January 12, 2026 Board Work Session

001Good evening. Let's call this meeting to order. Roll call, please. >> Miss Miller, >> Miss Williams, >> here. >> Miss Jeznney, >> here. >> Miss Karns, >> here. >> Miss Lanning, >> here. >> Mr. Moore, >> here. >> Mr. Richmond, >> here. All >> stand for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Is there a motion for the approval of the agenda? >> Have a motion. Is there a second? >> I'll second it. >> A motion and a second. Roll call, please. Miss Miller, >> yes. >> Miss Williams, >> yes. >> Miss Chzn, >> yes. >> Miss Karns, >> yes. >> Miss Lanning, >> yes. >>

002Mr. Moore, >> yes. >> Mr. Richmond, >> yes. >> And the motion passes. All approved. >> Items items under discussion, early learning programming updates. >> Good evening. So, um, I thank you for the opportunity to talk tonight. Um, brought my water. I thought I might be up here a while for one and I've been kind of under the weather so if I have a coughing fit I apologize. Um so I just want to start can we start with a celebration. So um I sent an update to you all um through academic services. is our early childhood department, the early learning centers have been going through a process where we have had outside individuals come in and anyways, we've got some some glowing um basically news um and I share that with you all and I

003just want to take this time publicly to say to all of our early childhood staff, they are amazing. We couldn't do it without them. So, thank you. Secondly, um we have a funding situation in our district. Um and so I want I I got some feedback that some people have been asking like how did this come about? What's going on? And so all of us, every single department has been asked to look at our budget, which is the right thing to do when you have a funding situation or a budget situation, I guess we could say. So, I took that very seriously as the head of the department and went through as I do every year because I've been up here before and I've talked to you guys about how early childhood is funded. Early

004childhood is funded in a variety of different ways. It is not one funding source. So, we have to look at it like a puzzle and that's the only way I know how to explain it. So when you look at it that way, you look at all your different pieces and the big piece is what's reimburseable. How do we get money back for the services that we provide? So that's kind of what started this process and to do my due diligence and talking to the administrators and staff has always given me feedback on how they feel like the program's going. Um there were some things that we felt like we could potentially do differently um and would have a variety of outcomes. So could be a little bit or a whole gamut but it is my

005responsibility to bring those to you so that you understand what that whole gamut is because that's one of the things we always talk about right you need to know the whole picture. So what was shared with you on Friday was the best picture that I could come up with of potentials. Okay. Um, my number one, and I believe the school district's number one, if I if I could say that speak for the school district, is we want to service as many students as we can feasibly. We've worked so hard to increase those spots. We were able to do that at such a fast rate, and I'm thankful. So, here we go. You guys read it. Um, with that being said, we added a couple years ago our ADA classrooms and our grant classrooms. Those are

006funded. They're not fully reimburseable. We do receive funds back, but we have a whole lot of requirements that go into those classrooms like a certain amount of instructional minutes, um, extra support to cover that planning time. We extended our days to 5 days a week. There were a whole lot of things that ended up being a very costly piece to our program. And Robert, maybe I'll talk a little bit on it. If he you want more information, I know he will. When we first started looking at our finances, we looked at, you know, we're really not getting the amount of money we thought we were hoping to get back for that. Part of that is because attendance is based on that. And historically, preschoolers don't have real good attendance. You know, they're little, they're not

007feeling really good. Parents are keeping them home. And I can respect that also. Um, so that was an area that that's not guaranteed funding. That has to do with our attendance rate. Okay. Also, we got some grant money, which is great, too. So, that was more guaranteed. That's never a for sure that we're going to get that. So, those classrooms were added. Before we added those classrooms, we were solely funded with title classrooms and early childhood special ed. So, that's a a fund. Those are funding sources that at this moment we can really count on. So, we decided to look at that option. What would it look like to be able to kind of count, not kind of, but really count on some funds? So, we know when we hit our numbers with early childhood

008special ed, it's a 100% reimbursement rate. 100%. We have a whole expenditure guide that I follow that I go line by line, case load by case load for staff, 100% reimburseable. Okay? So, that's kind of a given. So, when you read that proposal, and again, this is a proposal of options. That does not mean that's what we're doing for sure. This is what's I'm putting out there as things that we need to consider or should consider. With that being said, no proposed changes for early childhood special. It is running. It is reimbured. There would be absolutely no reason. That is by law. We are providing that and we are doing it to the best of our ability. Where the changes come in as you and I don't know that I need to read it all

009because it's on simply and I also sent it to you all. um is to change how we service those the regular education students. These would be the students that do not qualify for early childhood special education. These are students that primarily though do get into our program through our screening process with parents as teachers. So they come to a screening usually, not always, usually at least that's who we service first. There's some developmental concern or delay. A lot of times that's in social emotional and it's usually in speech. So we get them in and in those classrooms we start providing services. So with title we can still do that. Um we can have students with those needs in those classrooms. The difference is thinking about full day or half day. Full day our ADA classrooms

010and our grant classrooms. We chose to do full day classrooms. Okay. we were trying to move more towards like the kindergarten getting kids ready. Like I said before, that calls for a lot of um extra things that may for some kids it's not developmentally appropriate yet. Some can't handle it and some can't. With that comes a lot of extra um we we see more behaviors. We've had we've moved kids around a lot and then it's added a lot of busing um because we're running so many different models. Okay. So going to a half day model, we'd be able to service more children. So when you look at half day, 3 hours a day, 15 kids in the morning, 15 kids in the afternoon, you're seeing 30 kids opposed to a full day class where you're

011seeing 30 kids. Does that make sense? I mean 15 kids. So you're seeing double. So we could potentially go down class numbers. And this proposal is showing four. Okay. going down from 34 classrooms to 30 classrooms and still have the ability to see service offer placement to around the same number of students. Okay. The difference like I said is how we serve them. So I couldn't come up here and talk to you if if that number was less comfortably. I felt comfortable knowing that in our community we could have the same number of spots. Okay? because we know as we've worked really hard to grow those spots are really hard to come by. Okay, still at no cost to our families. Okay, they would be funded through early childhood special education and our federal dollars,

012our title dollars, okay, which is an allowable expense. We already do it. It would just be upping that some. So, that kind of goes through the first part. Um, going back to a 4-day school week, um, we would have some staff savings with that. Right now, we do have additional staff hired to cover plan periods. We do not have specials at early childhood. We don't have a time like where kids go to music class or gym class or art class to where that's the teacher's plan time or their job embedded professional development. So, a lot of those things are covered by additional staff that we've had to hire to cover and then after school meetings. So, by going back to what we had prior to this ex this expansion with the MOQPK and the ADA,

013but upping our title, we would be able to then take care of those things on Friday. Okay. So, that's where that came. This is going back to about the 22 23 model that we had the school year. Um, let's see. Childhood special remain. The same big thing is transportation. And I do expect us to have a pretty lengthy conversation. And I am good with you guys just like asking questions or talking about this at the same time because I could give you lots of information, but I know that's the information you want. Um, transportation is something that is fully reimburseable for early childhood special education students. So, hear me say that. 100% reimburseable. this we just finished our FE for this year. Um and so this fall right around Christmas we have our updated numbers

014and I'll give you some examples. I put it in your question so you do have it in writing if every Did everybody get the answer to the questions that were sent or was it just a couple people? >> Oh, you didn't. Okay. Well, I have them here so let me make sure I get it to you. Um so one of the questions was how much was blessing? So again, we're going off of this current year. We're still in this year, so we don't have our total yet. I will tell you, it's going to be more than it was last year because of some of our routing um situations that we're dealing with, and they charge extra because they've needed to um as we've added more routes. Um so transportation cost last year was $1,74,515.30. We

015were able to get reimbursed for $341,3626. So 733 and you get the picture. That is not reimburseable. There is no funding source for that transportation. Now my core belief is that I would love to be able to serve and provide transportation because we know our families have some limitations potentially and that could be a barrier to get them to the different sites. A lot of school districts do not provide for regular education students um transportation because of that funding piece. So that needed to be out there. So if we choose to continue to do that, that's because we believe in that for our families and we financially are going to maybe look elsewhere to find some more money. But it's a reality that we do not get reimbured for that money that we pay. Okay.

016And you said other districts typically that do they typically not provide that? >> It does uh vary. I'd have to go through every district and contact them, but I do know quite a few do not provide for regular ed because of that reimbursement. Um, one of the things is we are ramping up and getting more and trying to really grow, right? We're up to 34 classrooms, which is amazing. Um, and when we were hoping to go to that third site, the plan was that some of the classrooms from both of the current sites would go to that third site. So, they would become smaller in that building. Okay? And then we would only add a few more new sites, but transportation at that point would have looked a little bit different because we would have

017had another center in a different part of town. um with Lake being as far south it is is and then Mark Twain we do have a fairly large um route for families to go and I do hear that often when I offer placement is is transportation available. So yes, >> how many children would be affected if we cut the transportation? Do you know? >> So it depends on if affected meaning how many are utilizing that service or how many potentially. So currently um if I look at how much we were reimbured for and how many we weren't, we could potentially affect like 400 and some students, but currently I believe we're it's more like 180 um to 200 students that it could affect. So all we do have families that drive their kids. Everybody doesn't

018take the bus. So probably about half of the ones that could. >> Could you clarify your answer? I'm sorry. >> Yes. I don't know how to say it any different. I'll try again. Um, so we offer busing to everyone and when I looked at the numbers, it was approximately 450 students that could be affected from that regular education busing opportunity. But 450 students don't take it. >> So usually I would guess between 180 and 200 students actually would take it except the busing that we're paying for. I don't know how else to say it. It's not an exact number. It's if the parents say they want busing or not. >> I guess I was just asking about the number of kids who are currently already taking the bus and that's the 200. >> Oh, no.

019We have a lot more than that. So, I was only talking regular education. ECSE is all >> No, I'm talking about the reg. >> I'm talking about regular education. >> Yeah. I I'd have to do for this year. I did last year's. I'd have to find out. 450 is how many regular ed students use a bus. >> When we divided out the proportion last year for the FE for this year, yes, >> could use it. That doesn't mean they did take it. Yes, >> quick question for you. And I know I see you for this, but um >> I don't think I asked either. When you look at other districts, are they normally half days or full days? >> Um a lot are half day. If they take ADA funds, we do have some that

020do the full day. majority or half day >> in other districts. Okay. >> Yeah. Um a lot of times there's a blending which is what we were doing which we had some again when you jump make that leap to a blended program with all this different these different options that's when the busing gets really complicated too because you have routes. You'll have a morning route that has some of your full day kids on it and some of your half day kids. Your midday the half day kids are going home. Then the afternoon midday comes at the end of the day you've got kids so you're not having consistent kids on all the routes if that makes sense and then on Fridays we offer busing so different kids are riding the bus on Fridays because your

021ECSE kids weren't on Fridays so um that's part of it too we have a lot of specialized routing >> well and it's it also gets complicated because you're adding children >> throughout the school year and so if child, let's say children A and B write bus 12 and then child C gets to start coming and then there's always that rearranging of the routes as well because children don't go out and wait on the corner for the bus. They're picked up at their at their house. So, it looks different. It's very complicated. >> It is. Busing is very complicated. >> And I want to say thank you because I know that that's one of the hardest things that you all have done over the last few years is figure out the busing. Well, and again, the

022busing is is an option and so is one of the things that we're talking about today. Um, Fridays was also a big adjustment because we started offering classes on Fridays which changed things a little bit too. Um, one thing with busing though that I do want you to be aware of, if we were to make a change with busing, um, we currently pick up from childcare centers and we take or we take back to childcare centers. Um, in this scenario, that would not we would not be doing that. >> And do head does Head Start provide busing? >> So, Head Start brings them to us and then we take them home >> or vice versa. So, however, we do one they do one way and we do the other. Okay. >> Okay. Should we move

023on? >> No, I have another question. I'm sorry. >> No, that's okay. >> It's looking as if we look at the cost projections, the majority >> I have an update >> of this is over the transportation then, right? >> Yeah, it's actually a mix. Um I worked really hard this afternoon with um Robert and so I don't have final numbers but we did go back through or I went back through and looked at some more specific staffing numbers of what that might look like and um with looking at without cutting buses it would still be close to 800,000 um I believe it would be closer to 1,500 with busing. So that was with putting in >> something listed on the >> Yeah. So what's listed on there says 800 to a million >> today. I

024updated that just before I came. That's what I was doing. So I was >> Are you able to get like an itemized list of those categories? >> So um I had talked to Dr. Hutchworth about that. It's we're not we've got a couple more numbers we're waiting on. Um I'm getting really close um to that. So the staffing is the 800,000 basically. So that is um one that was one of the questions. So we'll talk about it. So if we cut four classrooms that would be four teachers. Okay. I know we know of two that for sure aren't coming back next year and I have a potential of two more. So I do believe it would be through attrition. Um if not just like in our other staffing models, we would need to look at

025other options in the district. Right. Um the eight we would have eight pair of professionals that we would go down. Again, we've got some out there right now to hire that we haven't even hired. So, we're just not hiring right now moving forward. Um if we can, unless it's an ECSE, that's different. We have to from early childhood special education. And then again, it would be through attrition. Um for other staff would be the nutrition services. And I just got those numbers today. So that's why the numbers a little bit different on what their salary was and then mine. >> Can we also speak about the nutrition? What's the cost of >> cutting lunch and breakfastes? >> Yeah. So let's talk about that. I think that was I knew that would be another conversation for

026us. We added breakfast and lunch when we went to full day. Okay. So that was new. We did not have breakfast and lunch before. We always ran a model where we served snack. The snack goes along with um our lesson. It is part of the curriculum. Um our teachers plan that snack within the lesson. Um and then shop and the food gets delivered and then it is served family style to the students. So when we were looking at the cost, I can't tell you what the reimbursement costs are for the food um that we in the past like the last couple years when we served breakfast and lunch, but I can tell you the costs were high. Um, we're working on what that reimbursement was. Lake was a C school, so that one was taken

