001Good evening. It's now 6:15 and I will call the February 23rd Cedar Springs Public School Board meeting to order and welcome to this regularly scheduled meeting of the Cedar Springs public school board. We're meeting this evening to conduct the business of the school district. While the meeting was legally required to be held in the public setting, it is not considered a public community meeting. We value your insight and have allocated time for public comment or participation during the meeting and if you anybody wants to do that we have sheets in the table and turn. So moving forward if you can join me in rising for the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice
002for all. >> Thank you. And for the roll call Secretary Patton, um, so I'll call the role. Vice President Bowser >> here, President Gilmore >> here, >> Trusty Slagger >> here, >> Trusty Schoffner here, Trusty Wullet >> here, >> President Reed here. Thank you. And we've established a forum for tonight's meeting. That brings us to the adoption of the agenda and I would entertain a motion for as presented. >> So any discussion having none. Vice President Bowser. >> Yes. >> Treasure Gilmore. >> Yes. >> Trusty Sleer. >> Yes. >> Sher, >> yes. >> Trusty Willlet, >> yes. >> President Freed, >> yes. Motion carries. >> That brings us to gratitudes and I'll open up the table with we've got some extracurricular activities going on. We got boys basketball playing in districts. We had girls basketball
003win the week and chewing is one and I've seen bowling come up and lots of fun things. So grateful for that. Definitely be proud to be a red like throw a shout out to all the staffs that we have. Uh just made me think of them over mid winter break. you know, when we have those little breaks, it's amazing uh just how refreshing they are and just being able to get back at at work and just be refreshing. So, thank you for all the hardworking staff and thank you to getting little breaks, too. I will piggy back on that because I spent my year writing with 10 of our boys upper classmen and um just a shout out to the staff here because for example the van cleaning out the van they just automatically started
004repeating these like little phrases that they would hear from Mr. Simmons or other teachers and you know just about like leaving the place better than what you founded and um you know just just all all of the all of the little things and um it just was really encouraging. I mean they really are picking up they really are picking up and learning from our staff and administration and and taking it into real life. So that was a blessing to experience. >> Thank you for sharing that. It's nice to hear. Yeah, I am grateful. Um, last Thursday morning uh when I got the call from Christine Belnik that one of our buses had been involved in an accident. Um, incredible quick response from our first responders. Um, they were able to secure the scene, make sure
005all of our students were okay. Grateful that the driver of the truck that hit the bus uh was able to recognize the obstacle in his path. um before it was, you know, too late. He was able to swerve. Uh created some significant damage to his vehicle, but he was fine. Uh no, no injuries. Uh but then just the quick response of the team uh team on campus. Uh Amy McCarthy was amazing in terms of her ability to help generate that communication. So assuming we had details and facts, uh they were able to relay that information to uh families of all of our entry students. Uh it was just a really smooth uh running uh highly professional uh management of a what could have been a pretty tricky situation. So I'm very very very grateful for
006everyone involved in that process. Great. And we're also grateful when you're here any issue here on camera. You're here. So some baby steps forward. So thank you for that. >> Oh. All righty. So we'll move right into our work session and we're going to look at some midyear data. >> Yeah. So uh leading the team today from our academic services group is Kristen Albert. um show lead through uh the original artifact that's involved that's included in board book. Uh just some highlights of where we are um and and really not only it is going to indicate some touch points in terms of where we currently are performing but also based on what we're reading from the data what action steps we're going to take moving forward. We are not there. It is not a perfect
007uh work in progress. We'll never get there. there will always be opportunity to get better uh in terms of how we support the academic needs of our students. Um but we this is a great roadmap, a great opportunity to um sharpen next steps. In fact, Dan Sco is also here from the academic services group. Uh so he'll be answering question primarily if there are related to the K5 aspect of the data review. Um, and then, uh, if there are other questions from 612, I'll document those and, uh, connect with Mr. Rail and bring those back for you in a couple weeks from the needs. >> So, Kristen, it's all yours. >> Yeah. Um, so the reason I named it CSPS continuous improvement is just because everything we do here with when we look at data
008points is through that lens of this is where we're at and how do we grow forward. So, it's talking through data through that lens again of not just what does the data tell us, but what we're doing about it. Um, so our overarching goal um in Cedar Springs is to increase academic achievement through full child support. So we have a lot of initiatives in all of our buildings to support um you know behaviors um uh making our environments >> making our environment supportive for students in all of the ways they need to be successful in our classrooms. Um so the data and evidence that we collect we um in order to um align with our goals is that I ready um diagnostic tool. They do that in K8 and they do that three times a
009year. This year um the high school adopted in math and reading the EXL diagnostic to give data more similar to I Ready. um because their data points academically have been the PSAT and SAT which are good but they only they test in the spring and then we don't get that data until later on in the fall and so it makes it harder to be actionable with that delay. Having a diagnostic tool that can have more frequent touch points is um a little more helpful again in that lens of continuous improvement throughout the school year to make sure we're on track. Um we um at the district level especially we zoom out in that K12 lens with the MSTEP PSAT and SAT. Those are the statewide data points. Um and it's helpful because every grade level
010has um those assessments. So we can um see that as a K12 system. Um high school also tracks failure rates. Um that's been a huge part of their goal. Um and we'll talk about that um in a little bit. um graduation rate. We wouldn't have that yet for this year, but we want to make sure we're continuing to increase our graduation rate for all students and sub subops. Um and then we've been doing a little bit of work or talk about how teacher goals um in the 5D um evaluation system help to align also um those instructional moves and things that teachers are implementing in the classroom and what that looks like directly relate and help our um them be more successful to reach our students and impacting all the other data points. And there's
011another systems level tool that we have added to our toolbox. It's called the school system review and um it's a survey so that all staff can engage in that to tell us their perceptions on how supported they feel with things like curriculum, instruction, professional learning, um uh the leadership, um support that they've been given and those types of things. So those data points have really helped us to inform our goals for this school year and that's what we use to track them as well. Um, at the beginning of this school year, I provided you with this document. Um, it is, well, I'm not sure if you have the actual link to this one. Um, but it's the same document. It's just updated with 2526 um, data points. I'm going to on the slide deck zoom
012into a few pages of it. Um, but it's a comprehensive um, set of data. So, all of the data that we could potentially want, including staff demographics, you know, do we have, you know, not enough male representation? Does that impact our data? All kinds of data points can provide meaning and so this document helps to um helps us to see how that we can triangulate that better to make better meaning of the points that we've been analyzing over time. Um we're going to zoom in though on that student achievement data um from that state level data to start um because like I said we have that K12 lens when we can see the um well I guess 3 through 12 3 through 11 but um for that statewide data piece. So you can see um
