September 8, 2025 Board Work Session/Special Board of Education Meeting

001Good evening. I call this meeting to order. Roll call, please. >> Miss Karns, >> here. >> Miss Miller, tell him getting dementia. Miss Williams >> here. >> Miss Chzny >> here. >> Mr. Moore >> here. I'm here. >> Richmond and Miss Whitney will be on soon. She's trying to connect with us. >> I'll stand for the pledge of allegiance, please. >> 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. Okay. Approval of the agenda. Is there a motion for approval? >> A motion. >> Thank you, Jennifer. Is there a second? >> A second. >> Thank you, Mike. >> Call the vote. >> Miss Miller? >> Yes. >> Miss Williams? >> Yes. >> Miss

002Chzn? >> Yes. >> Miss Karns? >> Yes. >> Mr. Moore? >> Yes. >> Mr. Richmond? >> Yes. >> And the motion passes? >> All approved. items of discussion. Dr. Hedescourt. >> Yes. So, the first item you have for discussion today is the um end of the year budget for FY25, which is the fiscal year that which is the fiscal year that just ended. Um that budget that we give to the board is really a document to help clean up. uh meaning when our auditors come in in September um they will look for what our budgeted um fund balances were at the end of the year and if we have any fund that we budgeted for that we went over budget um they will note that in the audit and so this is basically to give

003you what the final um FY25 numbers are for the end of the year. Um please note that when you look at those u that budget amendment that that does include all of our bond expenses. So you can see the um the years before the revenues that came in um for that time um outpaced our expenditures and then of course this year um the expenditures outpac the revenue because we received that $20 million um from our bond in FY24. So um be happy to answer any questions and then of course you can see the the fund balance that we've been discussing for the last couple months um for the end of FY25. Thank you. Are there any questions at this time? We're good. Thank you, Dr. Hedgehorth. Facilities. >> Okay, we ready? >> Mhm. >> You

004have a packet here that has a little clip on it. So, if I can draw your attention to that. And I appreciate the written guidance from the board as far as what you are wanting in regards to our two high school model. And so I'm going to go through this kind of item by item if you guys are good with that. Um so you've kind of tasked us with looking at the the systems Benton Hyde Central and then Lafayette and Central. Some of these items within those one through nine will take a little bit longer to gather the data, but we are going to touch base on all of those points tonight and just keep it as a talking point for September's board meeting, October's work session, and then also October's board meeting where we'll

005hopefully we'll have a direction from the board. So, uh, I do want to make note that the board requested an option with Ellison being retired and field still functioning. So, if you look at your packets, you have those numbered visuals. And I just want to point out number one, the flowchart also goes with number one, the next page with all of the numbers. So, those are just two different ways to look at that system. So, hopefully that makes sense. Jake Kelly has this kind of a brain with all of the numbers and charts and Ashley has this kind of a brain where I need to see the flowchart of the data. So, whatever works for you, but both of those are there. And then, um, also wanted to let you know options three, 4 A,

0064B, and five all show feeder patterns. That would be the Benton Hide combo. And then options one and two show the Central and Lafayette combo. Um so we will start here with the very beginning where you ask for a feeder system from elementary to middle to high school with a focus on keeping classes together as they progress. Um so all of those have that in here. We also have the plan for early learning centers that are noted at the bottom of those and we have the reduction in overall buildings noted on each one and then the feeder system with estimated enrollment count. So when you see those little numbers on the flowchart, that would be enrollment numbers for that building. So I just want to make sure all of that made sense. The second piece

007was boundaries for each of the schools with percentages of free and reduced lunches. So I wanted to have our director of nutrition services, Becky Shaunik, is going to come up and explain the complexity of calculating that. Thanks for being here, Becky. All right. So, with C, um, just a little background, anytime if a school qualifies for C, then we feed all those students free breakfast and lunch. Um, in order to qualify for C, you have to have a certain percentage of your student population come in on what's called the direct certification list. um our current uh C cycle that we are on um we pulled those numbers from April of and for a school to qualify for C they needed 40% of their student population to come in on that list. That is a list

008that comes directly from the state. That's not something that we come up with. Um, these are all students that have been identified as either um residing in a home that utilizes food stamps um or SNAP benefits or that come in labeled as homeless. Um so when we run those numbers, we see what those direct percentages are and we if a school was over 40% then they automatically qualified for C. um you are able to do it on a school by school basis or as a district as a whole. So if your whole district is over 40% then you can do a blanket. Um ours does not. So we did a school by school basis. You also are able to uh group schools together. So if you have a school that is close to reaching that