027care of. Mark Twain was not. Mark Twain, if the families filled out a free reduced lunch form and they qualified, we would have gotten some money um back there. The district ate, I guess I would say, or or I don't know. We we took on what's the right word? I don't know. We we basically um took that money in of what the cost was for the remainder. So, what we did for budgeting purposes um to look at what it would cost to go back to a snack model um which if we did half day, they're only there three hours a day. So, let's remember that. So, for 3 hours and if we provided them a snack that went along with their the curriculum, they would still be getting, you know, some food. It would not

028be a full meal. Um there's a lot of times the little ones won't eat the meal regardless. So, that one I do feel pretty comfortable with um if we need to make a change um on that because I we that's what we did up until here recently. >> Yes. >> It's no numbers ready yet for us then. >> Um I can give you last year's how much it cost the expenses. I don't have the reimbursement. Would you like to know that? >> Okay. Good thing I got that right before I came. Thank you, Robert. We were Okay, it's probably on my computer. I have the staffing part. Um, total was 592, >> and that's for >> $59249, but that was before the reimbursement. So, do we have staffing, transportation, food? >> So, busing was not

029reimbursed. This was last year's. These are last year's members. $733,1534. Salaries and benefits, which would be the four teachers, eight paras. And again on those we used a a rounded number so I can't say exact kitchen staff um was and the coordinator around 800,000. What other number did you want? >> The food cost. That was the separate one. I'd have to separate that out. Hold on. >> I have that number. Oh, go ahead and give it. Then I don't have to look. 459. Okay. Lights on the top, not the bottom. >> Um, so for food service, purchase, service, and supplies, we have $459,6829 to be exact. But that is just a total expense. We're talking purchase service, which, you know, includes things like equipment replacement, all the food product, and everything. But like Dello mentioned,

030we get reimbursed um from this RCP school for that and then Mark Twain is you know hybrid if they filled out the free lunch form. So we're working to get those reimbursement numbers to see how much that was offset. >> So we don't have that number. >> Um also going back to I guess the other one big other thing I wanted to talk about was before and after school childare because I know that was a question. So, we do currently offer before and after school child care at both Lake and Mark Twain. We partner with the YMCA. Um, with that, we basically have they have a a funding stream as far as they they take care of of the money on that piece. We do not. They just basically are housed in our building. One

031thing that um I had talked to them about prior just because we already have two licensed spaces and knowing that child care is a real challenge in our community and spots and going to all half day could put some families in more of a bind than they already are. Is looking at potentially partnering with them a little more and having a classroom or two license where they could run a child care. um classroom in there which would not be ours. It would be theirs. There would be a cost or you know depending on funding childcare subsidy if that comes around um or parent pay you know but it would not be a school district but it would be a space like we do for before and after school child care. But we do have families

032that rely on our full day for child care so they can work. So without providing another option or at least it wouldn't be for everybody obviously but it would be a it it would be nice to be able to give them an option if they chose that. >> So so for that DLO could since since all classrooms are going to be half day could families share a spot. So what I mean by that is offer that child care in the morning and the afternoon and then two children share one spot. So one child comes to afterare in the morning, one comes in the afternoon. So that that way they could service more kids. That would be the hope and ID. >> Okay. >> Right. So if we had a student coming to AM um instead

033of going home if they chose and if we don't even have an agreement with um the wild on this this is just or this is just a something that has been in the talk. So but needing you guys to be aware of some of those conversations. So, um, as potential because we already have a partnership with them, um, in the school that then the other half of the day because there would not be transportation needed then there would and and it wouldn't be that many spots. Obviously, you can't have that many kids in a classroom with one teacher or it wouldn't be a teacher but a childare provider. >> So, well, and kind of another thing I'm thinking when we talk full day in our preschool, we're not talking like child care full day. We're

034not talking 6:30 in the morning to 6:00 at night. So full day is kind of a relative term we use sometimes. >> 7:45 to 250, but then at 250 they have the opportunity to if they can attend our afterchool program through the Y in our building if they need longer or the bus or their parent or somebody will take them to another child care facility or home if need be. Could you also explain about the part that uh it's eliminating an employee benefit? >> It could. That's a good um the we do have employees that utilize our full day option for their child. Um that was a benefit that we gave um to our staff that had children that were one year before kindergarten. Um I would have to count because it's fluctuates. Um, I

035think we had close to 20. Um, but some of those families chose half day even though because they had other options. Um, so they were able to come and then they could stay for or attend if we had room before or after school with the Y with our partnership with them. >> Are you also able to get us a number of the employees affected if this is eliminated? >> Yes, I can do that. And we only did that for the year before kindergarten because our full day IDA um and MQBK classrooms are for the year before kindergarten. I do appreciate all of your work. I understand about the position you know that the district is under financially, but looking at this information really disturbed me. um especially since we have >> stressed all of these

036years about the importance of early learning and I know the difference it's making in the classrooms after early learning and then also a majority of the population in our schools are really in poverty and this will affect a lot of them extremely extremely gravely like transportation wise I agree. >> A majority of them will not be able to attend anymore. >> So, let me talk a little bit about that because I have the same concern and and we've expressed that. I've expressed that before and I even wrote it in there. I also want to talk about childfind. So, I use the word childfind. It is a term with special education that we are obligated as a school district to seek out and let families know that we provide services, special education services at age three.

037Okay. So part of this is childf find. So our early childhood program we start with an early childhood screening which I've mentioned before. Um our next for us is if we see that there's a potential concern or a child find obligation we offer them a spot in preschool. Does the parent always take the spot? No. We hope they will. My concern is that if we take away busing on that now that's one more barrier. Um and that concern is that if we don't fulfill childf find to the level I our process consultants, our teachers, our principles are saying to me regularly, we finally are reaching our child find um needs. We are finding the students. That is why our special education numbers are going up because we are identifying students earlier. We are working the

038process. We're going through evaluation for those that need it. We are providing intervention in our other classrooms for those that they just needed some support. They're not special education, but they needed that to get where they needed to be. So, that is a concern and it is a valid concern. But like I said before, this is everything on the table for everybody to be aware of of as we're looking at our financial situation. We get to decide as a district what we want to put our money into and what we think we might need to wait. >> But I So I think your the statement that you just made right before the butt >> negates everything else. I mean we've spent I I we've spent years clawing back our early childhood. I know you've done

039the work on that. Um, we've talked for years about the benefits of early childhood education and early intervention and all the things that you just said, that was a brief statement that encompassed millions of dollars and thousands of hours of hard work. >> Yes. >> So, to me, if we to me, we to me, we can't do this. I I I don't know how we can in our right minds do this. Um, we are 70% 70% free and reduced lunch. We're a poor district. Taking away transportation, I know that is it is expensive, but it's also the number one barrier for self-sufficiency for low-income people. So it feels like and this is I'm not you know DO I know that this that you're passionate about this but to me we can't we can't it's not

040a valid claim to say we're still going to we're still going to provide the same number of slots when those slots are no longer accessible to low-income kids and those are the kids that need it the most. >> Um you know I I have been around long enough I was the Head Start director in this town in 2013. Um, at that time the federal office of Head Start said, "You need to start getting rid of your partday classrooms." I understand that they're effective for special education, that there are, you know, reasons why some kids can't go the full 6 hours. Um, but we federally that was moved away from because it wasn't as effective. I mean, 3 hours by the time you get a kid there, take off their coats and get them where they

041need to be, go to the take a bathroom break, all of those things, the amount of instruction that we have is very limited. When you add in, we're a low-inccome district. 76% of that free and reduced lunch population, they're they're food. They're they're they're not um they have issues with hunger and food insecurity. So, I I don't think that this is um a a good plan. I think if we're going to um I I just think we would be undoing a lot a lot of good work that has happened. And I think that if there are cuts that need to be made, early childhood education for our youngest kids, our most vulnerable kids, needs to be the last thing. I mean, I just I just I didn't anticipate this to be a long conversation unless

042there are four people that agree with it. And I guess if there are, then there are, but I am not one of them. I would agree with you. I mean, everyone knows. I run an organization and there is childcare and preschool and a portion of my kids attend the early learning center. Um, I know the positive effects and I also know the families of the district and like I said earlier, I do understand about the money issues of this of the district. Okay, but we're not going to our babies in order to save this district. We can't do that. Well, and I I think you know when we talk about the early intervention and that we're going to do the screening, well, before before the district took the steps that you've taken over the last

043what 3, four years, Head Start always got the kids because we always provided longer days. We provided meals and so you weren't even seeing the families go to the district for the screenings. So once they hear part day, no meals, no transportation, all of which Head Start provides, which Head Start cannot improve their enrollment. They're capped at their enrollment. Then these kids are just left on on waiting lists. They can't access the service. So we have all these other problems that create third grade test score issues. Um, and again, I I was here long enough, not with the district, but with Head Start to remember when you guys had a lot of open slots that you couldn't fill. So, we're providing a lot of slots, but there's no kids in them because the community that

044we live in cannot access them because they need those things. So, that's my concern. Uh, those are my many many concerns. >> Yeah. And and I I did owe those. >> Yeah. I agree. >> Yeah. So, um I will say that we also have a really good partnership currently with Head Start to where we dual serve multiple students. Um at the time I believe there's around 70 students that all attend us in the afternoon for a half day. So their half day service head start and half day with us. Um again they transport them to us. It's the home piece that would be so um we definitely honor and are thankful for the partnerships that we have and we do have a waiting list currently still. So we have um around 35 four-year-olds that have

045been screened that um are not in necessarily um but we that I can't say they want in either. I can say they're on my list that I have reached out to but we're struggling to connect. Um, and then I have about 200 190 um, three-year-olds that have been screened that we did not get into our early learning center. So, with that being said, I am passionate and I do hope and that we can get as a district back to a place where we do have a third site or one large site and we do expand our spots. Um, but that is the concern. The the transportation is the hinge, right? It's like that is there because that I was talking about and we're sharing expenses at the district that are not reimburseable for early childhood.

046If that's a non-issue and everybody's like yeah keep transportation that won't be talked about anymore necessarily. if that's an area that is um you know a non-negotiable. Though I do believe that it was my responsibility as we're looking at the programming to go through every single area and look at what is reimburseable and what is not. So we have a clear understanding of what this program is costing. Now it everybody else has to determine is that worth the cost or is it not? Well, and I and I think I would well I would I would not ever support these or the transportation cuts, but it would be more palatable or would make more sense if we had a third site to the north, which I know has been the plan, but hasn't come to fruition.

047But how can we cut transportation and then we have our our boundary lines are from county line down to lake, right? I mean, which is what they are. So to me, if I mean, I I understand what you were tasked with and I appreciate that and I'm sure it was u painful for you to do. Um but this isn't just benefiting kids that are 3, four, and 5 years old, right? It it's it's benefiting our kids K through 12. We're seeing we're seeing positive results the whole way through. So to me, if we're going to if we're going to hold anything kind of sacred, it would be our early childhood because it's it's positively impacting these kids their entire lives. Um, and we've seen what happened. I mean, didn't didn't we do this last time?

048Didn't we do this last time? Like, we just we did. I knew I knew we did it last time and and bad things happened and then we had to redo it. So, it's like the Twilight Zone >> back to where we were. >> Our numbers. Our numbers. And that's why I was adamant and everybody knows I had shared adamant about whatever we do the spots cannot go away if at all possible. >> But if the spots aren't accessible are going away. So so to me so again if there's four people that want to go about this I'm only one person. Um but >> I not me. >> We're doing lots of talking so other people can join. >> Yeah. I'd just add that I really appreciate you looking at at the dollars. Right. I mean,

049that's where we're at. We need to look at everything. Um, you know, my mind goes back to the vision forward and, you know, the the facilities piece got a lot of play, right? So, we talked a lot about um, you know, making a consistent middle school model and talked about the offerings at the high school level and we we've dealt with that a lot. But, you know, I would remind everyone that that that part of the vision forward was an expansion and a value placed on early learning. And so I tend to agree this would be one of the last places I would look personally. But I I do appreciate you, you know, unearthing every stone. I mean, it's good, but but yeah, I think that's uh really important. We've seen it in the kids

050and the results, but we've also heard it from, you know, the community who said, "Yeah, that's a among the top four or five things that we want the district to be about." And someone I might know too is this doesn't serve any less amount of kids. It just takes it's a half day. Um I think when the program was expanded a couple years ago and I'm just going to speak on hearsay. I think it there was false precinitions that this was funded at the SAT rate which your state actually target per kid which right now is 71.45. What wasn't calculated is you reduce your local effort out of that formula. So last year we were paid about $3,900 per weighted ADA. this year is going to be about $4,150 per ADA. So, when they're making

051those calculations, they're using the full SAT. You don't get the full SAT per kid. Your local effort is taken out. So, we a lot of those costs are absorbed by the district. Um, you know, the proposal that DLO here has doesn't have to be an all or nothing proposal. Um, you know, in the description, it talks about that the program is more developmentally appropriate for the majority of early childhood students to do a half day. >> No. So if we still, you know, use transportation and have that 4 day a week and transport the kids, they would still have the YMC option to be there all day long. And so, um, you know, the type of things mentioned in here, um, you know, it's not an all or none type thing, but these are things

052to look at to reduce our budget for next year because we can we can do anything. We can't do everything. So, you know, what we have is a luxury and that's fine. Um, a lot of districts don't do full day. A lot of districts don't transport your regular ed kids. And so um you know DLO is just doing things that we ask every department to do is to look at what other districts are doing. Um what are those some things that we can look at and present it and so you know I don't want anybody to think that um you know what she's bringing here today is necessarily um anything of you know I want to reduce our early childhood program. That's not it. What it is looking at is you know how can we