013last year in the spring um the MSTEP PSAT and SAT were taken and you can see the statewide results. So several of our grade levels um have made growth from last year. Um and also we o in most grade levels we overperformed with the state um averages which is really encouraging to see. That doesn't mean we're done because we want to continue to grow regardless. But I just wanted to put that frame of reference for you on that how we're progressing within those state targets or state averages. Um, so this is the English language arts data from third grade all the way to 11th. And then same with math. So our math data, again, a lot of our data points um there's not a huge upward trend over time, but some several of them have
014increased over time. And and again, we are performing over the state average in many of the grade levels in math as well. So that's encouraging to see. When we look at these summitive data points, it's nice to be able to zoom out to see where that to make sure what we're doing aligns with the expectations. Our common core state standards are what are we're supposed to be um working on in instruction and um preparing our students for and we know that this these assessments are align really nicely to that. Over the course of the school year though, we want to make sure that we're on track to meet these and that's where we bring in those tools like I Ready. So, uh oh, oops. I forgot we have science and social studies. Don't want to
015forget those. Sorry about that. So, they're also important subject areas. And so, in the fall, I showed you the scaled scores. I just put this as a reference slide deck so you could bring it up later and see where we fall, but it's the same um scale chart that I showed you in the fall with the numbers and where students are expected to be at each grade level. Now, in the um the cell that's broken into three categories, that's that beginning of the year, middle of the year, end of year band of where we would expect kids to progress throughout that grade level. Um that's why those ones are broken up. So in ELA we have the beginning of year scores. So I I gave you the last three years again so you could see
016that trend and then you can see the growth over time. Now in order for us to improve at the end of the year we want to try to increase that average scale score at each grade level and then obviously throughout the year maximize that growth number. So according to the typical annual growth um in the top corner, we are on our way to meeting um a lot of the growth targets on average for our students. Um but again, if we want to increase that proficiency from prior years, we would want to make even more growth than that. So we're always considering that. We don't just say good enough. We are always asking how can we make this even better. So, but this is how from the beginning of year to the middle of year we've
017performed so far based on the average scale score for for each grade level. There any questions? I'm talking really fast. >> I have clarification back to slide five for me please. >> So, sorry. >> Is this one? Oh, five is uh two more. Um, so it's when you look at a chart like this, you can look just directly across the horizontal line, but that's showing a different group of students because the second graders, the third graders in 2021 are the fourth graders in 2122. So that group of students actually made a 6.6% 6% uh change 7.6% change from third grade to fourth grade. Then they jumped up to 50.8% moving from fourth grade to fifth grade. Uh then there was a hiccup. They bounced down going from fifth to third or fifth to sixth. And
018so it's it's important you can look across the board and that shows you one indication, but then it's also important to track where's that group of students from year to year. But in order to do that, you got to skip skip down a road, go over one uh to the right, and then go down one. So we look at the data really in two different ways. very logical to look at it going across the the grade band. But if you want to look at the cohort group, you also you've got to remember to take a step down and a step over at the same time. >> That's what I was going to say. I noticed with fourth grade and eighth grade. >> Yeah. >> It was like a decrease obviously. >> Oh, sorry about that.
019>> No, I appreciate that. That's good information. And I think a lot of times we see that from that fifth to sixth grade year because of those transitions. elementary school to middle school is just a huge transition for kids and the learning environment is so different. Um I think that's a fairly common thing. Doesn't mean we're taking away skills, but it just becomes more complex. Thank you. Did you want to I'll let you look at math through that lens now that we've pointed that out. same science on social studies there's a lot more grades between I can't really do this all right so there's that those scaled scores again and then you can see the growth and and so most of those growth um the growth we've experienced so far if we were able to
020double that because that's a half a year. Um we would be doing um pretty well and so we're hoping to continue that growth and over time we're hoping to obviously um you know outpace that typical annual growth so that we can actually close some of those gaps for a lot of our students on ELA on on um I Ready. They actually have some projected proficiencies. So we can take a guess based on the growth we've seen so far this year on what we expect or anticipate with their proficiency on MSTEP. So part of our growth this year is not just looking at these at numbers in this way but it's utilizing the reports and the tools um differently than maybe we have before when we have um team meetings. So we have building level meetings
021and district level meetings and we're pulling out reports so that our teachers and our leaders in every building can look at diff data in a different way that can make meaning um different than we maybe have in the past. So or beach this is comes from I ready this report and so if students had no additional growth from where they are this is what their projected proficiency would be on MSTEP whereas that on the bottom if they achieve typical growth that's what we would expect for um beach for their um MSTEP scores for proficiency. So, I'm curious when MSTEP comes and goes and when we're looking at this, we're going to then look and see were we able to outpace these projections and if so, that means then we were making above typical growth. So,
022that's our goal um to be able to do outpace that to close some of those gaps. Here's the same report for view Cedar View and here's middle school. So, and as you look at those percentages, they do line up fairly similar to what we have seen on MSTEP. So, I would guess that it's fairly accurate, but again, we'll look at that comparison after we have this year's data. So, same as ELA, we have those math skill scores. It's the chart, but you can see um the growth that we've made. Math there's not um the typical annual growth is not quite as much projected um on the I Ready math test as ELA. Um it's just they assess it differently. So, there's just not as many expected points. So, their growth rate midyear is not as
023much as ELA. Um but that's right on track again if we were to double all of those numbers thinking half a year's of growth um we would be hopefully on pace then to at least get annual growth with um the half at least half of our students since again these are averages and here's the projected proficiency on MSTEP you each and the middle school. So, we use these tools together um the I Ready again to show smaller increments of growth, but that is all hopefully then going to transfer to that state assessment which we know then is aligned to assessing how well our students know their the standards throughout the year. um high school has made failure rate one of their um key indicators of their growth. And the reason is because one of their
024big initiatives this year is to implement a sore time. They've set aside a couple days a week um a block of time for students to make choices and teachers to invite students into their rooms for additional work and intervention. Prior to this year, there wasn't really a space for that. teachers could help the students within their walls or if a student needed extra help they could offer to stay after school but that poses also barriers for the students. So building in this time of day for students to get the help that they need um throughout the course of the year on a regular basis has really helped influence the failure rate. Historically speaking we've had quite a high failure rate in the three plus and two plus categories. this year because of the initiative they've
025just started tracking one failure as well. Um but we just have this year so there's not we can't see the decrease yet. Um but next year hopefully we can compare this year to next year to hopefully show that that initiative is helping to scoop up some of those kids who maybe weren't as successful in the past. So you can see over time how the failure rate has decreased which will help more of our students be more successful in the classroom. Yeah. >> Is that uh per class per student? >> This is the building wide. >> Yeah. Building wide. The number of students who have three plus failures or the number of students have well two plus failures. Yeah. So that's probably those students plus ones that only have two. >> This is their semester grade.