00940 but not quite like some of our schools were either at 38 or 39%. we can combine two schools to average out to that 40. So that's why um there are some sites um that I get questions on how did they qualify for C. They were probably very close to that 40% and we combine them with another school so we could include as many free sites as possible. Um the downside of C is that it does uh create an impact on how much reimbursement we are able to get with our lunch counts. So when you're not C, you're able to do um you have free reduced and paid statuses. So you have your students that come in on the direct search list and they're automatically free. But then you also have students that qualify um

010for free or reduced meal prices based on their uh applications um and are income based um and you're able to get reimbursement at those free and reduced rates for all those students. Whereas if you do C you can only claim that free reimbursement for your percentage that comes in on that direct. So, if you have 40% of your students um come in on that direct search, then you can only claim 40% of those meals at the free rate and then all of your other meals are claimed at the full pay rate, which is significantly less than the free and reduced rate. Um any boundary changes we make, um we lose our C status because demographics change. So with our current cycle, this is our last year of our current Cycle, we do have an option

011to extend that to the 2627 school year. Um, but if we change any boundaries, then we have to drop our C status for a whole year and then in that school year, we have a chance to re-evaluate. Um, we pull the direct percentages as of April 1st of that year. to then apply it to the following school year. I know that's a lot and it can be kind of confusing when you're not working with it every day, but it essentially comes down to how many kids come in on that direct search list. >> So, um I'm going to ask questions. >> Oh, yeah. Yeah. I know I went through a lot. >> No, you did good. And but I really have one that's a simple one. One little bit. So there are actually three categories

012because I always hear it free and reduced um as one category but there's actually a free a free and reduced >> there there's free reduced and then full pay. >> Okay. >> So your so your students that are free we get the most reimbursement for those free statuses we get a little less for reduced and then if a child's full pay we get um very little reimbursement back on those meals. And so anticipating, this is jumping ahead, but anticipating that some boundaries will change. >> Um, and so we have eligibility this year, but that would disqualify us for next year. What's the financial impact of being disqualified for a year? >> Um, actually, when you do C, you actually run a risk of losing money. um if you have a lower direct search percentage um

013you're not able to uh get as much reimbursement. So for example, if you have 100 students in your school um if you don't do C you might have 40% that qualify based off direct but then you might have another 20 that are free based off of income, 30 based off reduced and then the rest would be full pay. So you would actually be receiving more reimbursement if you went through applications because if you go C then you no longer can claim the free or reduced rate on those students that qualify just based off the income. >> Thank you. >> And I'm the C requirements have changed within the last few years. At the time that we applied the direct percentage needed was 40%. Um it is now down to 25%. And when we discussed this

014last year as a district, um we found that it would have too big of a financial impact if we went that route. It would we would lose approximately $3 million in reimbursement if we went that full C route. So that's why we maintained our current status and did not um reapply with those new percentages. And and I was right with you and then that the um the reimbursement for need I'm calling it right not this not the C reimbursement for need is that are we eligible for that next year if we change boundaries >> if we change boundaries next year then we would have to cancel our C. So then every site would then have to go back to all uh application based. Uh >> so but if we went back to applications, we'd still

015be eligible for some reimbursement. >> Yes. Yes. >> Thank you. >> Yeah. Just instead of only five sites requiring applications, we would have to get applications from all 23 or however many sites we have. Yeah. It would just be a change for our families too because we haven't done those applications for so long and they were difficult to get in years ago and so not that we wouldn't be willing to um bring those to every opportunity we could get them from parents but just it would be a change. >> Yes. >> Right. >> So I I have a question. So if we reapply then it'll be the 25%. >> Or do we still get to apply at the 40%. >> We would still have our current Okay. >> What we're currently doing? Yes. But then

016regardless of boundary changes, we would be reapplying for the 2728 school year >> at at the 40% though. >> No, it would well it's just the minimum would be 25%. So some of the so some of those schools that were maybe at like 30ome, they would then qualify, but we would but that's where we would see that loss in reimbursement. Um because if your direct SER percentage is so low, you actually end up losing reimbursement over time that then it becomes a detriment to the district for us to miss out on that reimbursement. >> So I'm I'm trying to process this. So is C money really helpful or can it be harmful? >> So >> moneywise when we're talking money, >> moneywise it can be. Um, up until this past year, we had been able