053look at ways to still educate our kids if half day is appropriate for most of them. I I I do I feel >> I'm just reading what's in the report. I'm not giving my expert opinion on that. I'll let those that teach those kids say that. And then talking about the transportation doesn't have to be off the table. Um it can be something we still do. Matter of fact, transportation for if all kids were half day would be more organized. Um then that way you know you're transporting all students except for those ones that would be full day with YMCA if they took that option and and be much more efficient than it is now where every day can be a different transportation route based on those kids. >> That was one of the things

054that um I talked to Dr. Hworth about that I do believe that busing in general if we were to go to a half-day model um would be less due to the the crazy bus routes we have right now. >> Yes. and I do appreciate your comments and I do appreciate your expertise, but also as a person that is a professional in that field, I'm just going to let you know that this will it will eliminate the option on a lot of the people in our our community who count on the services. And I understand about the money aspect of things, okay? But I also understand a parent who works all day and they're not able to come to get their kids after 3 hours or transport their kids in the middle of a day or

055even afford extra child care costs cuz we're trying to save money. I mean, I'm just not in agreement with that. And I do I do appreciate your work. I don't want you to think that I'm on your back or even on your back. I just want us I understand our job is about the money but it's also about the kids and the families. And so if we want to look at things individually that's fine. If there are if there is a majority of the board and they want to continue on this okay well we can continue on this but I know I'm not one of them. Well, I have a question because if we are because I was looking at so if we add five title classrooms, how does that impact the big pot of

056title money that then is also used in elementary and other places, not just preschool? >> Question. So, let me tell you, >> I can answer that title. Um, >> go ahead. we had enough carryover to cut cover those title programs from last year. So other words, carryover means those are title monies we did not spend and so we have enough available in those title dollars assuming things stay static as they are that we'll be able to add those title classrooms. The bigger worry to me is the MOQPK. Do not be surprised if that doesn't go away in the next year or two grand. >> Highly likely can I say that is highly likely. >> Was that a state funded deal? >> It's the grand. So, um, and in order to get the grant, um, you

057need to also offer, they give priority to individual school districts that also have ADA funds, ADA classrooms, and so that's why they kind of go hand in hand. They have the same requirements as far as minutes um, and everything. So that's where they run um parallel per se like nobody would know that this student is getting funded through ADA which we need a qualifying free and relunch free and reduced lunch form for and this student is a grant funded student. So it's all on the back end on that. Um it's 340,000 approximately that additional title money that we would be asking for >> because I know in the past we've looked at the big pot. Yeah. >> And take a preschool off the top of a pot to make sure that Okay. >> I think

058your biggest barrier is going to be the transportation. I think what's going to happen is we cut that Roma's going to go way down and we're just going to go backwards. Well, it's meals and time >> and well and I even think of me as a working mom, I depended on that transportation. So, it's a big deciding factors for families. So, um, can I ask a question then? I guess of if if since I'm up here talking um about it just because I I think that we need to hear an opinion or a support or non-support of okay so if transportation is not touched if transportation is left um the remainder of the proposal which still would save um close to $800,000 is that something that um we I I know it's not necessarily a

059vote but is it something we have support in or Not. >> So, in a nutshell, that would be 4 days and half days. >> Yes. >> 3 hours, no meals, and no meals, >> snacks, no meals. >> 4 days, half days. >> And that's And that's essentially very similar to what it looked like when we couldn't fill slots. >> No. Well, I I guess I'd be surprised if it was. Um, the transportation was the reason. I mean, we have our half day spots full so that we we currently offer half day programming, >> right, >> too, >> but for so I don't know. I don't know then because since I've been here and we've been adding and we've been working our process, we have had a waiting list. That's why we've kept growing. So, um,

060and we that was prior to our ADA classrooms which were full day. That's when we moved to full day. I know that I can say that I would look at those other options as a last resort after looking at everything else. >> Okay. Thank you. Would you could you tell us off the top of your head how many full day classrooms we even offer right now? >> Yes. I always have to look because I can't keep track between both sides off the top of my head either. So, current year we have >> how many we currently have for a full day. Nine >> just like nine or 10. >> So out of the 34 that >> we currently have only nine are full day. >> Yes. Okay. >> And how many 15 kids? >> Um

061>> how many kids? >> So in a full day classroom our goal is I mean we can have up to 18. We believe the classroom runs a lot better at 15. Um and so we have between 15 and 18 depending Okay. So, what do you guys think? >> I already know what you think. >> Hard no on all of it. I mean, I feel like it's one of the one of the one things that we do very well and I don't know why we would change it. >> Okay. Anybody else? Well, I feel like I need time to think about this since we only found out on Friday and I appreciate everything you >> and it's just a work session, but I just want to be able to have these >> convers this is this

062is very very important and so I think this >> so I don't know that I need guidance from I guess the team because it's my understanding that I don't know that there is a board vote for it. I do believe sport support is um would be nice one way or the other. I don't know because it would be a programming change and it's a budgetary um type of situation at this point. >> I guess I'm asking you guys. Okay. So, you're needing more time to think about. >> Well, the only thing I I I have great concerns about eliminating busing because when I taught preschool, we did not offer that and I do feel like that that would be an issue a big issue for our families. I do know when I was teaching preschool

063though, we we had a weight list in and all programs were just half day. So, I mean there's that too. But, um that I know when I read that that really greatly set up a red flag for me. >> And so, what about this? are able to give us an itemized like on the other cost savings cuz the only real amount of of the cost given was about the transportation >> staffing. Staffing. Okay. So what else is included? Like >> so your cost is staffing. So >> it's the other cost is the staffing and so it's if we keep the busing cut the staffing it would >> so yeah when I look at this and Dr. Edworth you can also share if you when I look at this and what he's shared many times it's

064the cost whatever we're not reimbured in meals but really it's the staffing to also provide the meals and things like that. So, it's those staff members that we talked about that that's where our savings is going to come. And so, running a different model, um, we would save in staffing for the program without changing the number of spots, but we would be changing the type of programming. >> I still feel the same, especially since we can cut staff other places. >> Yeah. You know, my mind goes to uh, do we need to do it now? I mean I mean I you know I appreciate us looking at it but but we've got a lot of of cost savings planned and I and I think the jury's out on where we're going to land, right? But

065but I feel like maybe we should hold this one in our I mean we by all accounts we've got much success in this program. And so um I'd like to see where we turn out a little bit on everything else before we would uh get into this one. My my my personal opinion. >> Agreed. I I tend to agree with that. I I do have a little bit of a mold of thinking about it wasn't that long ago the kindergarten was half days and um we can move that to full days and the idea that by those numbers about 100 um and and 25 30 kids do full day now. So out of the success that we serve um there's not that many that do the full day. And I'm not sure at three to

066four years old. And I'm just I'm just being honest, too. I'm not sure three or four days old if we're in the child care business or the education of the of the young children. And I'm not sure that the half day doesn't meet the education intent without taking the um the added expense of child care. But I'm and so I'd be interested in um what it would be if we retain the busing and looked at some other options some of the options that you said here and see if there um is a way that and I think that we haven't said and I guess I wanted to say earlier um what's what's the impact educationally um of doing this and having a short having a shortened day a 4 day time I mean what that

067that's that's the reason really we're doing this is is to get kids ready and do we feel like that we'd be sacrificing that um if if we if we change the program and that that's a really important part. >> Yeah, I think there's a lot of factors that go into that because we do have a lot of students that are currently in our halfday program that are being serviced in another facility also like Head Start or another childcare facility that are still getting some the Barlet Center. they're still getting some service. So, I don't know that we see a big difference in we do the PKOF for our students um that are going to kindergarten the year before um in those half day classrooms or those full day classrooms, but the majority of those kids

068even in the half day are somewhere else the other half of the day. So, it could be like I said a daycare and and and home too um and things. So, um we have not there hasn't been anything glaring with that. I guess I would say >> thank you. >> I think I think that that blended model though is what is what gets those kids whose parents don't have any other option. Like I I understand the argument of well we don't want to be daycare but that's how you make it available to what 160 kids like a lot of them if it's not there then they're not going to be able to use it and I would rather have them in our building getting access to early childhood education rather than um some other situation

069that is not reliable sometimes isn't safe um doesn't have any educational um curriculum. I I was concerned and I'm I'm sure this is impractical, but we could consider a fee for um anything beyond a half. >> So, we did try that years ago where we charged um tuition um there was some paid preschool and that did not work in our community. um we did not we did not collect those funds I guess I would say regularly so we I mean that is something that we have not ever looked back into >> part of the requirement of the MOQPK grant is you do not charge tuition >> yeah not for the grant >> not charge correct y >> okay so what do you guys think >> I've already said my concern my biggest concerns is transportation

070I just feel like that's going to backset Kim, any comments? >> No, I don't want to go backwards >> and I'm in the I'm in the typical elementary school often >> and see the littles come in and um I don't want to give that up. I do think when the appropriate time comes, we'll be able to do cuts if they're necessary. It's just tough to imagine some of our families losing that transportation and then not getting their kids a breakfast or a lunch for whatever reason they can't get it at home. So, these are these are tough numbers. I have to chew on them. >> But it's certainly a hard thing when we're talking about littles who will become the bigs in the community and you want them to be successful. >> My feelings are

071a little bit like what Mike said. I feel like we've got so many moving parts right now that um that if we can if we can avoid some of the changes, I'm not saying that we don't still look for opportunities to save money in this way, but I don't think that's um I don't think that's to cutting services. I think that we have enough changes that the community is going to need to try to digest. And um I don't think I you know my comment to Mike before the meeting started is I'm not sure that timing wise um our community and our parents are in a position to be able to handle this additional um amount of change. So I probably would say um we can't cut that deep. It doesn't mean we don't look

072and see what can we do what can we do with paras what can we do with teaching. Um but but I think that we um I think that probably we can't overhaul the program right now. So that but that's again my opinion. >> Okay. So the VA agreement to leave this alone for right now and revisit it at a much later time. >> But I so much appreciate this work because it helps to have data. I need the data to be able to do some good scrutinizing or whatever it is that we need to do for this. So, I appreciate this work. Numbers are numbers are wonderful. So, I just want to verify we're not looking at any changes or we're only looking at um no busing and food service changes. >> Sounded like no

073change. Sounded like we were going to put this >> table it completely. So, same for next year. >> Yes. >> As we're doing now. Last question. In your opinion, and maybe and if you don't want to answer this right now, I'm totally okay with that. So, looking at the two funding sources that we're not getting really good reimbursement for, in your opinion, would it be best to not continue to offer that opportunity? I believe with those funding sources that they do also bring a lot of challenges and extra um I don't say bookkeeping but um processes that need to be in place that somebody needs to be able to do. Um and so not that and and the grant we don't know if it's going to be there but there's a lot of restrictions with

074the grant and they're very similar. Um, and so with that being said that there's a it's just it's riskier and it's it's a lot more um it takes a lot more staffing to for those models. I will tell you we've also had full day title classrooms. So which we currently have one um and so we've done full day if it's a it if it's full day or half day that's a little different when we're talking about funding streams too. So you can do full day with your title. Um there are some districts that do full day early child special ed in a different way. So there are other options. Um it's just a matter of when what we have seen with those ADA and those MQBK classrooms is we have seen a lot of behaviors

075um also and that's where we say it's a developmentally appropriate in the fact that um they are maxed out a lot of the students and we have had to move a lot of our full day students to half day and and I'm not saying that some they don't thrive in it because some do but it provides a challenges which then we would like to have some additional staff to be able to help provide services for those students and there is not a funding source for those extra staff members to provide that service. I want to thank you very much for your your dedication, your time and your energy into this. you know, as you brought that up right now, I would be curious on what our early childhood educators thought um and their thinking in

076regards to early childhood here in St. Joe, just basically off stamina um and and just their collective thoughts as a group. >> I did meet with them on Monday during professional development and I did share with them um that there would be a notice going out in the update for everybody. I did not give them um specific details because you guys did not have those details yet. Um I did share though that that some of the options were looking at um going back to 4 days a week um so that they could have appropriate plan time um like they used to have um without needing to hire a pair professional to just rotate in and cover that and and such um for PLC time, all of that. um they were very excited about that as

077a instructional person, you know, to be able to have that time back. I did not talk to them about busing. I did not talk to them about um the food services. I did not we did not have those types of conversations, but we did talk about in their ideal world. Um a lot of the staff, I'm not going to speak for all of them, but a lot of them said that would be wonderful. Um, however, I would be happy to survey the staff um and get some additional information if we would like to do that. I >> I think that would be great. Another thing I you know, we talk about data and stuff. If you look at and I share with you guys weekly the attendance numbers um and those attendance numbers right now

078are sitting at like 64 and 72%. I would I wouldn't mind just some insight in attendance there as well. >> Yeah. And so that's what I spoke to earlier. Our funding is on the in those two program the ADA and the MOQPK not the MQA because it's a grant the ADA classrooms that is it it depends on their attendance and so when we have at times 50% attendance 59 60% attendance or even at that lower dollar amount which with Dr. hedge worth sharing. I look at it, I'm simple in this part. The gross amount or the net. We need if we're budgeting off the net, that's what we actually get and receive does not fund those classrooms. So where title we can pull that money and fund it. So that's I guess I'm looking at

079it from that lens also. um um just trying to be a good steward of our dollars as a district. And is there another funding stream that could still meet the needs of our students and so I guess that's where I would be for the 4 day a week half day um keep busing and if we need to keep the breakfast and lunch keep that. Although I do also I'm kind of could go either way because I do believe the snack um is a nice option for them um too and it could tie in with our curriculum. So, but the actual programming piece of going back to a 4-day a week program I believe would be welcomed. >> So now, so what are we doing now? So we just said we're not we're not going to

