. That is approved. consider approval of the enrolled um concurrent enrollment courses. >> So if you're like we approved this in the spring, you did for this coming year, but there was um >> this doesn't change the terms of the agreement. They were approved in the screen in the spring or anything that was approved the memo is understanding with NCC, but there were some

113courses that were not in there that we had technically kids qualified to ask for but weren't listed in the original enrollment. So, um, philosophy and then we had chemistry and biology listed under like courses taught here. >> Well, with Mr. Wedge leaving, we no longer offer them here and we just never added them to the online options. Just an oversight. When we did the agreement, we we knew to took them off. We didn't add them to the online options. So, we're updating that. So, they kids can take biology or chemistry through NCC online with this change. >> Is that a dual credit then? Right. Since they're doing it through NCC. >> Yep. It's still a dual credit. So, we had it for years with Mr. Wedge taught in person, >> right? >> And then, >>

114but it was technically dual. >> It was dual credit then as well, just in person. And we still offer um Carrie teaches college algebra and she'll have calculus this year, too. just in person, not online. >> When we offer it in person, we don't allow the online. We want our kids to take it in person if we have it in person. >> Who does the caps for? Says that one's on here. Workplace project based learning caps. >> Katie Schroeder. >> Oh, wonderful. >> that's that's what I was thinking, but I was >> that's why it's not offered for semester this year. >> Okay. I was wondering that and he's like, "Nope, there's only second semester." Second semester. >> Okay, whatever. >> I'm returning. >> Yeah, got to have somebody here to teach it. >> Okay.

115Is there a motion to uh approve this list? >> I'll make a motion to approve the updated list of courses for concurrent enrollment with NCC as presented. Okay. Is there a second? >> All in favor say I. I. >> And that is passed. First reading of board policies with changes. >> I was going to do this from memory and I can even remember now. Okay. The first policy that I presented to the committee and also came with an IASB update. But what it read before it didn't show here. So if you remember, you've approved my spending limits like up to 50,000. >> But if you were to read this, if we had minor improvements or costs, it said I could approve those not to exceed 5,000. And then those ex ex um exceeding that need

116to be approved by the board. So like if we would have had like a heat pump go out that cost 30 I could have approved to have that replaced but if it would have been um technically how this reads if the um repair cost of it was like 10,000 I couldn't have approved that just wasn't there's a lot of districts that were in the same boat when people were updating the approvals for superintendents not thinking about requests for improvements. So, it makes sense for that to match if that makes sense. And then just and that's why it says with the amounts matching policy 70501 because that's where we talk about superintendent spending spending limits and um different schools might have those adjusted slightly. So, they're saying have this policy match that and by changing the

117wording here it would. And then the other one was um based on what I and I had shared online but just reading and updating our getting rid of obsolete equipment. Um basically before if it had any value we could either do auction or garage sale or online website when some of the times there might be a more um efficient way to get rid of that or some different options to get rid of that. And so this is just changing the wording to be updated along with that. It just talks about me at the designate dispose of obsolete furnishings, equipments or supplies at the best price possible. The manner in which the items will be sold to be at the discretion of the superintendent. For equipment that is determined to be of minimal value, which is

118less than the cost of advertised, it could be thrown or given away. That's it. >> Okay. So, we need a motion um for the first reading of board policies first. 8031 202 is actually on the next one. >> Yes, my bet. Yes, there is. >> So, just make a motion to approve the first reading and skip the second one. Yep. >> So, just like it's stated. Just like >> Just like it's stated. >> Okay. I'll make a motion to approve the first reading and skip the second reading of the following policies. H3.01. 01. >> Is there a second? >> Second. >> Okay. All in favor say I. >> I. Okay, that is passed. Then we'll move on to the first reading of the rest of the board policies that are listed there including the one

119that Mr. D >> and like the one was on both because I said we updated in ISB. So that's where it got confusing and I didn't explain that very well. These are all IASB recommended changes which is why they're not in the 800s other than the two that happen to be a part of it. So I don't really have anything to add besides what's stated. >> So that motion needs to be >> the way it's printed there. >> Make a motion to return policies. Second reading 208 401.01 1 502.07 507.02 507.05 607.02 802.02 and 804.05. >> Is there a second? >> All in favor say I. I. >> I. >> Okay. And then the first reading of the new board policy 2018. >> So I'll explain the next two headings together. as part of that

120recommended from ISB, they're recommending um in policy 208 make it a regulation which is what we're talking about new here and then there was an exhibit that went with it and then they would resend or remove that. So kind of explaining I and J there together as part of ISP's recommendations and it's just talking it's about um committees and subcommittee works what it is there to do. >> I'll make a motion to approve the first reading and skip the second reading of the following policy >> 208 R1. Is there a second? Second. >> Okay. All in favor say I. >> I passed and then first reading of policies to be rescended. >> Yeah. >> Yep. Follows the other one. Correct. >> So if somebody would like to make a motion on that one, >> make