017to come out positive. Um, so we have kept our C status for our sites um because we were able to kind of recoup any loss reimbursement we had and that was through like COVID funds and things like that. Um, so this last year was our first year that we saw where we kind of took a hit with that. Um, but it's always a double-edged sword because we would we always sited on we would rather take that financial hit if we're able to if we're able just to feed all kids for free. >> Um, so there there's give and take with C. You kind of take that risk of losing that reimbursement, but then there's that positive of families don't have to worry about applications. Um, our office doesn't have to try to sort through all

018of that and try to collect all of those. So up until this past year, we just decided we would take that hit because we were able to. >> But so there's a possibility we might not be able to take that hit moving forward. >> Okay. >> Correct. >> So So that that would be a discussion for a whole other >> Yes. >> whole other day. >> Yes. >> Well, thank you for that and thanks for managing it. Right. It sounds super complicated. Um, you know, I think I think the board's primary concern as we talk about free and reduced is just an indication of making sure we did don't get too far out of bounds with any changes that we make, boundaries, school buildings closing. We don't want to get too far out of bounds

019with a a you know, student profile that doesn't come somewhere close to being equitable, >> right? And I know that's not 100% possible, but in other words, we're trying to make sure, hey, we don't we we we we have a good mix of demographics, including finances. You know, the only way only indication we really have of that is free and reduced student lunches. So, I I think I speak for the board. You guys jump in. But but I think my the main concern is not so much what it does to the the the the program but what it does to the mix of students in any individual building >> more academically. >> I I think so. Well, academically and just socioeconomic, right? So we we don't you know the criticism you hear quite often is

020oh well you know you want to put all the rich people in one school or you you know and and and that's what I just want to get a good feel for that we've looked at. No, we we've got a good mix in each building, you know. >> Gotcha. >> Yeah, Mike, I agree with you, but I do think this is a good additional information. It really is. Yeah, >> because there's also a financial >> Correct. Correct. Agreed. >> So, I appreciate the presentation. >> Yeah. Thank you. >> I have a question. Is this even a thing that they're able to predict? Well, because if we're moving the boundaries of every school, are we able to get like a landing spot of each school? >> No, we were discussing this earlier. It's it's hard to

021predict exactly where those direct kids are coming from because a big portion of them are uh they move around a lot. That's why when people look at C sites, sometimes they get confused like how did that school qualify because I know this neighborhood is here. And sometimes it does come down to one or two kids kind of tipping the scale. Um, for example, if we had pulled C this past April, Truman for example, they were two kids short of being at that 40%. So, it's all just depends on what population of students are at that school that year. >> Um, so it's we can kind of look at trends across the years and poll it, but ultimately it's hard to predict exactly what those direct direct search percentages are going to be. >> Okay, that's

022what I was thinking. Mhm. >> Well, well, and then in the past it's easier if you're able to look at the schools, but if the lines of the schools, you know, change, it just makes it two times more difficult in order to be able to tell. So, >> I do appreciate you trying. >> Difficult to predict, but we wanted you to hear that from the expert in the in the field. >> Yes. Thank you. I appreciate that. >> Thank you. That's pretty good explanation. >> I tried >> and I think to one more point with that on the data side. So for all the kids that are in the schools that are C, they all become free and reduced. So in power school, >> they're all marked as free and reduced even though if they

023were at a different school, they may not qualify. So that's where it gets hard to predict when we're doing the boundaries is because every every kid at Hide right now is free and reduced. >> But that wouldn't be the case if those some of those kids were moved to a different school. >> Understood. >> So that's where it's hard to get good numbers for you on that. Yeah. >> Okay. Okay. Can I make one other comment about that though? I appreciate you saying that. And I won't do this all night. Well, I might, but I try not to. You're okay. the um cuz so you're saying then that consequently we may be reporting um um higher free and reduced lunch than what we really actually have. I would say we are. Yes, >> because I

024think >> because of the nature of the program >> and I and I don't I'm glad I think that's a good clarification though because what I all these things add up to saying how do we feel about our district and how do we feel about our system and how do we feel about our community? And I think that um we certainly want to do that with a financial advantage. I'm not saying we don't, but I think the idea that says, you know, we're not a blighted city is a is an important thing to mention as well. You know what I mean? And and there may be other districts that have less of that than we do, but we we're not the leader in that. Um, and so, thank you for that clarification. >> Anything else

025for Becky? >> All right. Thank you. >> Thank you so much. on number three, four, and five on the list we've kind of talked about. So, all of these options are seven, eight, middle school model. Um, Benton Hyde, as noted on there, would be the only one that would allow for early learning expansion at Persing. And then number six was a reduction in building. So, that's all noted on there, too. Jake is the one who is responsible for creating our maps. So, you have all of those at your stations that Jake just completed today. He's going to go over those and just see if you have any questions about the specific lines where they're at right now. Everything is editable. >> Yeah. Nothing. This is proof of concept, right? Like nothing is set in stone.