080touch it. We want to move on. and want that to be kind of like uh budgetary like last resort, but now we're going to get new information to change our mind or what what just happened? >> I thought that we were just talking and we're going to move on. >> Well, cuz we cuz we've already made a decision to table this until the end, right? >> Thought that's what happened. But I think that's valuable information to hear from your staff that kind of has to be inclusive of this to see because if they're struggling, >> right? And I think the question Miss Laney was asked about the academic programming um you know there was somebody that had asked the question about stamina of scholars um in our classrooms and so um you know just in

081the work with the elk um in the emerging language and literacy and and the work in those classrooms um those are some of the feedback pieces that I hear from teachers right now. >> Right. And my question is just we we were it feels like we were going one way and now I don't know. >> Are we still okay with our decision to look at the childcare cuts childare excuse me early learning cuts last? Are we still okay with that decision? >> I am. >> Okay. So, I guess what I'm hearing is I'll gather a little bit more information and share with you all, but this would be at the last after you've looked at everything else. >> Well, I I I agree with that with the one thing said that um everybody should do

082due diligence without making structural changes so that there's opportunity to create savings. >> Well, I I have a a little bit more information I'm curious about. Could you get us the numbers of how many half day 4 day a week classrooms we currently have because we have some of those correct? >> Not very many. >> Is it just that? We moved our title classrooms to all five day a week. >> Okay. And I did know that. I didn't know if some of them >> and that's where increase and remember the numbers I was giving you was last year's because we have our complete year. This year is more expensive because we made some of those changes and we hired additional staff to cover that. Okay. >> Okay. >> I appreciate your time. Thank you. >>

083Thank you. >> Okay. Moving on to number two. >> And that's you, Jake. >> That's me. >> I'm promise this is a little bit more convoluted than dlos. >> No. Um, so what I brought to you tonight is a one-year renewal for maintenance and support for the software that runs our security cameras. Um, I didn't put this on the software renewal at the end of the last year um because they give us a pretty good discount when we do a multi-year. Um but then when we did budget adjustments, we scrapped a project that was to update cameras at the high schools. We going to hold off on that. Um so since I'm not doing this with that, I figured I'd just bring you the the one year um which will take effect um February 1st

084and then last 12 months um with this proposal because they won't give me anything less than a year. They'll do more than a year, but um we don't have the budgetary funds for it. So, we'll do a year and then once things um smooth out here in the next couple years, then we'll look at aligning it to that July 1st date like we have done with with most other things. >> Is there any possibility of a multi-year thing that we just we we get the contracted amount, but we only pay the first year that >> Yeah. Not not with them. Um, that's what we try to do on a lot of them to do to get that special pricing. But, um, with this one, if you get the discount, they want it paid up front.

085>> Yeah. >> How much was our last contract? I know that the last one was three years, I think it was. >> Yeah, for this one for three years. Um, last time it was like 140,000. Um, this time we were looking at about $52,000 a year to do a three-year deal. Um, so it's about 10 grand a year is what the the savings would be. >> And we've looked at other companies or >> uh No, this is like highly embedded in our um cameras. So to switch companies for the software Yeah. is a pretty big ordeal. >> Yeah. Any other questions? >> Any additional questions? >> All right. Thank you. >> Appreciate your time. Thank you. >> Okay. Dr. Schulz. >> Good evening. Thank you. Um, so the proposal you have in front of you

086is for supplemental English language development benchmark materials. So, we currently have the tier one benchmark materials and this will help support our students um by having supplemental materials that are specifically designed um for them. There are text features um text analysis, vocabulary, those kinds of things that are enhanced in this version and helps them meet the reading and content um for grade level. And all of this is um printbased material only. and it's 100% funded uh refundable um from title three leap and title three immigrant funds. I think that's a good thing you brought forward and it it goes with our um um the other work that we're doing to try to keep people on grade level. So, I think that's I think that's good due diligence to find that find that funding and um

087I know we're not voting tonight, but I think it's a good program. Yes, it ties in directly. It's aligned directly with UFI benchmark tier one and with our WEDA standards. So, that's important to have all three of those things in one resource. >> Are we going to need anything else after this or is this all that's going to be needed? So, I have 11 kits on there. I could probably even order 12 and be okay, but I only bid 11. Um, no, because it's a one-time purchase. They are printed books. they will look something like this only a little bit easier version um for this particular kind anyway um because this is a decodable readers and the decodable readers are K2 and so they're printed books so they're not an online feature there's not an

088additional charge at any time they're kits they come there'll be six books per kit and then there's also teacher information teacher cards um with how to implement and text evidence cards cars and those kinds of things, but everything is printed. That was a big deciding factor in this is that it would not have to potentially be purchased later, nor potentially be an issue with being online versus paper and pencil. >> Any additional questions? >> Okay, I appreciate your time. Thank you. >> Thank you, Hillyards. Had court, is that you? >> Yes, ma'am. Uh, we have a proposal to uh adjust the tuition rate for sending students for Hillyard Technical Center uh for next school year. To give you a little bit of history, the last time we changed our tuition rate was the 2016 2017

089school year. We increase it from 2000 uh to 2250. Um and our proposal is to increase that from 2250 to 2500 uh for next school year. Um comparing ourselves to other local career centers, uh Northland Career Center uh down at Plat City uh Plat County School District um is 4,000 sending student and a Salure Springs Career Center is $3,850. So um we definitely have a bargain right now at Hillyard Career Center. Uh but we also need to pay our cost. um we need to be able to u just the cost of materials have has gone up over those last nine years that we have kept our tuition flat. So um we have a board policy um I don't want to quote the wrong one but I think it's DFI um DFI-1 I believe that as

090says the board has to set tuition rates before February 1st and so that's why I'm bringing you this proposal in January. >> Yeah. And and again, just to clarify, this is for sending school students, right? So So they're >> so we we get reimbursed from their district. >> That is correct. >> For the students that they send, it doesn't it it doesn't affect our our students in the district. >> Correct. Yeah. We send them an invoice uh for those sending students from outside districts. >> Yeah. Well, listen, I should just say uh working kind of in that world around raw materials and equipment and uh past 10 years is costs have gone nuts. So, so 10% increase after nine years seems seems pretty reasonable. >> Yeah. And and we're going to look to have a

091process going forward to evaluate this every year. Um, I really believe we need to, you know, look at programming, our cost of programming, you know, what the tuition covers, what we're absorbing as a district because we're absorbing some cost of that. You know, uh, I'll be honest with you, $2,500 does not totally cover our cost, right? >> It does not. Um, and so I do not also want to I appreciate us being the lowest in the area. Um, and so that's great for us, but I also don't, you know, we are over $1,000 lower than others around us. And so we also need to be pertinent of our taxpayer dollars and what we're funding as well. So that's that's why we're we're starting to ask for this review and this next year would be 2,500.

092>> You know, Dr. Horth, I I've shared this with Dr. McInness and others. You know, I I would hope that we could show results and demonstrated results of, you know, building great careers. uh path for for for students and and uh you know paying dividends at the with all of our local companies that you know we get to a point in the future where you could ask for the the right amount of money and it would be welcome because we've demonstrated those results you know and so there you go. >> Yeah, I I echo that our Hillary program is is tremendous and yeah >> they do great work. >> As you were talking about the programming and curriculum and maybe you know the answer to this. >> Are there going to be changes in the

093coming year about offerings? Are we moving classes away from schools over to Hillyards? >> Great question. So that question has come up a lot and no plans I will answer this. No plans have been finalized yet. Not a single plan. What we're doing is in the past few years we have evaluated programs um and said what could we potentially offer out to Hillyard. So for example the biomemed program um that is offered at the high school level moved out to Hillyard um under the leadership of Dr. Gilpin and myself um to offer that but to also increase the partnership with Bearing Engel. Um and so they do some internship and apprenticeship work with the biomed program out there. Um one of the courses that gets talked about a lot right now is woods and metal

094working. And I want you to understand that woods and metal working. Um Desi just classified that as a CTE program. Um, which means we could get some Perkins funds and some CTE dollars if it's moved to a technical site, which which means that Mr. Moore brought up a great point that you could use Perkins funds to um enhance the resources of our woodworking and model workings and bring it up to industry standards. So, these are all discussions. Nothing's been finalized at all. Um, I can tell you in the coursework, Dr. Davis, myself, Tabitha, and um Katie Reid met this morning to look at a consistent SJSD um class registration form for both sites. Um and so every child that would enter into Central and Benton would be able to indicate on the enrollment form, these

095are the courses I want, one form, not a central form, not a bent form or a Lafayette form. Now understand how a class makes is determined by enrollment or who signs up for the course. Um and so it would be off the needs of like how many students signed up for that particular course that happens um every year. Um but um yes a consistent high school course catalog with um one course registration form um is the vision of the academic service department. So the question, so will woods and metal works be offered in the high schools next year? >> No plans have been finalized. I can't answer that question just yet, Miss Lanning. I don't know the answer to that question um because of the movement of that course um and staffing. There's a couple

096different um pieces. I I guess my my concern with moving them and I understand what you're saying about the potential benefits of if they went to Hillyards and they would be workforce development type training, those types of things. Um but I think that is also I worry that if we move too many things out to Hillyard, which again I understand why it would make sense that they would fit there. Um a lot of kids have no plans to be a welder. I was the freshman welder of the year. True story. Uh, but I didn't ever intend to be a welder. Look at you just perk up. You just have new respect for me. Um, so I just I would just hesitate uh in making decisions to move too many things to Hillyard. Um, because we've

097talked about transportation. They're going to have to get there somehow. Um, and some of these kids just want that experience to have that experience. they're not going to take it, you know, because they want to create a career out of it. >> Um, so I just I wouldn't want our schools to look like, you know, science, English, and math, and then all the other kind of extracurriculars cuz that's often times what people are coming for, kids are showing up for. So, I would just >> have some hesitation in moving that. >> Thank you for that feedback on that. Um, like I said, we're just examining spaces and places and um rethinking and disrupting systems and and really building towards those college and career pathways. Um, this morning when Dr. Davis, part of the work that

098we're trying to do is ensure graduation rates. Um, and we really really want to get tight around graduation rates and that's why at 9th grade we want to ensure that students have the credits that they can take those courses. Um, so if you look at that, you you do have five core classes that you take as a freshman. Um, we wanted to ensure everybody has their fine arts done their freshman year. Um, and and that was part of the draw of the freshman academy, right? You got tighter around the process to ensure graduation. I want our community members to have high school diploma. Um, and so um, we have to develop some strong MTSS processes. Um, ensuring that our kids are ready to graduate. Um, and it just means getting a little bit tighter at

099that ninth grade um, schedule. >> So, can you I saw the CTE uh, reference. So, we get those or we would get those or what does that look like regarding the relocation? >> Yeah, it would u be we could use we could apply for some Perkins funds. Um, that would bring up uh the equipment. Um, >> so do we currently get CTF funds or we don't? >> We do. Uh, Perkins funds Hillyards um, gets and I know Dr. Hedgeorth could speak more to the Perkins fund. If we relocated, it would just increase the funds that we get. That would be the benefit or what's >> um we could update the equipment that's being used. Um you know, I was talking to Dr. Reed today. I mean, um that equipment has been I want to say

100Dr. Reid, how long do you think it's been there? >> I I think it predates my time in education for some of it. So, so the so the way to to replace that equipment would have to be through additional dollars by moving it >> because then you could look at Perkins funds um to um so make it up to industry standards. >> Okay. >> I wish I had a million dollars and we could do it all in the high school sites and you could offer it at Bitten and Central. Um you just got to be creative with your um funding um that you have. So, >> well, again, I I just I worry that if we're only focusing on, you know, those those science, English, math, that I understand why we would do that, but

101it's often times the um the extracurriculars that get the kids there. So, >> thank you. >> Okay. Are there any additional questions on this on this agenda item? If there are none, moving on. >> It's on you, Dr. H. >> Thank you. Um before you, I have a contract amendment or professional service agreement amendment um for DLR. Uh we first signed the first agreement with them back on November 12th, 2024 when we were going through the process of, you know, creating all the documentation and promotion for um the general obligation bond that required a tax levy increase for a new high school. Um, of course that contract was pertinent of it something passing before we were charged. And so because that initiative failed, um, DLR has not charged us anything to date. Um, so we

102are, you know, currently looking at Ben High School and how some of those classroom spaces can be designed, um, for the increase in enrollment we're going to have. And so we have an amendment before you from DLR um, for those professional services at 7.9% of the total amount of construction. And so, um, during the next, uh, board meeting here in a couple weeks, I'll I'll ask for that approval to have that contract in place. And so, what they'll be doing is they will start that design development. And with that design development, what that does, that gives you um a design draft version of the spaces and what they look like. You can then leverage NAB holes to bid those out. Those give you your bid prices for the project. And then once those would be

103approved, you would have the construction documents or construction design. um that would be the specs to build those spaces out. And so for us to begin that design development, we need to have a contract with the LR. And so that's what I'm asking for here. >> Okay. So question, you said it's an amendment to the old contract. Okay. But the old contract, it was about the bond, >> correct? That contract's still in place um with DLR until we would would terminate any type of relationship or go out to RFP for a new architect. So that is still in place with them. Um yes, the bond did fail, but it has a lot of different structures in there besides that bond like what their standard hourly rate is, you know, um how they bill out by

104percentage. It's it's, you know, 75 79 page document. So, there are just parts of there that spell out the um bond initiative that that came this past spring, but there are a lot of other pieces in there that are very standard industry uh documentation about your contract or professional service agreement uh with our architect. >> Dr. Hitchcock, that percentage going up. Um >> Sure. >> might imagine is that uh so so you know, of course, we we all know if any done any home remodeling, new construction is a lot easier than uh remodel. >> Correct. So, is that is that what's going on there? So, that the share that they're asking for was originally based on, hey, we're going to build from the ground up, but now we're getting into remodel. Is that is that