026>> Yep. This is based on um well this is per month. They pull that report once a month. So, >> it's pulling the overall grade, >> right? Yes. Correct. Yep. And um in the RTI scheduler, what they use for that sore time that shows which students are failing or or per performing poorly, they actually have a flag for 70% or less. So, not just failing students. um so that when they can open up their class for students to select or for them to se volunte students to come to them um they um can see which students are struggling across the board. I might know that I have a student who's struggling, but then you might also see they're also struggling in I'm a science teacher in ELA or in math. And so then you might
027need to initiate a contact to say, "Okay, which area are we prioritizing and work it out to on Tuesday? Well, I'll how about I pull them in ELA or science and and then on Thursday then math teacher might pull them if a student's struggling in more than one area." So there's a lot of coordination and a lot of um uh just ways that teachers have that information at their fingertips so they can make have it actionable right away. So trying to prevent students from getting into too big of a hole catching them earlier. So that seems to be um a pretty fruitful um initiative so far this year. Um, so it's just a quote that I enjoy. You don't rise to the level of your goals, you fall to the level of your system. So
028this year has been huge. Um, not just at thinking, yes, we're aiming for improving academic achievement through whole child support. Um, but we're working on that through systems. Systems are more sustainable than just saying, "Oh, they're not doing we have poor reading scores, so maybe we should do more reading in the classroom." That's a very that's an activity and activities don't tend to move the needle as much as systems that support continuous improvement work. So as part of our goals this year, we've implemented a district improvement team as well as um supported um the building um improvement teams and created some cohesion between those tiers so that everybody's working on the same goals. And so working on these systems as a team and a collaborative approach has really helped everybody really more target those things
029that need help and it's been everybody on board which has been really positive so far for the growth. Um you're year you're year one of working on a system you might not see the growth as much as we'd like. Um, but as we get going and teachers and staff members who interact with the data start seeing these lenses in a different way, in a different light with a different mindset, then that will come. And so, we're really kind of excited about some of those things we've added. I showed you this at the beginning of the year. There's a lot of words here. Um, these are specific things that each building has said through the lens of systems that they're going to work on this year. Um, a lot of it's through that wind s wind
030time. What I need is wind time. Um, so at the elementaryaries they call it wind time. At um the middle school they call it hawk time and the high school that sore time I was just talking to you about. So every building has that intervention time um built in and everybody's goals around are around identifying students who need extra help and aligning support um in a meaningful way, an intentional way. So um that's the elementaryaries words for that. Here's the secondaries words for that. You can see a lot of the word alignment here because that's been huge. Um, we we've had a lot of really great goals and a lot of really great work going on historically and we're just trying to put that together so that all of the tiers and all the people
031that are involved with that work are working together rather in silos on their um on their own things. And so after every building created these specific goals, um we again went to a cohesive K12. So what does that mean? We're doing K12. We're working on MTSS structures and systems implementing and maximizing tier 2 academic support again through that hawk time. sore time. Um, ELA and math I are happening at the middle school level specific courses that um involve co-eing with an interventionist and teacher in the same room. That's also an addition. Um, and then that win time in elementary and then carefully monitoring those um data points throughout the semester and implementing a tiered system for building teacher student relationships. The high school and middle school have both have some initiatives around every student known
032and making genuine connections to make sure every student feels like they belong here and um they feel like they have a voice and they feel like they can take ownership of their learning space. Um we are working on collective responsibility and shared accountability. We're doing that again through building that PLC. bit stands for building improvement team and it stands for district improvement team and that cohesion of the district talks about the systems that we're all going to align. the building say okay within that system what are we gonna how are we how will that look in our building and then those PLC's either the grade level or the content area says okay what based on our building goals what does that look like for me in science what does that look like for me in
033my third grade classroom and so as teachers can then collaborate on it that at that level as well um and working on again that K12 vertical alignment so that we can kind of all swim upstream together and that cohesive of continuous improvement system where we are constantly looking at data and revisiting it to improve not just at middle of the year or the end of the year but throughout each semester to maximize our growth. Um and then the last strategy is competency and high quality instruction. um providing instructional opportunities to grow practice through learning labs, instructional coaching, and um carefully designed professional learning aligned to our goals strategically so that staff feel supported in reaching them. So, those are our big umbrella strategies that apply to all of those words on those pages. That's kind
034of what we're doing now that we have the data. Our um district improvement team worked on monitoring our plan um at a couple weeks ago when we had our last meeting and we monitor our plan through capacity implementation scale and reach and the impact on the goal. I'm not going to read all of this to you but in phase one of implementation sometimes you just have to ask did we have capacity to even implement the thing. If we were missing some tools and resources in initial implementation, then it might not be showing the impact, but that doesn't mean it was a bad goal. So, having staff members recognize where we're at on approaching that goal or implementation is really helpful because we don't want to throw away um throw away something good just because right
035away we didn't see a difference. It might be that only half of the teachers were implementing it or half of um the staff were on board and the other half we still have to work on. So that would be implementation. We need everybody to be doing it for us to then monitor and say is it working. So that's kind of the goal of monitoring is just to identify where we're at and where we need to grow in order to actually have that impact on the goal down the road. And so I'll just leave you with this little graphic. Again, this is that continuous improvement process graphic from myip, which stands for Michigan Integrated Continuous Improvement Plan. And that's where all this data and all of those words um are housed so that we can monitor
036our plan over time and and hopefully um have that growth over time. Guys, have any questions? >> I have one question. >> Yeah. Um, the CNA, the comprehensive needs assessment. Is that something that's the district's been doing or is that new? >> It I I started that last year. I built that last year to have more of a one-stop shop that we could see all the data with that growth over time. Um, there was access to all of those pieces. They were just in a lot of places. So, it made it harder to look at. So, I just consolidated that to one place, make it easier. >> I was familiar with it. um your CTE department here has to do a comprehensive needs assessment every five years. So I didn't know that's where it piggy
037backed off of or not. >> Thank you. Any other questions? >> All right. Well, thank you so much for your time today. >> Thank you. Moving forward, we have discussion items and discussion item A is the emergency operation. >> So this um artifact that's in the board book was first shared in December of 25. Um basically we uh started taking a redline approach and going section by section taking our previous emergency operation plan um working with John Mowski um and Amy McCarthy and members of our safety and security team but quickly realized that um the revisions that we were making to the original document were um beyond a red line uh format. And so the what you've got before you is essentially a a scrap of the old and a start over because the revision
038was just a radically different document. It was much more succinct. uh it was um much smaller in uh content but but maintain uh clarity around the specific things that were intended to be included in an emergency operations plan. Uh it took a lot of thinking that John Wowski had uh been obtaining through his work with other districts around their emergency operations plan. And so really this is a a fresh new look um that again provides a more concise uh direct approach to clarifying how the district will respond uh to uh a wide variety of emergencies. And so um it is something that the board uh needs to act on annually to improve. Uh this is our second reading. It's on for action this evening, but if there are specific questions or if individuals uh are
039in need of some additional information or some background, it's definitely something we can take uh and bring back to uh uh bring back to the board for consideration in March questions working with John similar. It's kind of the same thing. Yeah. Yeah. It really brought he loops from our old plan and our old plan came from a a resource as well. But it was at the time when we created our original plan. You know, there were a handful of these documents out there uh across the country. We grabbed one uh that worked the best uh for our needs at the time. Um created a our own version of it. uh adapted it, made it our own. Um, but this is a similar um revision, but there's just more thoughtful uh language out there now for