121a motion to approve the first reading. Got the second reading of sending policy 2081. >> Is there a second or second? All in favor say I. >> I. Consider approval of health builders pay application number four. >> So it's pay request number five from LL. This is specifically um >> number five >> wrapping up the Oh, it says number four. >> The number five for wrapping up middle school and high school work. And it's for $3,131.15. And this is the last one then. Yeah, for the middle school, high school, we're still holding off the last pay application for the elementary because there's some um work that needs to yet needs to be completed with >> correct. That is why someone to make a motion on this. Make a motion to approve the LL builders for

12230,131. >> Is there a second? Second. All in favor say I. All consider approval of payments to sign. >> Attached are the they're a higher number because we've been dealing with it over the last year. But um when it says pay number 17, the one is for $3,552 and the design one is for $14,000 and these are still paid out of the um the bond fund. >> Okay. Would somebody like to make a motion? I'll make a motion to approve the Phoenix side logic as presented. Second. All >> in favor say I. >> I. That is passed. Next meetings. >> So, um, our next regular scheduled meeting is the 17th. So, just reminder that'll be like we'll have a meeting to kind of close out with the old board and and those that aren't returning.

123Um kind of lack of a better word, close the books and then it'll be the the swear in those that are voted in on the 4th. Their first meeting will be on the 17th um of November, the 15th of December. We'll probably keep it on that night. We might have to move that up. We'll see as we get closer and depending who's elected on the board and stuff because there's uh I don't remember if it's a band and vocal or band only concert that night. I'm going from memory here, but it's one of the two. And then January, I can't believe we're saying this already, but January 2026, that'd be that meeting. And then just a reminder, um the ISB convention would be the week of that November board meeting on the 19th and the

12420th as we get closer to confirm that, a work session on the 11th. And I didn't put this on here intentionally, but tomorrow night is the public forum um to talk about voted ple at 6 in the auditorium. Those are the dates. >> So if you have any questions or want to know more about the voter couple, please make the point of being at that meeting. Okay. Talking points. One thing that didn't come up, but if you haven't read the general's orders, that was a nice publication in the review. It gave some great great look at what's all going on. >> So, >> yeah, they kind of did some uh >> did some nice things. >> Yeah, pretty nice. And a little different angle or different things to discuss. So, yeah, >> there'll be a

125few more articles about our school to career program, I think, in this next issue. or next >> next time around, >> right? >> We have a student doing school to career with >> that. Nice. >> Okay. Other highlights. Car's presentation was informative. Kind of see where we're at with the math. >> Yeah. With the curriculum. >> Curriculum. >> Didn't realize the middle school is so neglected, I guess. >> Well, she said that, but it's >> not really neglected. Just >> it's not unique here. I mean, I've had Yeah, I know. It's just not unique here. >> It's good to >> Yeah, it's just a common theme among other schools I've been in. >> That's the curriculum. >> Yeah, it is for for math. Anyway, >> um supposed to approve the final payment. >> Getting close

126to the end. >> Getting close. >> Okay. >> So, they know the what they need to do on the elementary and are >> Yes. They have some on their punch list some things like >> like in their office there's some things with the register that just aren't finished. um or that they need to come back and finished. Um I can't even remember what's on the list anymore. You probably you have it memorized better than I do. >> Some things that need to be finished adequately. >> Yeah. >> Something with the the one door, the trim on it. >> Yeah. >> And so forth, things like that. >> Punch list items. It's finished finishing work is what it is. I know we do go through I I appreciate Stan your explanation when we're talking about um

127the budget things and and just that whole financial side of of everything. I appreciate that. So, thank you for keeping us informed and up to date on that. Appreciate that. and all the graphs of all the different schools and all the amounts. I'm like, "Yeah, that's nice to see with all everybody and all their amounts and >> Yeah. >> Well, someone had made reference that it looked like some of these were made up." >> No. >> Fine. If you go to the Department of Management, you can look it up yourself and you can fi find that all like some of the numbers that were on there were on that sheet and that was that's directly from the Iowa Department of Management. Can't make this stuff up. >> Not from the >> right >> not from

128Stan's mind department of management. Whatever. >> Okay. >> Well, hopefully I have a good turnout for tomorrow. >> I hope so, too. I hope so, too. >> Okay. With that, is there a motion to adjurnn? >> So, move. >> Is there a second? I second. Okay. All in favor say I. >> You like to agenda? >> Yeah. Perfect time. Grab a bite to eat. That was pretty close. What I guess? >> Yeah. >> What I do case you