105part of what's going on? >> That is true. When you have a blank canvas, you can start from scratch. When you have existing structures, you have to go in and do a lot of discovery. And so, you're right. Anytime you do remodel, usually industry standard is 7 to 10% charge for architects. Um, you know, new construction is lower and DLR has 6.15 for new construction on on that high school initiative. >> Okay. So this this modification is really due to the fact that that contract was written under the thought that we would get new school but now we have to remodel and so so we're taking a look at it >> and and this amendment is just for Benton. If there were another project that came up along the way they would have a amendment

106to the master contract that would specify the terms of that if that makes sense. >> Okay. I get what you're saying, but in my mind it doesn't make sense because when I look at the contract, it doesn't mention anything about what we're trying to do now. >> Sure. So, all they are doing is design development. They are looking at the spaces in Benton and seeing how we can create classroom spaces for different areas and then down the line we will come back with those of what those designs actually look like. But they need a contract in place before they start that process. So that way it identifies what the fee structure is before they >> design it is going to cost how much? >> What's that? >> To design it is going to cost. >>

107Sure. So based on estimates um you know back in October, November, we kind of had some cost estimates of what it would take to have a Benton central model, what it would take for a Lafayette central model. I think the max on that Lafayette central model was like 1.2 1.3 million. Uh the bend was 513,000. So we're basing this amendment >> high too, right? >> The Ben Hide was always just what was talked about as that site, but it still always included what it takes that site to get up to um specs. As we were looking at the information, it wasn't including construction also for Hyde. It was all it was only including for Benton. >> It was including that Benton Height site. I know Hid's out of the question, but we still have improvements

108we need to do to Benton um to have it ready for next year. >> And that's going to cost the 475,000. That is estimates right now. Until they do >> for the design >> until they do the design development and price it out and we get bids back from contractors. We don't know. We can only estimate right now. But we got to do the design and development first. So that way contractors can look at the design. They can bid on it and then we will know more of a final price after that. So this is the first step in the process is what this is. we have to be under contract because then that way um we know what fee we're going to pay them based on the work done >> and the estimated cost

109is like a minimum price then of what this could >> so let's say the work only came out to be 400,000 it's 7.9% of the work we use that amount just to show an estimate of what we believe will be if it's more it would cost more if it's less it's less 7.9% um of that So, I'll I'll admit that I was taken off guard when we got the contract. Um, so the Can you explain what the plan is now? The I I recall and you had sent me the document that had here's how much it was going to cost for Benton Hyde. Here's how much it would cost to make upgrades to Lafayette, the one point versus 1 point whatever versus five. Um, I didn't realize that because we had had a lot of

110conversations about and I and I think this is because I had looked at the long-range plan. The long-range plan says if the bond fails in April of 25, which it did, that we would go back to the community in 26 to do upgrades to the buildings. Um I again I know that you had provided the Benton High model but on November 19th when we had come to the special meeting we had a document that said it was going to be 150,000 to do the reorganization. Um so now I understand um and maybe because I was voting against it I didn't look at all of it. Um, but now we're going to we're putting 475,000 into just Benton. >> That is our estimate at this time. Until they do the design development and actually get something

111to paper and people bid on it, we don't know. >> Okay. So, we're going to invest 475,000. Well, really over five because of the architect fee um for just for Benton. But then we also have to make changes to Rubu. >> Correct. So, do we have like do we have a total list of because I feel like we made a we made a decision on a plan and the costs are kind of we're were not fully seen. >> Sure. So, every cost that we have was in documents in those November meetings. So, you had the two columns that showed Lafayette Central, Ben Central, and had the 513. >> Um, then you had the playground, >> but that was hide. That was >> the the high benton site but it still includes getting height up to

112population right what they need. >> So then how much so we have so 475 500 for Benton how much for Rudo. >> So in the November meeting we talked a lot about playground equipment moving um >> right >> was it Eugene Field and Persian overc that was 150,000 >> it would be for that that these are all onetime cost. >> Yeah. >> Right. And I I had that document. I meant to attach it um when I had sent it to you, but it didn't have any of that other on there. So >> where So we're going to cut the 8 million over two years through attrition. >> Um so where's the rest of So that 8 million includes the renovations to the buildings. >> Well, you have caucus and you have onetime expenses. Um we

113will have we have um we'll have money left over from our last bond 2024 that we do need to spend, right? >> Um we have interest from that um that we will have available to fund some of these projects. So I did want to bring that. We I I just think it would be mo most financially responsible if we had a list of what is happening where and how much it's going to cost, you know, cuz I I I don't >> as we do our budget development for for next year, that'll be all part of that. So you can see all those places. Um really this contract is just the preliminary piece to get something in place so they can do that design development to get you more accurate numbers on those costs. Well, and

114and I guess my my concern is just again we're putting half a million dollars. We're we're doing all these cuts um for staff and programming and then we're putting five half a million dollars into Benton and with this plan that in the future we're going to go to the voters and ask them, hey, we just put a half a million. I mean, this we do this a lot. We do this a lot. We put money in buildings and then we ask for more money to do something else. So, it just feels like we're throwing good money after bad. But just one person. >> I just want to look at the larger picture of everything prior to making any decisions. I'm just afraid of us like every other meeting or so approving approving this, approving this,

115approving this, and we never look at the whole picture of the cost of what's going on. >> Sure. >> So, can all you're approving tonight, and just to be clear, all you're approving tonight is a contract with DLR for over $37,000 to do the design development. If what they show people don't like and think the cost is unworthy, then you don't have to move forward at all. This is just to do the design development to see what we can do to some of those spaces in Benton to get it ready for 1,50 students come August. >> But and I I guess >> I think what we're talking about is probably a little more pertinent to to the facilities plan discussion where we would like to say, hey, you know, it'd be good to have visibility

116>> probably. Well, and and I guess and my concern is I as a taxpayer, I wouldn't want to hear I'm gonna spend $37,000 to create a plan unless the board is saying we're putting half a million dollars into Benton. And maybe everyone else when they voted on 4DR understood that and that was that was all your intention. um that that wasn't my understanding at the time, but again, I was >> I mean, we knew it would cost some level of money uh to make the changes we need to make to accept all those additional students. And uh you know, listen, I mean, I I it it's a lot of money, but um you know, we also remember that the original uh bond, a new high school is 160 million. >> Yeah. No, I'm I'm I'm

117with you on all that. I understand that. My my thing my issue is 37,000 is the entire wage of some of our staff for a whole year. And again, I've been around the district long enough to know that sometimes we spend a lot of money without any intent. I I just wouldn't want us to get to 37 spend this money and then say, well, we're not going to we don't want to put new money in an old building, which I've heard from people on this board before. So, I I guess if there's four people and I and I I think this contract just brought up more questions to be honest. I understand. >> I agree with you 100%. If you're not interested in putting a half million dollars into Benton, then we shouldn't sign this

118contract to go forward. But I will tell you, we will be um very um constrained with our classroom spaces at Benton if we choose to do that. >> Yeah. And I and that's why the long range plan was always Lafayette Central. And that would have cost the 1.2 1.3. >> Well, but the long range plan has that. >> We don't we don't need to debate that again. >> I'm just I'm just saying. But that's again why the community gets frustrated with us. >> Yeah. >> But that's fine. >> Well, I I've always thought we would have to put something in it, you know, to make it make sense. You know, I I've I've said I don't want to put like a level of money into these old buildings that we have to go to the

119taxpayers and ask for additional. >> Correct. >> That's kind of where my mindset has been. >> Yeah. this would not be the case. We would look to use savings from the last bond. >> That would be interest earned off those proceeds >> um that we have to spend anyway or if you don't meet that arbitrage date, you have to pay back over $200,000 as we look at it today. So, it is advantageous to us to have projects to spend that on or we have to write a check back to the IRS for $200,000 anyway, >> right? >> And so, that I think plays into this. Um but >> how much money is left out of the last bond? about 800,000 if you're counting interest earned in total. >> Did you say 800 >> about 800,000?

120Yeah. And that is a round number, you know, me pulling out of my head off the last um document, but when you had the proceeds of over $20 million and that earns, you know, over 4% interest over 18 months, um you do have have those dollars in interest and >> there's no estimated costs. of work needed to the other buildings yet. >> Uh the other buildings I don't have that yet. Um we do know it be much more minor. Uh meaning that our own maintenance department be able to go in and maybe there's a a dividing wall that needs to be made to make a space in the two classrooms or there was already dividing wall there. We need to pull that out. Um we don't anticipate any architectural services needed in any of the

121other buildings except for Benton. Okay. Are there any additional questions? Appreciate your time, Dr. Hedge. Thank you. >> Thank you. >> Okay. The next one is me. Um, if you looked at the agenda, I attached anformational sheet as well as um two more attachments about priorities. In about a month, a group of us are going to Great Northwest Days. Who's attending? Actually, >> just and Whitney. >> It's just me and Whitney going next week. >> Mhm. >> Next month. Oh, okay. Well, then you guys are able to look at the information that me and Whitney will be discussing with our legislators. All I did was I looked at the priorities given by MSBA and the advocacy points. If you guys can look over that information and that's what we'll be talking about. Are there any

122questions? All right. If there are none, we can move on to the March meetings. Um, and I was looking at the agenda and my name is next to that. I think that that was Ashley and I. >> Yes. You want to start? You want me to start? >> I'll let you start. >> Okay. So, in March, we have a work session scheduled on the 9th, which is our traditional second Monday of the month, but we are closed for spring break. So, we will need need to do something with that. We have our regular board meeting on the 23rd. That is the same day Surrey County School District will be in town. So, this is not a huge deal, but we would like to um spend some time with them in the evening while they were

123here. They're only here for about 24 hours. And so, um that is the video that Mr. Moore showcased last board meeting. And so, those folks are actually going to come here and tour Hillyard and our alternative school. So, we're excited to um host them. And then we also have on March 25th the spring town hall meeting. So, I would love to just get some thoughts on what you are wanting that to look like so we can start planning. So, I didn't know if we could move the 23rd or somehow maybe combine the 9th and the 23rd into one. None of this is a deal breakaker, but we are closed on March 9th. >> Okay. So, question, are we able to either move the work session either up a week or move it after a week

124because the thing about it is I don't like to cancel it especially since a lot's going on and then I know that at the March meeting we're going to be like approving things and I don't like approving things unless it's been on the work session as anformational item prior to that and so I mean if we're able to either move it up a week or after a week >> what are we also doing so I think last after the last meeting we decided that each work session was going to have a close session afterwards to approve placements, >> right? >> So, we'll still need to do that. >> The only problem with moving it back a week to March 2nd is that you've got a board meeting on the 23rd, then the following week, you've

125got the work session. >> Doesn't give your >> Okay. What about the 16th >> administration much time? >> The 16th. >> Are you guys okay with that? >> Sure. >> On that date, the 16th. >> Would you say 16th? Yeah, >> the 16th spot. The 16th spot for meeting means that we move the uh um the board meeting to the 30th. I'm not available on the 30th. >> I'm not available on the 30th either. >> No, we can move the board meeting like if we're not able to do it on the 20 3rd. I know we've moved them in the past to like a Tuesday. Are we able to do it on the 24th? They came up. >> Just keep in mind that you'd have the 24th as a board meeting and the 25th as

126a town hall. >> Yeah, but those will be different things. I mean, I know that we were going to discuss about the town hall like >> Yeah, >> I like your idea about um ed counsel. >> And I didn't ask him yet cuz I was wanting to ask our board if they would even be interested in that. Could you explain about what >> Sure. It's just a little piece of information I received last week when I was at Northwest Mass, but Dwayne Martin from Med Council spoke and talked about doing a town hall. He's leading that conversation, I think, in partnership actually with Desi and some of the administration up there. They've invited others to come up and listen to that. It's all about uh public education dollars and where things are going legislatively. And

127so he's just providing information to the community members and it sounds like it'll be a good informative discussion but also an opportunity for questions >> and that's only an idea about the town hall >> and I did send a flyer on my weekly update just so you can see what that looks like. >> I saw that. What date is that? >> January this >> I'm going to say the 27th January 27th. >> Okay. So we we could do that and not mess up our March stuff. >> Mhm. Right. Okay. So question. >> Are you guys okay with the changes on the meeting dates? >> So let's see. We went uh 16th. >> Yes. For the work session. >> Yeah, I'm good with that. >> And then the board meeting >> 24th. >> Tuesday the 24th.