040districts to use. It's been, you know, 8year cycle. So, it's very natural that we got better opportunity to get this body in 2018. See that for action? moving forward just um looking at the page numbers. I know this is really but I just look at the weapons policy one about it. >> Yeah. So I look at the page number on the title page. I look at where it falls at that number. So just for we'll definitely lock that down before we uh before we launch. >> Yeah. Thank you. >> All right. All righty. Next discussion item is a school of choice resolution with Mi and this is also on there. It should be action earlier this month. or it could go in March as well. That is our timeline. That would be our timeline as
041well. >> So yeah, second read. Um if you would like to uh amend the the agenda for tonight, that's fine. Or it's also be well within our uh timeline and then put it up for action on in March. So uh again this is the annual school choice resolution relates to 261.7 school year uh there's three sections. The first section is the resolution to opt out of section 105C. Uh that's how districts handle u school of choice obligations within their intermediate school districts. Um, historically, Cedar Springs has opted out of section 105C uh in favor of uh participating in the Ken ISD collaborative school choice program. Essentially, that program kind of sets a the ground rules that all uh districts within the ISB within Kent ISD agree to adhere to. So as far like no marketing
042Cedar Springs public schools within Rockford and Sparus boundaries. Um so everybody's playing on a level playing field. Um so district has historically opted into participating in the ISB collaborative school choice program. Uh the third section relates to section 105C that is for school of choice applicants coming from outside of the Kent ISP area. So think the way county Greenville uh our neighbors to the north and west uh east of here primarily but even as far uh west as let's say I believe we do have a few uh school choice uh students from Roman school districts. So you have uh a little bit further out than you might participate. Um so historically Cedar Springs has opted into participate section 105C and that's how we handle the uh school of choice applications coming from outside of Ken
043ISD. >> Any questions? This has changed from first class to So check action items. All righty. Next we have the open field brief request for the FFA invention. >> So um a request came through. Um FFA is looking to attend the Michigan State FFA convention um the first week of March. There are three artifacts in board look. Uh the first is just an overview of the field request that came through from uh Jenna Myers, our egg science teacher, and Taran TR, our FFA advisor. Um and then the next two artifacts are just some detail pieces. One is uh an exam is the uh itinerary and important notes that the students uh will be participating in. And then the third artifact is a copy of the parent letter that went home to parents just providing some
044additional details around the trip, lodging, food, transportation, those types of things. Um it's a trip that we've done before. Uh it's a incredibly great opportunity and experience for our students. Uh so we're hoping to be the best blessing to gain industry. >> Questions that you moving forward construction updates. Okay. All righty. Um, so, uh, in board book, thank you very much. Uh, inboard book is a collection of slides that Marty put together just to highlight the summer projects that we are looking at. Um so the first slide is a t the tabulation of the bids. Uh so a total of all of the dollar amounts that came through during the bid process itself. Um the second slide is a breakdown of the different areas. So you'll see that um uh we've got activity taking place
045on the main campus uh at the high school. Some repaving and some top coating uh the drive uh along the uh the road leading into the high school is uh going to be uh re uh ground and then new surface put down completely. Um we're looking to redo the transportation lot. That's alternative three. Alternate two uh would include providing access to our softball and baseball dugouts in the area behind the back stops on both of those uh sites. Um it shows uh the the road between kind of in front of the bus garage uh passing along in front of Cedar View uh over in front of Cedar Trails and all that being uh regground and and re uh uh re put down. It shows the um the area in front of Cedar Trail re uh
046establishing that parking lot area that we talked about creating a separate loop uh for drop off. So families who are looking just to drop their kids off and then to go um they would use that circular loop. Uh individuals, families who wanted to park uh and then walk their children up to the door would use that separate lot. The benefit of separating those two lines of traffic, one is a flowing body of traffic, the other is a static body of traffic. You don't ever want to have your people who are walking have to cross through a flowing body of traffic. And so this concept helps us separate those two groups. Uh, another nice feature, uh, we also are looking to create the, uh, continuous paved pathway, uh, all the way out to Northland Drive so
047that our students could or guests uh, visitors to campus could walk onto a paved path at 17 mile here, uh, walk all the way across campus here and come out on Northland Drive, a continuous loop across the entirety of the campus. We saw that as a very positive element for our students who are running after school um for our physical education classes. The other nice thing is, you know, once we get out to Northland Drive, there's a nice solid page path all the way to the middle. So students could travel from the middle school to the high school on a paved pathway um for the first time. And we were excited about that concept. Um, alternate four, the beach staff lot, uh, just doing a seal coat up here. Um, the alternate one would be
048adding some parking in front of the early childhood center. Um, it it becomes very congested in the morning when families are all dropping off their children for preschool and um, typically we have uh, families parking on either side of the drive uh, on the far west side of that parking lot. it just isn't safe uh from our perspective. So by adding in that additional section of parking um in front of the uh early childhood center, you see that as a no value ad. And then the last area that is proposed for seal coding is that um existing parking lot on the far north end of the early childhood administration building. um that's occurring. It's one of the original parking lots that we preserved um when we uh restructured that west side west side of Red
049Hawk initially. Um and then the other uh section of work that we'll be doing or proposing uh we've got bids for uh seal coating the uh original lot at the middle school and also seal coating the bus loop uh because those were two original uh elements of paving that we had. Uh, and then doing a a a remill. Uh, so a grind and a remill on the uh utility entrance, utility area at the middle school, kind of where the loading dock is out back. That that uh material, that asphalt is deteriorated more just from the heavy weight. um the garbage trucks that come in and out of there on a regular basis and all the way to waste that just wears and tears on pavement more than big practice does. So that's the kind of
050the bulk of the projects. Um you want to go into the bids at all? >> Yeah. So, uh, the way we we asked Triangle to bid this out in a way that gave us the greatest flexibility, um, to select the projects that we wanted to do, not knowing where we would land on bid day. Um, and we didn't want just one big bid that came in and we can't afford it or it's more than we were looking to spend. So, we wanted it broken out into a base bid, which is the uh just under $895,000 base bid. So, any of those spots that Scott highlighted that didn't have a a tag of alternate one, two, three, four, or five, that's all included in the base bid. Um and then each of these columns are the
051alternate bits that the board can say hey we want to do alternate one we don't want to do alternate two or you want to do alternate two and three and four but not one and five. So that's how we ask triangle to do this uh bid for us to give you the greatest um flexibility on deciding how you would like to proceed. part of our work early on. Again, like Marty said, we didn't know where the bibs were going to come in. We have a budgeted number that we've been working with, which was the remainder of the bond funds that we had available to us, but also the synders that were approved uh by the community back uh in 2012. Um, if you recall, much of the safety fund dollars from that 2012 um, uh,
052bond or the safety fund um, was going to was intended to be used for a projects as a driveways access those. And so we're staying true uh to the original intent of that fine language. Uh we're just doing it now that all of the heavy construction equipment is off campus. Uh so we'll no longer be doing adding you know regular wear and tear across across campus >> and and we still have triangle here on well on site for the this final summer to be the construction manager. So the there's savings there that you know have to be focalized to these projects at all. Um so based on the bids and uh trying to really pour through the these and um there are a lot of moving parts based on how we've had a bid out
053to spent quite a bit of time doing post bid interviews with each of the contractors based on uh those post bid uh interviews their recommendation. So we have four work categories electrical, earth work and site utilities, site concrete and asphalt pavings. Um their recommendations uh would be for electrical to uh award the bid to the low bidder filler electric at 26,740 thou 26,740. uh award the earth work and site abilities to deans escavating. Um they were the deans was not the low bid but they provided the uh only complete bid. So based on that uh triangle is recommending we utilize aids estimating uh their total is would be if um we went with all of the alternates at the sum. uh 468,789 uh for psych contract the they are recommending bid be awarded to 10th