128>> Are you guys okay with that? >> I am. >> Okay. >> Yeah. >> And the town hall now. >> And that's the fifth. Are you >> 25th? >> It's the 25th. >> Uhhuh. >> Are you guys okay with asking him if he's able to come to give like an overview as a part of our town hall? >> Who at council Dwayne? >> Uhuh. >> Uh I think so. >> What is it cost? Yeah. >> I don't know. I doubt he's free. >> Well, I I wonder if we can't just take advantage of attending the one and and variable. That's what that's what I actually suggested. >> That's an option. Um, we just kind of wanted a direction on what that town hall is going to look like and what the expectations are for us

129so we can start to prepare. But that was one thing I talked to Miss Williams about last week and that is being conducted. >> So the the last um town hall that we did I think kind of blended into um you know a forum for the district reorganization. I I think um it'd be nice if there was some give and take, some sort of like open dialogue. Um, I don't know if that means people coming in and providing questions and then those being selected and then the board, you know, being able to provide feedback or I just think something that's less people just talking at us um and more um dialogue back and forth which is I mean it's hard when you're you know one body but um I think there's often times a lot

130of questions that people are like this is happening and then you know can clear up like that's hasn't been decided or that's not right at all. Those types of things. >> I'd like to see this one >> that you're referring to. >> Sure. >> And see what happens with that. >> Do we have a location for that one yet? It says town hall. >> Um I think it's noted on that flyer that I emailed out on Friday. >> No, ours on the 25th. Oh, sorry. Ours on the 25th. I think that we only chose a date and we were going to come back to it and we can continue to think about our ideas about the town hall. We were just mentioning it cuz we were mentioning about the March dates. >> Yeah, I got

131you. >> So, >> okay. >> All right. If that's all on that right now. Um, and the petition I had added it on here since it was never publicly acknowledge, you know, that we received it and that we read it and about our thoughts about it, if there are even any thoughts. I know when you and I were talking, Mike, I know that you mentioned a couple good points about the about the information. Uh, yeah, you know, look, I saw I think 1,700 signatures. the ask was basically uh don't close any schools. Um and so, you know, my my my point is simply, hey, I I I I appreciate that. I but I just don't know how to, you know, we we we've got this financial responsibility in this teacher um instructor uh recruiting and

132retention issue that that uh we need to deal with. And so, so yeah. Um, yeah, I did read it though. >> Okay. But you mentioned that there were like a couple things in the information, you know, that you liked it. It wasn't about the not closing schools cuz that's already in process. I'm trying to think what you said. I promise I was paying attention, you know, but >> that's good. I'm glad you were. >> I have a little bit of a cold right now. So, >> well, I I had brought this up at the last meeting just because Tim had reached back out to me to ask if people had received it. >> Um, and I know that during that time, those two months that we've received a lot of different emails. So, I just

133wanted I didn't think it was it was appropriate or I don't know. I mean, we we've spent a lot of time on climate and culture and um community engagement and um to see 1,700 people put their names down and their contact information, I think um at least deserved um acknowledgement. >> Yeah. >> Any other comment about the position >> or the information given on the email? All right. And if there are none, then we can move on. And that is >> you, Dr. McG. >> Yes. So, we're going to have a few different people chime in on this. So, district reorganization update. We're looking at this in three different areas. So, one being students, one being staff, and then the other being parents and families. So, I just wanted to give you a little update

134on where we're at. We had the superintendent student advisory council applications go out. We received 38 of those that closed last week. So this week we will we will review those and I'm excited to learn from our students and get that feedback. So just wanted to give you an update on that. And then Mr. Noli, Dr. Noli has updated our student transfer request form and that is now uploaded on our website. So if families are wanting to file for a transfer per foreign policy JCB, they are able to do that. Mrs. Dutder talked a little bit about courses offered and she mentioned how and that was part of my notes too, just that that is always based off student numbers and that CPEG will come out. So I know we've had some questions, are we

135going to have college 101? Are we going to have different courses? And we always plan for those. All right. Our plan is to have them consistent at both sites, but then ultimately that will come down to how many students sign up for that course. Anything you want to elaborate on there? >> Jess, I appreciate Dr. Davis and Dr. Reid and the team um looking at this. So, I know she met with counselors today to get some feedback on that course um request form. So, >> so what's So, the final verdict on College 101 is that it will be offered. >> Yes, it'll be offered. And then so >> I took college 101 at Lafayette when I was a senior there. >> Oh, nice. So what I'm I'm sure you guys have seen that there's been

136a lot of these questions specifically about that course. Do you know where that came from? Are there changes to staffing or like what is happening? Yeah, I think there is some internal shifting with staffing um and just um you know ensuring that individuals have the certification needed um and if they have additional certification um you know just um just like our team is doing these one- on-one employee discussions. I know Dr. Davis is leading up these um one-on-one employee discussions. And as we leave these one-on-one employee discussions, the first thing the teachers tell me is, you know, I' I've said to them, okay, you know, are your preferences, the three first three correct? And then I asked what we can do to help in the transition. And and really it's about being told timely in

137a in a timely manner about where I'm going to be. And I think that's just where our staff is right now. They would like to know where they're going to be next year. And so we won't finalize anything until after all of the one-on-one discussions. So, so I I think things are just heightened right now. >> So, to clarify, so the the staff will be different, but the class will still be offered. >> Yes, the class will be offered. Yes, >> I agree with Mrs. Tutor. I think there's just a lot of uncertainty and unknown right now and so you think of things and you're just not sure. Um, but I just want to clarify especially that one class, college 101. Another piece is just the renovations that we're talking about at Benton. So, Dr.

138Hedgeworth kind of touched on that. Anything you want to elaborate as far as the spaces at Benton? >> Yeah, and Benton's not the only school affected. You know, there's a lot of whether you're gaining population or losing population. Um, and so, you know, we've been going around the building, especially Casey Daniel, uh, with our academic services team and looking at spaces and how things might, you know, maybe shift. And it's might be as simple as moving furniture. It might be um you know as complicated as hiring DLR to look at spaces at Benton or just you know adding partition and walls or or the flow of different things um in those buildings. So that's continuing to go on um you know getting the feedback from those administrators um at those buildings um and making sure

139when we when first bell rings in August we're ready to go. So >> did we ever land on a capacity number for Bitten? Casey is in he's working on that right now. >> So, with the transfer, um I think I had seen some communication that had went out about um whether or not staff would be able to select their child's school. Is that still going to be because the the verbiage was slightly different than the policy? >> Um if you let me know what how how that verbiage is different, I'd be willing to fix that. Yes, we do have every intention that our employees that if you're an employee with the St. Joe School District that we um look at also um the transfer request and I know multiple staff members told me um last

140Wednesday, Thursday, and Friday they're waiting on their placement to determine where they're if whether or not they're going to transfer their child. >> So they'll they'll be able to choose. Well, would you like us to >> email you a copy of the policy and the verbiage? >> Yeah, I can get with Dr. >> Yeah. Yes, please do. We don't want any um of that to happen. So, yes, absolutely. Send that to me. I know Dr. Noly met with the academic service team and so we'd be willing to fix that right away. And then the last piece as far as students go was the athletic conference for Bitten. So, I know Dr. Hedgecourt and Dr. Noli met with some of the coaches and got some feedback. So, I'll let you speak to that one. >> Yeah,

141I'm sure did. So, um appreciate Dr. Noly and appreciate everyone at Benton um that came and met with us that morning and and talked through that process. Um and so, you know, they kind of said a lot of things that kind of an echo here today like we don't even know what next year looks like yet because we haven't experienced over a thousand kids in bitten. um we haven't seen, you know, who's going to be um in our district and what that looks like as far as um you know, alignment for conferences and will will we have a C team make or not. You know, they don't know yet. Um and so they felt like um remaining and staying the course would be the best action for our student athletes for next year. Um and

142and beyond. And so of course with anything you always continue to evaluate and look and you know things change over time but but in the in the near term uh especially for the next two years and and beyond with that next two-year cycle after that they believe that staying in the MEC for Benton is best and of course with Central High School at at over um you know 1900 students um remaining in the suburban conference there. So um you know I guess I guess the news is no news um they will continue to remain with the same alliances. So how does that work for their classifications? >> Sure. So district classification is different than conference. So they'll compete in conference in MEC and then with the new classification what they do is they look at

143freshman, sophomore and junior numbers and that's looked at every year. So um with those higher numbers um they could be reclassified in different districts depending on that end number. So for example, Benton and football was class 4 this year. That same number if we had you know over a thousand students would probably still land them in class 4. other sports that are on the edge one or the other are probably going to jump a district class and go from three to four um in some or two to three depending on the sport. Um and so it's very possible like in wrestling that could that's currently two could go to three in boys. Girls are going to change classes next year to three classes. So that's um here nor there but in different sport they have

144different classes and so that'll all depend. We submit those um student populations in the spring to Misha. >> Okay. So it'll be the fall. It'll follow the year. >> Correct. Yep. And so you know, Dr. Ni, do you have anything since all everything is proposed? I thought he was here today. Okay. Sorry. I thought he I saw I saw him coming today. Um >> I was going to say you guys are like and I'm looking at him like I don't see Milton anywhere. But you guys keep walking and he's blocked by people. So I couldn't tell if he's here. >> He's in security. >> Yeah, absolutely. um u since everything's proposed and so I believe Misha has has given us guidance that you will send those proposed numbers for us to classify you but I

145can find out 100% and report back on that >> so so change in classifications next year or no >> it all depends on the sport and like for example if you had football would remain still four um other sports depending on their classes >> no no no I I understand that what what I mean is when would they change would they so like >> it would be next year >> it would be for 26 27. >> Correct. >> Yes. Because that's the year we have the higher population. So that's the year they could change their class when it comes to their district playoffs. >> So it doesn't follow the year. >> It's so they asked for it the spring before. So they will ask >> they ask for it here in the next couple weeks.

146So we're going to give their proposed ones and that's going to change next year. Okay. I'm going to X this out. >> Y. >> Okay. >> Gotcha. And then of course next year, springtime comes around, we'll have actuals because we'll be in that school year. >> So then at both schools, those are gonna have a lot more students. Are they going to be able to still have more teams if need be? >> It all depends on participation, how many come out? Um, you know, if for example, if you had three teams, like let's say you had a baseball group that had varsity, JV, and C team, and C team only had 14 players, um, you know, with the higher numbers, you might now have a team, which is more appropriate for a C team. Um,

147if you're already maxed out at two teams, varsity and JV, and then you add five or six more athletes, then that would kind of spill over to be able to create that that third team. So, it all depends on the sport. It all depends how many come out and what that ends up look looking like for each school. Right. >> Well, I just think of Lake Central, they've had over 40 girls already and if we're adding that many girls there, what that would look like, >> right, >> since they'll be bigger, too. >> Correct. Yeah. The makeup of those schools will be a little different, too. Meaning the population where they come from. of what's popular in one area. It might not be you know what participation that comes out each of those two schools

148until everything you know gets finalized for um you know like you talked about earlier if a staff member is is going to be assigned to a certain school they may or may not bring their student with them depending on that and what sports that person plays. So um you know but we we are ready for any type of additional teams that are needed. Um, I've already had a conversation with both athletic directors on, you know, looking at their current numbers, looking at those situations where it might um, overflow and need another team to be ready for uniforms, practice gear, and stuff like that. So, we've had those discussions already so they can be prepared. >> So, how does that I know we put a lot of focus on athletics, but how will that affect um,

149like ROC and band and choir? Like what? Sure. How might that look? >> I've got to look at both athletics and activities. Okay. Yeah. So then one more question from Stacia. Um when you were talking about the curriculum did you say so the course offerings for both high school are going to be the same starting next year. We will have one course offering where students are um asked to select courses and then like Dr. McInness shared based off what students select we want to drive what students want to provide. we will be willing to um offer um and be consistent in both models of school. So um that they will have the opportunities to have um at both sites those courses. >> Okay. >> We should be more consistent because of the more equal enrollment

150sizes between the two. So, for example, though, if you have a DC European history class and you only have six kids sign up for that, that that may not make. So, it may not be perfect, but it's definitely going to be an improvement. Can we also get So, I know that there was um an announcement sent to parents of special education students about their announcements. Can you talk about what's going on there, when they're going to find out or what that looks like? >> Yeah. Dr. Anderson. Yeah. So with the letter that went out to parents, it identified students home district. So wherever they live, but with our programming students, obviously we have programming locations all across the district and those students um have to attend where there's programming. So we every year at the

151end of the year if there's a move for a student in in their program, so for instance, Targets, I'm going to use that as the example because Lafayette is closing. So Targets is going to move. We are um we send out letters to those parents of where their child will attend. Also, due to the shifting of boundaries and the number of like daily living classrooms that we have and foundations, we are going to make a few shifts in those. So, everyone will know by the end of the year if they if their program is moving. Um I already am sending out the letters. Those actually went out from my office today for our students at Targets at Lafayette um to tell them where they will be attending next year. and where that program will be

152housed. Does that make sense? >> Yeah. I um the other question I had gotten was if there's going to be any changes to the High Roads program or not. >> High Road is housed at Webster and there is no change to that program. And then we do have contracted classrooms through CESI and those may shift locations. So like for instance right now they contract one of our structured learning classrooms. If I have a teacher to fill that, I won't contract to them. Um, they currently, um, run four of our foundations classrooms, um, I might shift their location. Um, or if I find teachers to fill those in house, I will do that. That contract hasn't been developed yet. But High Road is actually what is housed at Webster. That is for our most intense students,

153and there are no changes to that. and Webster. So, the plan for Webster is that it will it's going to look ex it's going to look the same next year or kind of the same >> for special education. There are absolutely no changes. We will have public day classrooms. We have four of those and we have the hybrid programs which there are three of those. >> Okay. And then for everything else, >> yeah, alternative education, it'll be a phased approach. We want to ensure that our sites are are set up for success and then um we can look at where there might be open um spaces and places to offer the alternative education. >> So what will >> they'll start at the very beginning um at Webster and there's been there is still some discussion

154whether or not um transitioning like Dr. Andrew just Dr. Anderson just shared if that's is is that right for our students? Is that um make um success for those kids? So um we'll continue to get feedback on that. >> So is going to look the same next year or it's still up for discussion about alternative placements changing. >> We'll have alternative education. um it it would in the discussions that I've led is that it would be Webster is going to be a phased approach and so if we feel that at successful at like the semester perhaps and then we get a like a site determined hey at this particular site you can almost run a school within a school because there is so much space in there. I want to start that transition work to

155um move programs out of Webster. >> Something else we're monitoring and Dr. Anderson may speak to this a little bit, but the state schools are closing. Um, I think there was 12 of them that are closing in the state of Missouri right now. So, that's something we are watching closely with Helen Davis and because we anticipate we may get those kids back in our school system in our buildings. So, just know that we are being mindful of that and what that may look like. >> Okay. So, can you put some of those answers on the website if they're not already there because we do get a lot of questions about special education. Mhm. >> Okay. So, what what answers specifically? >> Everything what we talked about today and what's going to happen moving forward. >>

156So, that's why I sent I send a letter to the families. That's why I sent out the message that they will know by the end of the year if I need to put I mean, do you want me to put that specifically on the website? >> That'd be good. >> Okay. >> Yeah, you can. >> Yeah. And every year the at this at the end of the year, we have to shift some students. Um, like last year we added some daily living classrooms because we there was a need and so we added programming at Hosia for this the this past school year and so we shifted some students and they got a letter and that communication went out. So that is very typical practice for our department. >> Thank you. Yeah, but I'll put all