054companies bid for the base plus alternate one and two would be 676 $6,650. And then for the asphalt paving, they're recommending light load. Uh the total for base plus alternates be $494,385. Um as Scott mentioned, we would be uh fully spending down the remainder of our bond funds and then uh utilizing about 1.2 million of our safety fund to complete this project. Um and then also we still do have to pay that arbitrage based on the the investment earnings on the bond. Um my proposal would be the district pays arbitrage out of general fund. Uh the reason being the prevailing wage laws we put back in place uh approximately a few years ago. So any project that we've utilized uh bond dollars for and syncing fund dollar for based on when those pillages went into
055effect prevailing wages are not applicable using those funds. If we use general funds for any construction projects going forward we do have to bid out a construction project using prevalent wages. So the cost there's a significant cost increase by using general fund. So by using the general funds to pay arbitrage, we will maintain some of our um seeking funds for future lease projects and the dollars for gold further and a summation of the bids is found. Um so in the artifact CSPS campus site improvements to the recommendation to the award uh February 23rd and 26th is found in a table on the third page of that document. Uh the only thing that we don't add um is that uh that total column if we included all the alternates because if we weren't quite sure where
056the board was developing uh where what you're thinking was going to be regarding those alternates but our recommendation is that we include each of the alments uh because it does allow us to complete the work of the original plan. It does honor the word and the language from the original syncing fund ballot and it enables us to to really tie things up immediately with a a approach to our roads and parking lots about sophisticated toward the number. >> Yeah. >> So, uh the first line on that document is the day summary. That's the 1,366,564. So, that's the sum of all of those bids with all the fall events. Um then there's also a um several allowances built in. So site signage allowance 20,000 unsuitable soil allowance. So if we run into any bad soil that
057know we will do a change order to address that as we move forward. Um and then there's construct construction support and owner contingency allowances. Um that's a total of $321,96. So that brings the total project cost to u1 million87,660. Now if everything goes smoothly and there we don't run into any uh unsuitable soil throughout the district that $100,000 allowance is just money that we would not spend. Um same with the um owner contingency. everything's going according to plan and we don't identify any additional uh areas that we want to address. Um that 150,000 would come back the we just wouldn't spend it. Um so there's about a quarter million of those contingencies. the the construction support that would be having Triangle on site um to manage their projects for us. But we're looking at doing
058all the old routes and having, you know, all the additional fees on top of that from we're looking at 1.8 uh 1 million sign. Yeah. All right. Which I >> Yes. >> Um I I be in favor of doing I think there's the areas that you guys are proposals like and we're finishing up the bond and so for the first time in a long time everybody on campus is going to be touched or >> which is good and bad. It's great for >> in 2021. >> We have that capital improvement, right? So, we're running our progress there. >> Yeah. >> I do have a question. Um, you say you're running this will be the end of bond. Is all other bond work complete? All the other bond projects are complete. Yes. >> And where does
059the greenhouse go? >> Um that's a good point. We didn't that's in process. We don't have a we don't have a greenhouse that >> is there a plan. There is Ron Baron is working with the FFA or excuse me working with our a science department to determine what they really need because right now they don't have a scope like what they need. So they do they need a greenhouse that's 24 by 36 do they need a greenhouse that's 18 by 24? What do they need? That's really narrow down. So I still have the folder that I with Ethan Larry Clayburn and Brett Willlet uh in fall of 2018. Uh I was talking to Ron Barwell today uh pointing out uh the mega greenhouse website. Well, we we just need to determine need because we want
060to build and match pitch with what this what the vision is because we get the best utilization of our dollars out of the out of the process. >> So when we get there will that general fund >> or contingency dollars? >> Yeah. If there's any if there's any spending for money, >> yeah, we would um if if we pay arbitrage out of general fund, then we will have roughly $800,000 remaining in our C fund. Um and we don't touch that. Obviously, it's earning interest. So, we're not done with projects. Like for example, we don't have sunscreens up at the tennis courts in um there's a section of town 351 replace walk into the uh walking into the stadium, but we didn't have in this package. We clarified what we know and put out there. I
061think just out of extra question. I do have a spouse that hurts confidence and I >> that makes sense. Thank you. >> Anything else? You got that under action tonight. All right, we're moving to help downstairs. >> Yeah. So, um the next steps for that building is to start the asbestous abatement. Um we did run into one uh small um twist I guess in the thinking around that building. Um we are going to seek some input uh from a structural engineer. Um there's some question so on some of the windows uh the the window has to be pulled out because there's asbestous in the caul um but if we pull that window out because the lentil is suspect we don't know um the the structural integrity of that lentil. So we pull that window out.
062Um we don't want to create an unstac situation for the contractor working. So right now uh we're getting some assessments from we're working with triangle to get some assessments from a structural engineer on the just the integrity of those of those beams above the the windows that uh have asus material in the caul. Um once we get the findings from them, uh then we're going we're going to have to look at a couple of different options. One option is do we pull the asbestous outs of everything but the windows uh and then come back and do the windows at a later date uh when we have greater clarity around uh what we want to do with the building moving forward. Um do we pull the window do all the asbestous at one time? meaning that
063we have to fold the windows, but we might have to put in a 2 by six frame with a header and with plywood on it. Um, which until we determine how we want to move forward, we're going to be putting new windows in. Um, so that that that's one question that we need to give get give a little bit of clarity on just sort of the same of the contractors working in the building. >> Who makes the decision if we just wait on the windows and do that as part of like where does that fall in the chain and >> I think to me if we can do that that would be my preferred measure um because we're not at a place where we know for sure what we are doing. Uh I do think
064it's prudent at this time to seek just in order for us to be a thoughtful um you know mindful of cost in order for us to continue moving forward. I do think that it would be prudent for us at this time to do to to seek bids on a demolition demolition package just so we can compare and contrast. We know that it will be at least 20 million 22 million to rehab and refresh the building uh based on the construction costs applied to each elementary school uh excuse me Redwalk um during that phase of construction in 2022 to 2024. Um but the the one unknown that you don't have is the cost. what would it cost to demo it? Um so to me that would be the logical next step. What would it take? What
065would it cost to take the building down? Um and then b um you know reade the the surrounding area just to create a green space. Um to me that's our next moduous step. Um, and then looking to, you know, really make some decisions in, you know, mid-March, early April around, you know, do we take the path of starting to put the leg work into putting the bond package together um to rehab that building or a potential vote in, you know, May of 27 or November of 27 or do we, you know, take advantage or or realize where we are, what future would we want to have for that space um and take action accordingly. >> Uh one thing you would notice on that map of those the base bids um there that road that is
066kind of by IB Health that is not included in the base bid that was deliberate. We do recognize that that needs to be addressed, but not knowing what we will be doing, whether it's construction or demolition, that would be a heavily traffic um road with heavy machinery. So, we didn't want to put in a new road and then have it tore up by either construction or demolition. Um, so that would be one of the projects that we would address the debate, but not knowing direction that we're going, we didn't want to tear up a brand new road. >> So, what are you asking? >> Just seeking do I is is your preference for us to move forward, get some bids, get more information, bring those back in March uh or early April to see if
067bad afternoon. I mean based on presentation we made only the last several days and a community member might tell you it's in the same story that um the current is approximately 150 years old and when we use a lot of the timbers and bricks from the building before that that burn so some of those timbers could be overund years So there's a little more information for us. All right. So yes, we left more numbers to add to just a question. I mean, we'll wait till numbers. I guess the question, but I thought about the presentation from last minute. They said sometimes they store some of those artifacts on the building. So that way if there's ever another construction project on campus, they can reuse some of the history. So that bid that you bring back
068include some of that or or could we get some information on what that looks like? Somebody's got a store that's >> Yeah, I mean anything's available for a price. >> But yeah. Yeah, I think what they would be doing is just a real, you know, they would be doing a bid to take it down. We would have to negotiate some measure, you know, because of a contractor comes in and takes down the the building, they essentially are they're they're taking possession of all the contents. So, they may recycle some items. that building doesn't have a lot of steel in it, you know, so there the bulk of that building is going to go to the L. So, you know, we want, you know, x number of bricks, then we would we could shoot that out.
069But, yeah, the good good to preserve what we can do. Um, one other thing, uh, we have, we're aware of, um, some potential issues with the turf area that's down in the practice, uh, facility down, uh, in the new addition. Um, we're working with GMBB to clarify the specs. um the turf that's down isn't necessarily matching with what our initial use plan was for that space. Um, and so we'll keep you updated as we get, but the turfet the turf is there works well, but it's not what we anticipated we were going to be getting. So, we've got to work through that with with GMBB to see this is what we thought we were getting. This is what we got, where was the head. So, we'll keep you posted. Okay. Thank you. ready to come
070on and all that. All right, moving forward. We've got four policy recommendations. The first one is determin fresh. >> Yeah. So, um this is our second read on a brand new concept. Um and so it's very natural that we are get some questions and get some um thoughts presented. Board policy is not necessarily um easy and direct. It's similar to reading uh uh legislation. Um there is language that uh isn't necessarily common place in conversation between people sitting around the coffee table or at a diner having some breakfast or lunch. The policy proposal as it as it currently exists as it's presented is a combination of work that I did researching uh other similar policies. um but also work that Marshall great um uh not only district attorney uh Clark Hill put together um to
071make sure that the policy language included key references to uh legislative anchors uh or other policy anchor points that the district uh has in our other board policies. Um so one of the feed one of the points of feedback is you know could we make it shorter um could we make it more simple um we can try um but we don't want to compromise the connections that the policy language as presented has to in marshals I did not I did not contribute the legislative side or the law side. Those threads were embedded with Marshall's edits. Um he also embedded just some common board policy language um themes into the narrative. Um I was trying to you know import or provide some clarity around what the scope was what the hold was of establishing the policy
072language in the first place. So, you know, any revisions that come across, we really would need to work them through with Marshall. Um, but each, you know, each word is put in there with intentionality. Um, you know, for example, even in the title, student expression, peaceful assembly, and demonstrations. you know, those are keywords that if an individual was searching the board policy manual, um, you know, we want them to be drawn if they type words like that into a search bar, they'll be drawn to that policy and that's what you hope. No one has mastery of all of the language and policy management. Um, but you want to make sure that you've gotten the right keywords so that if someone is searching they'll they'll be brought to the right spot. Um, another point of uh
073another point of um suggestion was could you make the language more humane, make it more subd what would a parent better understand because they don't live in the world of policy language. They don't live in the world of law. That's what administrative guidelines are for. Um to try and simplify the language in the in the policy so that administrators, teachers, um board members, community members can better relate to the intent of the policy. So it's really a two-fold process. The policy language typically has more touch points, more anchor points to the law and proper protocol. Administrative guidelines have more anchor points. You just comment every day than you. Um, and so that's kind of an overview of of where we are. We definitely can um you know if there are 10 people in the room,
074we could spend a lot of time smithing a policy. Um but before before the board approves anything, uh we would need to make sure that we had legal uh legal eyes on it to make sure that we weren't um adopting something that wasn't really going to meet our needs moving forward. I mean just some thoughts. I guess I I I'm kind of still kind of talking about it, right? It's big issue. We work really hard to keep politics out of school, you know, like the goal is education, right? Right. So you don't want doesn't matter what your political lead because we don't want to use the school as one way or the other, >> right? And so I I like the language here that says prohibited and then you've got language about prior approval. I'm
075thinking to myself it's going to be difficult for me to discuss what is that criteria and then if we're if we're putting measures in place we know about it almost supporting some of these requests coming through. So that kind of gives us the pause. So I guess I want to think a little bit more about it. Um the other thing that kind of cross I mentioned last time was when you have student organizations need like the FCA that gathers pray is that a peaceful gathering does that need approval in so those are some things that and again I'm not trying I think I tell you yes I I'm still going to need to think a little bit more from my position I know we're not done yet I feel like that par for me probably
076still if if Yeah. And and you write a policy language to span a window of time and there are some instances we can't necessarily predict um what all you know what student groups are going to want to assemble in the future. But that that was one of my f you know one of my considerations if we had a student group who wanted to gather in bread at noon um you know or they wanted to assemble in some form of like a cause that was it truly wasn't positive in you know from a societal perspective it was a positive thing. um uh my a moon the the lunar mission going to the moon we had a group of science students who wanted to assemble and have a moment of silence in support of that lunar mission
077and I know this crazy you know example but that would be a reasonable re you know that would be a reasonable thing as long as it didn't disrupt anything um as long as it wasn't creating a disturbance Yeah, maybe that would be something that we could say next. >> Um, I'll just remind everybody it's during school day instruction. So, oh yeah, before school before school and that's purposeful. So, you don't have to get the school day. But yeah, it's Yeah, I just wanted to pay you back off a trend. That was my main concern. Um and just my thought process was and the the the approval ahead of time I think could raise question in the future because some people in in positions they necessarily don't want to or future people would not want to
078be making that decision at that time. So that's where I think some more thought maybe clarifying what that actually means um might be beneficial. Um, I also, um, I understand the purpose of the adding in those key words. That makes total sense. Um, and again, you don't know what's to come, >> right? >> Um, and so that makes that hard. But I think there that might cause confusion and some of those those um that language might cause confusion like demonstration or useful some excuse useful assembly. So um ice cream is more time than I think some that language which I think gives directionally what you're thinking and I don't want to ask it I'm assuming this is but when you say you know strictly prohibitive there's an intent there we keep it out right I
079mean that's what that looks like and then with with u without you know we have to have prior approval and written authorization from superintendent, but it doesn't say like what that case would have to be like with reasonably sufficient business case that's politically like I don't know like what's the like that that what is it and that maybe that's intentional to do but trying to understand like how would like we're going to talk to friends and members about what does that mean how will that be well you know the district's going to evaluate those on a case basis that's they're going to want to know how are we doing So that's where I that's the piece I'm wrestling >> and we as we're asked to approve field trips. We just looking back tonight, right? So
080we're not going to be Scott's decision because he's responsible for the day. We're we're not to call special meetings, oh we're going to have a demonstration, right? We're being continually called on for other schools to teach content. So there's another voice in this whole piece of teaching content and I'm the but hope would mean for me I don't know beside the policy but the superintendent when he hears a request is that is that tied to the content or is that tied to you know something else going on politically or whatever. So >> hard work. >> Yeah, that goes to Scott your comments for the guidelines, right? Getting into that aspect of it where bigger bigger picture of policy pieces, you know, we we're we're handing it off to you and then within those guidelines, we're