157that on there so it's clear. Thank you. >> Yeah. So that was everything with students. Now we're going to talk about staff. So early on when we were talking about this reorganization process, our team visited every building um partly to communicate with them what was happening along the way, but then also to get feedback from them. And so one of the pieces that we communicated was that when staff were displaced or we knew they were going to be transitioning somewhere, we were going to have one-on-one meetings with each individual staff member. And I have to give praise and lift up academic services and our human resources team because they have started those. So I just want to give them an opportunity to speak about those one-on-one meetings. >> Okay. Thank you. I was hoping Stacia

158wouldn't steal my thunder earlier when she started talking about it a little bit, but that's okay. Um >> they've been great. >> Based on our staffing plan, we had a ten a tentative timeline. Um I'm happy to say that we are ahead of schedule right now and we have communicated that in our individual conversations. Um hopefully this will continue. So last week um academic services and human resources teamed up and we kind of divided and conquered. So we we had conversations with staff at Field and Persian um and then all four middle schools. um those conversations really um we kind of asked them four specific questions. One based on the form that they received prior to break um they they provided us their first choice, second choice of buildings and their active certification um programs

159that maybe they're pursuing or additional degrees. Um, we tried to make sure that their choices that they made prior to break. Um, with some of them I I use the the term sometimes we have buyer remorse. We submit it and then we think about it. You're like, "Oh boy, I wanted to make that change." And we were um so during that conversation, if they wanted to make some changes, they were able to do that. Actually got an email today from a staff member who thought about it even more and wanted to make an adjustment. Um, so we're going to go ahead and do that as well. Um we also um ask them um the strengths that they would bring to their team and then also supports that they may need next year whether they're remaining

160remaining in their building or they possibly are going to a new site. Um so kind of talk through that and then they were able to ask some questions or um get some clarification on some things based on our staffing plan. After communication with um all the individuals who um met with our staff, we received very positive feedback from our staff. They were very appreciative that we came in, sat down with them, listened um and clarified some questions. Um the majority want to obviously they want to remain in their building. Um but many of our staff members um expressed that they know that change needs to happen and if they needed to move somewhere else um they were willing to do that. Um it just gave me um a sense of appreciation of more appreciation for

161our staff um that they are in this together. Um they want to do what's best for our students um and they are willing to do whatever it takes. Um just a couple of quotes that I received from some staff members. One during the meeting um said that I've spoken to several staff members in the building and they appreciate the district coming in sitting down to discuss. And then I received a email from a staff member who was not in one of the buildings that I was in and this is just a little excerpt of what they had mentioned. Um from what I see I don't know how you could do it any better. you're giving people who really want to feel heard the chance to talk to someone outside of their building. And I feel

162that carries a lot of emotional impact. Um, so were all the conversations positive? No. But the overwhelming I'm going to say 90% of our conversations were extremely positive um based on their feedback. Our next step is starting tomorrow. tomorrow through Friday. We are again um we're not dividing this time since our high schools are larger buildings. Um teams are going to Lafayette tomorrow and Wednesday to meet with staff. Um and then on Thursday and Friday, um we have teams going to Central to meet with staff to have those individual conversations. Our final group that we will have conversations with will be our teachers that are uncertified. um not necessarily those that are in these buildings being affected because we want to have conversations with them to kind of figure out what their intentions are and

163their future in education in the St. Joseph School District. We want to know um what degrees they are pursuing um how they are pursuing certification because those that for example I when I was at BOD on um last week one individual who is uncertified there um expressed to me that she is graduating in December of 2026. she plans to enroll in her alternative certification program um in January of 27 and she is interested in um applying for the grow your own or the pathways program or the uh scholarship program that we have for our staff who are seeking certification. So that's also one of our goals too is when we meet with them one to figure out what their intentions are and two um to encourage them to apply for these uh grow your own

164and pathway so we can get give them as much financial assistance as possible but that would have to be through the application and interview process. >> So why so you're doing Tuesday through Friday you're doing Lafayette and central meetings. Why is Ben not involved in that? because we don't anticipate any staff members from Benton moving because they're gaining students. They're not losing students and Central is losing students um to Benton and then all Lafayette students are going to Central. So that's why we're meeting with Central as well. >> Okay. But you're also cuz you met with all the middle schools, right? >> All the middle schools are not changing. >> They're losing significant amount of students. All all four of them. >> Well, am I right? >> It's no staff. It's no staff moving from

165Benton. Then they're all >> okay. If we have conversations with them and move them, then we're going to be moving even more staff members than we had anticipated. >> Well, we already are. >> I mean, I I So, my I guess the reason why I was I've been this was surprising to me is that I would have thought, you know, Central is increasing students, Benton is increasing students. I would have thought that through our staff at Lafayette, some of them may need to go to Benton, but that may not fit with other staff that are already there, or perhaps they wanted want to take on different coursework or maybe something. I I just was surprised that they weren't included. There's going to be changes. >> I would anticipate some Lafayette staff members may want to

166go to Benton. >> Yeah. and maybe some benton want to go to central, >> but we might have some staff members at Oak Grove who want to go somewhere else, but that's going to create a lot more transitions throughout our district when they're really unnecessary. >> Yeah, I mean I could >> and these are just the groups that we've prioritized in the very beginning. If we feel there's a need to go to Benton and definitely with anybody who's uncertified, then we will continue that process with those other buildings. No, we're adding kids over to Central High School and you went to Central and so why not go to Bitten in order to keep things at least >> even I guess. >> Well, Central is losing approximately what 400 students to go to Benton and then

167600 are going to Central from Lafayette. But Benton's not losing any kids. I get what you're saying. My thing is that we're already disrupting lots of schools when in my opinion it's not necessary, you know, but it seems weird, you know, to just to keep one school and we're just going to leave this school alone, you know, but we're still looking at other schools and we really don't have to look at those schools, I guess, is my question. If that question makes any sense, am I being clear? >> It was I just thought for consistency that with all of them, but if you don't see a need to, then that's your prerogative. >> I just wasn't aware that my apologies. >> Yeah. And I think Dr. McIn said it best is that um we prioritize

168certain schools right now. And if so, um I'm I'm thinking about the students and the impact on the students. And from what I um in the employee discussions that I've led is like we do want um some of the kids to have familiar faces when they go to those sites. So we do anticipate um that they like u Mr. Carl shared that there will be some central student or central staff members that want to go with their students over to Benton um to support that transition for students. But again we we can um include Benton in these um employee discussions. It was just that um Lafayette, we knew that we were we wanted to particularly prioritize Lafayette and um central because um again Lafayette if if it's like Rubidu how Rubidu communicated to me I

169want to go with my students. I want to I want and so we're going to add I know that um probably a lot of Lafayette and I've looked at the Google form will tell me that they want to go to Central with their students and so um I'm hoping that Central will say the same thing but it may be after um our discussions with Lafayette and Central um that would that would play a factor into that. >> So I think my elementary schools have you go >> field and Persian. So, are you planning to talk to any other elementary schools or just those two? >> Just those two. >> Okay. >> I guess my my guess I guess my question is maybe not about the conversations but it's about the process. So, um, then would

170I would it be correct to believe that if you have three teachers that are certified or let's say you have a teacher at Benton that is working on their certification or hasn't been in the district as long as a staff person at Central or Lafayette, that person because they're at Benton is not at risk of being bumped out of their position. Even though this person at Lafayette has a certification, has longer tenure. Does that make sense? So, we're we're not looking at that amongst high schools. So, bitten bitten because you're bitten. You're not getting bumped. You're staying there. That just seems kind of >> Thank you for that, Miss Laney. We We will Mr. Crow and I'll definitely look at that. So, certification is a priority. So, that is something that's a must. No, and

171I understand that, but that's that is my um that's why I'm questioning it is that even if you have three staff, and again, I don't I would assume that this exists somewhere amongst these three schools that if you have someone at Lafayette that has more tenure and but they're not they're not going to be able to maybe find a place because if if Ben cannot move, you see what I'm saying? Yes, I see what you're seeing. >> So, >> thank you. >> Well, that's going to be reconsidered now. >> Uh, yeah, we I mean, like just Dr. McInness just shared, we prioritized the certain sites that were closing. Uh, Field and Persian we knew were closing. We wanted to get to that staff right away to, you know, help in the retention of that. And

172then all the middle schools were being impacted. um either they're getting much smaller and so they don't need the staff or a site is getting a lot bigger and we're going to have to pull um individuals over to support um Lafayette. Um and so um now it's it's it's move on to the high schools. This is a very fluid plan. If if we have more people resign and we know where the needs are with teachers, then we can fill those spots. But if we reevaluate, no gosh, we should go to bitten staff and that's something that we will do. >> Well, and I like I said though, I I just think that it's giving um the perception that the bitten staff are protected where others are kind of up in the air. >> Another thing

173that we are starting for staff is that committee. So, this is very similar when we had Mark Twain transition from an elementary to an early learning center. We had a group of staff who had gone through those um repurposed buildings or closed buildings and just the process of that. I know it had been kind of messy uh with Humble specifically, but I think Mark Twain went much better because we did have that feedback from our staff. So Dr. Adams and Dr. Reed are leading that committee and they are working on that now. And then the last piece, parents and families. So we brainstormed this and decided that we we believe it would be beneficial to have welcome nights much like we did with Mark Twain. So offering those for our families at those schools. Also

174utilizing departments. So special education we talked about earlier. That's one where we get a lot of questions from those parents about what programming is going to look like. So that could be something where we meet with those individually because they are a little bit more confidential matters. and then utilizing our PTAs in this process. We think that'll be a good way to engage our families and our parents. Anything else I'm missing as far as district reorganization or do you have any questions for us? >> Have there been any additional changes to administration? So, I know that we had gotten I think the last time that I had seen correspondence was that we were through attrition going to not fill a position um a part-time position due to a retirement for 90 about $90,000 cost savings.

175>> So, are you talking about district administration? >> Mhm. >> So, we have 22 district administrators. We had one retirement that we are not filling. at this time. Any other questions for me? >> Nope. Okay, we can move on to the facilities plan discussion. >> Okay, so this one is me also. Um I will ask some others to chime in. I did want to point out that our current facilities plan is uploaded on assembly. It's also noted on our website and it's referred to as long range plan. I'm going to refer to that as facilities planning going forward. We are updating that. I wanted to point out because I've heard that we have that April and Miss Lanning, you mentioned this earlier, we have that April no tax bond for 80 million and I hope

176that our community understands that that is not going to be on the April ballot. So, I just want to make that clear and that was part of um we were going to upgrade those two buildings and obviously the plan has changed now. So, I did want to point out on that long range plan that is our current facilities plan. It states in April 2025 the bond was rejected still transition to two high schools, align boundaries, reconfigure middle schools and rightsize elementary. So, that is still um part of our plan. And then now that we have a direction with Benton and Central, we are going to build that out. And so this is where we want your help. On assembly, I have a draft facilities plan. I have some guiding questions. And then I have a

177template for a future state of facilities feeder system. This is something that we did with our district leadership actually today. And we had five different groups. they work together to come up with what a system could look like. I would love to have feedback from our board members and the same. But one thing that I do want for sure is a timeline. So when we build this out, I would like a consensus from the board. if you're wanting this to be a five-year plan, a 10-year plan, a 15-year plan. In my mind, I've been thinking 15-year plan, but I also don't want to assume because the reality is we do have board members transition over each year. And so, I want to be realistic and mindful of what you are wanting and the expectations for

178our team. I will point out on the facilities plan the building capacity which is on page 10. Until we have those classroom spaces all identified at Benton High School, we will not be able to have that capacity. So once we have those classrooms established, those spaces, same thing at Central, then Mr. Houseman and his team will update capacity for those buildings. So that will shift. Um, if you remember from all of our reorganization discussions, all of our building spaces have been converted in some way. A lot of those classrooms were converted to office spaces for a lot of support services. So, there may be larger classrooms that they had that luxury to have that in those buildings that now is just not going to be the case. And so, know that those capacities will change,

179but our maintenance crew is going to update those numbers. So, I do have questions on there. The one I really want answered is that timeline, uh, five years, 10 years, 15 years, what you're thinking. And then if you have any, uh, responses to any of those other questions, we would gladly listen to that. Uh, if you need more time to process, we understand that as well. Um, it's looking as if everyone will need more time, you know, to read these over in depth and to process them and get answers back to you. Is everyone okay with that? >> My my initial reaction on five, 10 year, and 15 is is that um we we probably need to set some milestones and and 5 year, 10 year, and 15 are maybe all need to be ingredient

180of what that is. what what do we hope to accomplish in 5 years? What do we hope to accomplish in 10 years? And what's the final plan look like? >> Well, that's what I've been assuming, but I also didn't want to assume. So, if you only wanted me to build that out for 5 years, >> then that's what we do. >> I wouldn't though. I think you you go try to look a little bit beyond that. whether that other range is 10 or 15. Um, I'd kind of lean on you to decide that, but I think I think there's so many changes that we ought to have a thing that says in 5 years we hope to be this and in 10 years or or some other time period we can get to this and

181maybe there is a third one required. Anyway, that's what I >> as you mentioned, you know, I mean, it's new elections, new hires. Like, I mean, if we're looking around right now at the table, 5 years ago, the only ones really at the table were only like a couple of us. Like, it's going to be all new board, all new admin. And so we have to be careful about the planning that we do >> cuz we can make a plan and then >> x amount of years it's all new people and there's a different plan and then the community is mad >> cuz we agreed upon a plan. You see what I'm saying? So >> yeah, I agree. I mean I think I agree that I think that a five year 10ear plans are fairly

182fluid anyway in any organization. >> Mr. Rich, I agree with you 100%. I think a phased approach, but then I also think this is something that we could revisit annually or ever, you know, however often the board would like to make sure we're on the right track and then edit update as we go. >> Something that's important to that is obviously the finances and so in January, we'd like to bring James in um who will talk about our long-term debt, what our existing bond debts out there, any type of lease purchase debt that we have and how that looks to the future. Um, so that way you can ask any questions on it. They'll have, you know, 15, 20 pages of some nice graphical charts to show you what the interest rates are on those,

183how those are paid and amateurized over time. And so that will help give you some insight to the financial piece to the back of that. So when you guys have these discussions about these facility plans, I think it will help look at that 5, 10, and 15 as we go out. So I wanted to mention that >> and this is something we will put back on the agenda for January. So, if you want to chew on that and provide us feedback in a couple weeks, we would gladly entertain it. >> I did have two other questions for you. Um, one, you guys are probably familiar with this assessment book um that DLR did back in 2019. And so, you know, over time, we're always trying to improve things. So, we've done improvements to different buildings.

184So, some of these scores may not be pre prevalent to what the condition of the building is today. And so something to think about um of course I don't need answer today is would you like DLR with the assistance of our operations team to go and get this information updated for you so we have up-to-date information on all the facilities in our district where they stand today. >> What's it going to cost? >> I can get that estimate for you. I just didn't want to ask them unless I had a direction so I can find out that for you. Yeah, I just my concern would be that it's probably premature to do it right now because if you're doing it I mean unless we're talking about we're going to close more buildings next year. If

185you do it now and then it's another 3 to 5 years before you actually do anything then you're you're back in the same spot. So to me I just think it would it may be premature. >> It would be a helpful piece of data for facilities planning. So, if we are identifying buildings that we are going to repurpose or retire, it's helpful to have up-to-date information because we don't want to pour dollars um and continue maintenance on buildings that may be repurposed or retired at later. >> Some of I mean, some of this is not real difficult. You know what I mean? Like some and we haven't really used it. Um, you know, we kept Hyde, our oldest and most expensive building, and closed other buildings that we just redid. So, I I mean, or

186I don't know that we're going to be looking at the score of like, oh, well, it's 02 higher, so we got to keep this one. And we haven't done that when it's within 60 years old. So, I I would just I get it, but I think you're probably premature. It's going to change, >> right? Something to think about too then is if we don't want to keep it up to date, do we just want to let it lapse and not have an assessment or wait longer? So, just something to think about. I just wanted to make sure we wanted um the second pieces I've I've been through some workshop sessions with DLR um in a previous district where they walked the board through a facilities plan and facilitated those conversations and what to think about.

187You know, here's some examples. Are you interested in DLR doing some sorts of facilitation to work on that or is this something do you think um you know you would want to do just of of you seven board members together? What do you think? What do you want that to look like? >> Do you know what my question is going to be? >> What's that? How much it cost? >> I can get that answer. It's it would be hourly based on how many meetings you wanted and then >> well well and then another >> concern of mine I wish we would have already completed all of that prior you know to looking at which ones you know to close. It would have been nice you know to look at the updates at that time because

188we're not going to close anything else now or next year. You see what I'm saying? So, >> but I think that there's I think there's so much more that goes into the decision on what to repurpose and what to close. I think if we've learned anything from this pro process, you know, because if if we were going by that, we wouldn't have done what we just did. Um, but because we're also highly constrained by geographical location. So, I mean, I think that's important. I'm not saying to not update it, but I also worry back to what uh Tom and Mike said earlier of how how much change I mean I think you're going to have to look at these phased approaches of here's what we're going to do. It's going to it's going to r

189up some dust. You're going to have to give the the community time to um recuperate before you start talking about the next thing to close open those types of things. So, I I understand the point of keeping that up to date. I mean, I definitely think you need to keep some sort of addendum of what you're doing and when you're doing it. Um, but as far as bringing people in and saying these are for sure the things that are going to open and close. I mean, we didn't even follow we didn't even follow that. >> Yeah. It's just meant to give you a grade and then you can use the data as you want. I I thought on the second part there where there's some um a workshop to kind of talk about facilities and

190um how that facility planning process works. I think something like that when there's new board members might be good. Maybe maybe again we have too much this year but maybe by next fall um have that be a workshop so that the newer board members can get that information and and and think about how do they plan that going forward. And I'd ask board leadership if this is something we should pause because I think we have a lot going on right now with our transitioning. We will have two new board members coming on in April. Um I also understand the need that we need to update our plan. So I know Miss Williams had wanted to proceed with the facilities planning and get it going and have it be a continuous topic. So but we are

191flexible with what the board desires. Well, and I I probably shouldn't even speak up, but I think that this year um I think this year the idea would be to get what's what's our current actions to get our facilities ready to go by August um first day of school. And I think that um I think we would I think it'd be okay to follow up on the 5, 10, and 15 year a after the you know, as a addendum after this year. Well, >> I think there's just enough on the table this year. >> But what's the difference between I don't understand the difference of the long range plan if we're just wouldn't we just be updating it? I mean, we did the difficult part of the of two years. What What is going to

192be the difference >> longterm? >> I thought I thought it was long term because the long range part. >> No, >> it was really just two high schools and that's pretty much it. Um it was going through a phase of having 10 elementaryaries uh four middle schools and two high schools and that was kind of the end of the plan. There was no building out 5 years, 10 years, 15 years. We think that's imperative uh so that we know we're using our dollars wisely in some of those buildings. But then also just having that vision framework for the future and I think that would be helpful for other boards coming on, board members coming on. I >> I do too. And I think, you know, I think some of those relate to the timing of

193money requests, whether it be the sunset um so that we have factored that in or when we might be ready to consider a bond issue for for a new facility. So I think I think but again I think there's so many things on the plate right now. I think that might be confusing um in the midst of this amount of change. So maybe maybe we work on what we have right now and then and then um by by fall we're ready to say let's look out a ways and I think we could explain that difference to everyone. It says we've done this and now what we're talking about is what are we going to do within the next 5 years that that would be what I think might be most palable. >> So the long

194range plan has on page 28 the future schools desire desired state. It has early childhood education lane persing. It has technical school. It has an ELD newcomer center, a gifted innovation center, alternative edet at Webster, which obviously we've changed. Um, a North High School, a South High School, the middle schools, the elementary schools. So, how is that that's that's not >> all of that was dependent upon the bond in April, >> right? But all but we're still doing two high schools, four middle schools, the elementary schools. And so I I guess I just would have thought we would take the long range plan, change it to what we've already changed it to, and then build out. Is that still the direction that we want two new high schools, one in the north, one in the

195south, Lafayette and Bittton become middle schools? Like that was going to take more than 5 years. two new high schools. So, I guess my I guess the point I'm just making is, and maybe I misunderstood, I thought the long range plan was long range and that on page 28, we had our future desired state that would have been 10 to 15 years out. >> I just think it's time I think that that periodically needs to be reviewed. I don't think we need to decide it tonight, but I think that to take a look and say, do we update that? Is there any need to update that based on the current activities? And maybe some of that will happen simply. Maybe some of it um will take some additional thought, community input. >> Well, and it

196would be nice. I mean, I think there that plan had some really good things in it that I think we all really liked. We liked the ELD newcomer center. We liked the gifted innovation center. Um and I think if we can use that framework to say okay we've made we've gone kind of kind of a different route but how do we how do we amend this future school's desire desired state and then how do we I mean it's the work is already there >> we've gone a very different route because of our financial situation >> right but we have we still have two high schools four middle schools elementary schools I mean so we've sort of done a different route but this route still takes us there. >> So, your middle schools for next year

197are going to be very low enrollment. It won't be efficient. That's something else that we will have to look at down the road. So, what I'm talking about is putting something in place for 5 years, 10 years. And we say in April of whatever year we will put this on the ballot at whatever time we will make these improvements to whatever school. I'm talking about making it much more detailed. So, we are very clear on the direction of where we're going. Well, and I and I understand that, but I think if and I think maybe this is we all think about planning differently, but to me, if you're saying, okay, in 15 years, this is our page 28, future schools, desired state, two high two new high schools, how long, and that's going to be

198dependent on bonding capacity over time. How long is that going to take? And then you build it out to that point. So, I I just would hate for us to have put so much work into a long-range plan and a future school's desired state that was based on vision forward and other plans that we paid for that then we just say, "Oh, we're starting all back over. We already we already have it. >> It's not starting back over, but it is revising it based on our current needs." >> Yeah, I think if we revised it, that would be >> that would be You just have to update it, >> right? This is just one page for a long range plan. I think we can get much more detailed than that, but I also think we

199need to be sensitive to the fact that we have a lot of staff who are going through transition right now and unknown and change. And so, um, I guess I would like just direction from the board if this is something you want us to pause or if you want something on the board meeting agenda each time here on out. I mean, I think it should be like a working a pause in my opinion just makes no sense cuz we're already it's what we're working towards. It's why we're doing all of this. And so a pause in the process makes no sense. Continue to work the plan, evolve the plan, amend the plan as we're going along. Well, yeah. I mean, I think you have an updated facilities plan next. I mean, you're you're not going

200to be you're carrying out the plan right now. So, I mean, I don't know that we would expect, hey, go ahead and get all this update, redo it based on what we're doing. But I think if you don't have an end goal, then and we've had a lot of community push back because they're like, where what is the plan? Well, again, I think the long range plan is what we've been doing. You're just gonna have to carry it out. >> Some like about that long range plan. It is said two new high schools north and south. >> I I don't Yeah, I don't know. >> That's what That's what everybody said they wanted, >> right? For a bonding capacity, it's at the cost of 150 million for new high school. There's no way we have

201the bonding capacity to do that over 15 years. So where it would help me is when when Casey and I plan and we look at our capital improvement projects is as we look year after year what does that kind of deep and I understand it has some pieces in that plan but it would help us to have something more detailed. So I mean we can keep that public or private um but that way we can assume that when we're doing different projects does it fit that if that makes sense. Well, I mean, right, but this detail, >> but this is also the first time that we've heard, hey, I mean, not the first time, just the first time on this topic is that's not possible. So, don't even have that as a plan. >> I'm

202just giving you the information. >> No, I I get that. I'm just saying that the information constantly changes, but that's not my problem in in 3 months. So, I would just say for the for public trust building, we need there needs to be movement towards a plan. If that's not two new high schools, that needs to come out and the community needs to know that that's no longer what we're moving towards. This is what we're moving towards because if we just uproot the entire system and then we don't really have we don't really know where we're going from here, that's insult to injury in my opinion. >> And I kind of think that's the whole purpose of having the five 10 15 years. So it's more more specific. So in five years, do we want

203to have is that when we're going to ask for the new high school or is that going to be 10 years out? So I think being more specific, what's 5 years look like? What's 10 years like 15 years? It's not I don't think I'm hearing you say we're going to ditch that and start from scratch. Correct. But we're going to be more specific and when each thing is happen kind of like that plan started when it said in April of 25 we're going to ask for the new high school and then when that didn't happen. So it' be more things and my understanding it would be more things like that spelled out 5 10 and 15. Correct. >> A lot of planning financially to make sure that all these can be funded or it could

204be a no tax rate increase geo bond that that is at a certain time. And so that's very helpful because if if we don't do that and and we don't have those specifics and it's going to be hard for me to work with Raymond James um and and figure out how that looks long term. So if they can see that they can start to craft something around that uh that makes sense for 5 10 15 if that makes sense. >> Well just to be clear two new schools in 15 years is a no. >> Well I'm going to make some assumptions here. Your current AV growth rate that you had at 2% plus the caps of SP90 plus the caps of SP3. >> No. >> Okay. Well and I think I think that's important because

205that's a different plan. So now I understand that you're talking about a different plan because the plan that we've been talking about and working towards we're not going to do >> pieces of it. We will. >> Now could you have a a new high school in a certain location and use one of the existing to to renovate? Yes, you have the bonding capacity for that. But but two new um I'm assuming that cost would be 160 million in today's dollars. and let's say 5 years down the road that's going to inflate to over 200 million. The math just doesn't work out um with our current assessed valuation for that. >> That's fine. I just I I agree with Whitney. I think that people are expecting at the end of this two new high schools in

206the north and the south and we're not going to get that and they need to know that and understand that that's not where we're it's not our goal. Not in 15 years. If you >> not in 15 years >> as you crunch numbers, could you in 2025, you know, we can run some scenarios and see what that looks like. Um, but at least getting specific with some things would help, I think, make those things clear. >> Yeah, but realistically, that isn't going to be any of our decision. >> You're you're correct. >> Mr. Miller, you wanted to say something earlier. >> I like the idea of getting specific. and that's your intent. I think that we're just going to need that plan. We do it in our homes. We do it otherwise. We need it

207here so everyone can see where we're moving to, what we're headed for. And that's what you're requesting is what what is it going to look like five? What's it going to look like at 10? What's it going to look like at 15? I like that idea. It helps me uh get a better picture of what our intent is and how better to spend the the taxpayer money that comes in. They can see, wow, this is what we're we're hoping for in these first five years. Now, I do understand we have a lot of things going on at this moment, just getting to the beginning of next year. So I'm not for pausing but maybe a slow progression to that. So by the time that has taken place, we are ready to continue that because we

208do have a lot of moving parts already and that's in that process of the first five years. That's part of that plan. >> So we will continue to work on this as a leadership team. If you all have feedback on those guiding questions or if you want to complete that feeder system, I would gladly accept that feedback. >> Thank you. >> Okay. Our next meeting is in exactly two weeks. Is there a motion to adjurnn? I will make a motion to adjurnn to executive session pursuant to 61021 closed meetings and closed records for legal hiring, firing, disciplining and promoting of particular employees and individually identifiable personal records. >> A motion. Is there a second? Second. >> Okay. Miss Donna. >> Miss Miller. >> Yes. >> Miss Williams. Yes. >> Miss Chzn. >> Yes. >> Miss

209Burns. >> Yes. >> Miss Lanning. >> Yes. >> Mr. Moore. >> Yes. >> Mr. Richmond. >> Yes. This meeting is adjourned.