081making those determinations. So it's fair and equal for all parties and be honest. At the end of the day, if you don't trust your superintendent to make good decisions, you need to replace the superintendent. >> You've got a bigger problem. >> No, no, no. I don't I don't I know. I know. But it but that there there does have to be when you hire a superintendent, you need to make sure that that person, understands the community, understands the values, doesn't make rash decisions, understands the board, under understands the so >> they make decisions. I make decisions every day. >> Yeah. >> That are valueoriented that are, you know, >> right? So if it's Yeah. >> I what I'm thinking through it is maybe down the road too far on the phone where everybody else snacks
082all >> I'm just thinking about somebody wants to do a politically charged something that is not productive for the educational body in the school as we tell them. Then we're going to have a faction come yelling at us in the board meeting. And so then we approve something we view as intro but somebody else uses bullying the charge. We're gonna have those people in here not understanding. So that's why I was wondering if there was some public education. >> There's not a better way to do that. I always looking at there kind of you know how how that would be the easiest thing is to say no to everything. That's the easiest. But that's not necessarily the right thing. You know, on on January 30, we had over 30 parents who said, "I support my
083child's constitutional right to walk out of school and protest this event." This board represents those parents that love. What we didn't have on that day is some guidelines to minimize impact. Fortunately, there was no no disruption to instruction that I know of. Fortunately, there were no, you know, people who came on campus to create a counterprotest. Um, but that event should have happened off the edge because it jeopardized our mission and it jeopardized our ability to be to keep our kids safe because we didn't know. There were so many unknowns and I couldn't tell who we didn't have a voice. We didn't have a mechanism that clarified what the expectation was. So what I hope is that when we're done with this discussion, we've got a good tool that clarifies you have the right. Yes,
084you do have a right as a parent to give your child permission to leave school, but now they're your responsibility and what they do has to be off campus >> during the hours of school operation >> or during I to me it's important to also acknowledge during a sponsored event. >> That's a great point. That's >> right. >> It's in the original plan or it's in the original document. >> My thinking was what if they decided what if students want to protest at a football game or what if students want to protest at a you know a concert or we live in pretty unique times. Hopefully we will never need to lean into this policy. I just personal experience thinking back you know how long I've been on the school board for 15 years almost
085now. I think this is maybe the first or second time that this issue has to it doesn't happen very well pointing mechanism that we tend to agree where we're thinking of the entire district safety and the educational advancement um you know just the the regular school day I think that having policy in place is definitely something we need to do. So I I in that same thinking I just want to make sure that everybody's good with those comfortable >> and think about other policies we already don't have you know we don't have we're not campaigning with this very policy for that this could have been right they're camping something altering whatever um so yeah Yeah, but it's about providing >> or trying to do that. So, yeah, I guess you're kind of feeling like it's
086not quite clear. Well, even the other the other one that I had with it and I know it's complicated and probably maybe it's impossible to get it really I guess because you're you're you're a box or you're not. You're trying to figure out how do we ability force move? how you take political action occurring and disrupting school. Right? So the other paragraph I was curious about really is that second to last one um students should be held accountable to comply with for education policy. So if you have a group of people that decide that they're going to walk out and protest on campus against our policy, what does that mean? >> It would mean the same thing. It meant anytime the student walked out of the building without permission. >> Okay. So I see the
087script in there. So it's the same the same as the question. >> Yeah. >> So then we called home and we went to tell the parents, right? Yeah. They walked out. >> Hey third hour. Um I'm not going to physically drag him back into the building. I'll keep an eye on my while he's on campus because I have an obligation to do that. But I need you to know that M's not in class. He's not not following directions. He's creating an unsafe situation. Uh either you can come and get him or my next call will be the sheriff's office. >> Yes. Okay. That's what I was because in this case we had parents that wish to pray kids were off. So they would have done. >> Yeah. >> So then in order to keep them
088off campus and safe hand we the next step would be college. >> Yeah. Or or refusing to leave campus. he will be suspended if he doesn't leave campus. If he continues to refuse and it becomes a bigger issue, then my next call would be the sheriff's office because we need more help to help us, you know, to take care of the situation. >> You're roughly saying administrative guidelines of 55 40 something like that. Yeah. doing that guideline in school. >> But if the president of the United States wanted to come on campus, whether it was 2026, 2027, 2037, whatever the year was, I don't think we would want to be in a position to say, "I'm sorry, Mrs. President or Mr. President, you can't come to our campus because we have a policy that says
089you can't come on camp. We can't have political gatherings on campus during school day. We need a mechanism to be able to say >> we would we would give you permission graduation or something, >> right? >> Yeah. >> It's fascinating. You want to think as big picture as you can when you're drafting policy. I've been working with policy language for 25 years um in three different districts and countless you know um you know countless webinars and legal updates. Marshall Grave has been working with school law for for almost 40 years. um this complex that is certain and it also takes time like good thinking takes time. this is not something you want to look at and it's fun like it's we're doing good work like this is important work this month I did find the
090district I think towards some I just overlooked it so it is something >> okay so I hear you we're going to pause we're not going and we're going to be more prime so we won't take the appropriate action. It is not action but we'll take the appropriate positive and then we'll get the legal piece and um maybe all right so moving on to the authentication policy >> much less >> I think this came from the yellow >> much less turbulent this came from our school nurse and de our director um student well so this is just the base uh deal policy language with um them taking a look at some options that we had and incorporating our uh standard practice uh in the in the document um so the previous language which wasn't quite aligned
091with our practices because our practices had been revised uh over the last uh eight years uh since that policy was originally adopted. Um, our practices are aligned with um, uh, direction and and recommendations from uh, Michigan Department of Health, Tom Department of Health uh, and other health agencies that help inform best practice in schools and communities. >> All right, then we have for a first read. Um, no, that's that's a second read as well. Okay, this is an administrative guideline. It does not need board approval. Um, but if there were questions from the board table or um just curiosities, we want to honor that in the process. So, really that's more for feedback. So this is a great example of um the administrative guideline helps um maybe the policy around school visitors just more gives
092gives us an opportunity to be more detailed more elaborate in how we would actually administer that policy. So really this one is there's no action to be taken. It's just really more feedback. Does the language make sense to you guys? Anybody have any questions? >> Well, thank you for the updates. Thanks and Brand for making that noise those contributions. >> All right. Okay. We'll go ahead and move forward then to public comment. This is a time that the board would hear from the public um regarding things on for action or other things regarding the district. And it's not signed. We're not being rude, but we're not going to be doing back the phone conversation. We'll be hearing the information and then Mr. Smith will be following up any presenter and we do have a time
093um period allotted um of three minutes for each speaker and I do have one person sign up for this even that is you would like to come to your poll. >> Thanks for allowing me to speak again. Um, I did speak last meeting and as we all know, we live in a constantly changing world. So, thanks for offering public comment to your other ideas and concerns because together many minds can come up with great outcomes that will serve our whole community. Um, I had sent the email which you guys touched on a lot of the things that I had sent. Um, I kind of question in the title of the policy you had presented, you put student expression, peaceful assembly and demonstrations, but we left out the whole word of protest. I think that would
094be what people might be searching for is how do I have a protest? I feel like our policy has a ton of great information that you have in there, but I think it might be almost like a blanket policy trying to go over so many different options that maybe there needs to be like mini policy sections of like a protest. Like if you're going to a protest and you are signed out, you have to leave the building. Like the specifics of what kids would understand if they read that. Um, if you're leaving the building, you have and they're signed out, you would have to leave campus because we are a closed campus. You cannot stay on campus during school hours. Um, that it can't be disruptive like very like kids don't understand the big language
095of all that. So, I feel like it has some great information in it and it's does seem very wordy, but you need that legal part of it. But I feel like maybe underneath that is where we could put more of like the black and white simple terms that kids can understand of if you want to do this because we're trying to get you to the adult world. This is really what it means and it can look like to be successful. Um because we do want both sides to be represented but we also don't want to have to do this all the time and people that's how we can bring the trust back. The other concern I had is that it seems like all of the control will fall on you as a superintendent to make
096that decision, but there's no guidelines of how do they even bring an idea to you. What are the guidelines of how you would make a decision on every specific one that they bring? Um because you don't want that to fall back on you saying that you chose a bi you were biased against this group of students or that group of 30. what about the other 700 and some um it avoids people to think that there was inconsistencies or like this is black and white. This is like a flowheet of how this is going to be made for this decision and so it doesn't always just fall on what people's opinions are why you made that decision. So I think that's just those just more clarity of like specifics of what it looks like if you
097want to do this or no it's just not allowed at all. Um and I think that would be very helpful beneficial if people can really understand what it's saying. they won't try and bend the rules or think of it different way to have different opinions of how they interpreted it. So that's just some of the stuff that I would recommend or think about before we draft our final our final um policy because I think that would represent everybody and everyone would feel more trustworthy and understanding of the situation. So thank you. All right, that concludes public comment for this evening. Um, so we'll be moving to our action items and before we get to the action items, I would like to have a main motion to amend the agenda to add discussion item Bosal choice
098resolutions. We can finish that up. Vice President Southern >> Treasury Gilmore. >> Yes. >> Trusty Slayer. Yes, it's a trustee chusty. Will that president? Yes. The motion car adding >> that to um item E. Okay. First up actually we have emergency operations plan. It's a multi-page document and I would entertain a motion for as presented. So we >> any discussion? We want to know we're going to check it for agent. Yeah. Okay. 40 to 41. >> Got it. All right. All right. Here we go. >> Vice President Alison. >> Yes. >> Treasure Gilmore. >> Yes. >> Trusty Slagger. >> Yes. >> Trusty Shockner. >> Yes. >> Trusty Willlet. >> Yes. >> President Reed. >> Yes. Motion carries. >> Next is the overnight field trip request for FFA stake invention. Uh the explanation is entitled. Therefore,
099I will call it or as presented. So support discussion. Yeah, that's a fantastic opportunity for kids. And from the professional competition right down to the learning department procedure and the presentation just a phenomenal experience outside >> and there are students going on to stay to compete this year for the first time. um a demonstration contest. I believe some seniors that have worked their way from freshman here to senior environment have made it. So pretty exciting but awesome. >> Great. All right. Now call for the vote. Vice President, >> yes. >> President Gilmore, >> yes. >> Trusty Slagger, >> yes. >> Trusty Shner, >> yes. >> Trusty Bullet, >> yes. >> President Reed, yes. Motion carries. That brings us to our summer 2026 project bid package. I was entered team in motion. I would move to
100um a board $1,876 to triangle with the recommended biders of electric estimating 10 companies mode with all of the alternates up That's totally other than any further discussion. >> I'll vote. Vice President Bowser. >> Yes. >> Gilmore. >> Yes. Trusty Slagger. >> Trustee Shman. >> Yes. >> Trusty Wlet. >> Yes. >> President Reed. >> Yes. Motion carries. Okay. We have board policy recommendations and for the P um the policies to be determined about student useful assembly or whatnot. I would entertain a motion to pause and I'm not saying take you through right. With the table, it's just >> pushed to the side, but you can bring it back up at your leisure. So, you said it. So, whatever you want. >> All right. Then we'll stay the table, but we'll move away. Okay. So I
101move to remove this from the action item for the table and we'll take it back up again next month for some >> um Vice President B. >> Yes. >> Gilmore. >> Yes. >> Trusty Slater. >> Yes. >> Trusty Shner. >> Yes. >> Trusty Willlet. >> Yes. >> Does it read? Yes. Motion carries. Our next policy item is the policy 5330 with use of medications as present. I would entertain a motion for as >> present. No. >> Any discussion? >> Vice President B. >> Yes. >> Treasure Gilmore. >> Yes. >> Trusty Ser. >> Yes. >> Trusty Shaku. >> Yes. >> Trusty Bullet. >> Yes. >> President Reotion carries. Our last action item is E which we added was I would entertain a motion to approve as presented the disposal choice resolution or resolution resolution. >> Okay.
102Vice President Bowser. >> Yes. >> President Gilmore. >> Yes. >> Justice. >> Yes. >> President Sher. >> Yes. >> Bullet. >> Yes. >> President Reed. Yes. Motion carries. Thank you. We got that crossed off. Okay. Um board of education on your floor and don't have anything outstanding special for you to find. >> I do include two emails that came through the board of education email address this afternoon. Um and so those are both linked. I did not know Dr. said that those are both documented in workbook as usual. >> So we have our next meeting in March and we have an ISD dinner reservation. >> Yeah. So, just a reminder, um, if you're interested in joining, um, the KNSD board of education on March 19 to celebrate the NASD award recipients, which we have two,
103uh, Trent Gilmore and Matt Shocker. Uh, but also there'll be a legislative update. Uh, I don't know who what speakers will be uh, in house, but they usually get some people to come to share some perspectives and answer questions. um and board of education members from all over the country. So, it really is a neat night. Um and one of the highlights is just the students who uh from the culinary arts program who just showcase their talent and they are unde unbelievable because the people also putting their gifts to pretty pretty amazing. So, yeah, let me know. got to go or the link you can jump in and uh sign yourself up. >> Gentlemen, I'm going to choose my English people. >> All right. So having no more business before the board for this evening,
104we can stand the chair and it is from 70. Thank you everybody. Thank you.