026So that's why um I gave you guys these and kind of want you to to understand this is gen general regions um so you can see how these different plans work. Um do you just want to go through each of them real quick or >> I think that'd be great. Thank you. >> Yes, please. >> Now it'll take me a second. I can't load them all at once cuz they're takes a lot of memory. But we'll go through one at a time here and I'll get them Okay, first one. Um, we'll just go through in order here. So, the Did it connect me? I bet it did. The first one we're going to look at is plan one. Um, so in this one, um, we're central Lafayette. It sounds to me like I'm feeding back

027here or something. Okay, the first one we go with four middle school models of Lafayette. Um the schools that will feed um to Lafayette would be Coleman Oak Lindberg and Field and then the schools that would feed to Central Edison Parkway Ellison Cardonosia Spring Garden and Skate. I might just note on here too if you look at the population for Lafayette and Central just it wouldn't be exactly equal. I know that was something that the board wanted in the past, but we wouldn't be able to have equal offerings again. >> So, but you would be able to have potential retirements of buildings to save costs. Any questions on that? I'm I'm just curious. Yep. If we close Webster >> Yep. >> then where would those uh programs that are currently housed there, where would they

028go or do we just do we not know that potentially yet? >> So, we would look at those other spaces. For example, if you look at um BOD or Rubidu, there would be space there. So, we would just and and the capacity we'll get to in just a minute, too. And it shows you the capacity that we have at Webster currently. And so we would put some of those special programs programming into a specific building. >> Okay. Anything else on option one >> on any of these um cards that you or one of the other staff has that's a I know you gave that list of positives and negatives too, but any highlight of that um I think we'd be open to as we look at the map. >> Sure. Um so I'll focus on

029Lake. Um, I've been told from some folks in the community that Lake was closed because of the train and the the stoppage there. I don't know if that's still a reality for Lake. I haven't heard any of those issues from Lake, but um, keeping with this model, we would be able to expand with um, with Persing. So, I think that's a bonus. It would tie into expanding early education >> for early learning. Mhm. >> Yeah. Gotcha. >> Yeah. What that that you bring that up and that's going to be that's one of the areas that I I want to discuss because I think that is a community perception. We closed Lake um seemingly for a reason. And then we recommissioned it as early childhood. That was already raised some eyebrows. And now to say that

030we go back and that's a elementary and I'm I'm not I don't mean the tone to be negative in that. I just think that's one of the things that the community is going to ask us about we choose that. Then there's some other scenarios that have that too. >> Right. Right. The other thing I would draw your attention to is just looking at the middle schools in themselves. It would still have capacity pretty low in those four buildings and the elementaryaries are a little bit larger. So there'd have to be some some shifting of staff and administrators included in that. And to answer the questions about Lake, I mean, I think that the community just has to understand, you know, that that was all different admin and all different board, all different reasons, you know,

031I mean, we can't answer, you know, to why a board x amount of years did this. All we're able to do is what we're able to do now. >> Yeah. I think one of the things I think one of the ways though that we could help people understand is to um is to make sure that people understand that the facility is fit for use for an elementary school. That'd be the kind of thing that I think we'd say we that we made improvements while it was preschool if that was the case and that and that now it's fit and able to be converted back to an elementary successfully. >> And DO is nodding your head. anything you want to contribute >> is going to go for for Spring Garden. Spring Garden's an elementary school that

032we're using as a middle school. I'm just going to say there's a lot of different options here. I'm I'm really personally just wanting to hear what the administration I know we're going to go through all of them. That's fine. I just like to hear what the administration is recommending. Um, but I also I would prefer only one vote that whatever we do is going to be the least impactful to the least amount of staff and students. So, you know, if we can leave Lake where it is, it seems like they've been doing well there. If we can leave it the way it is, I would prefer that. If we can leave the middle schools the way they are, we've had other plans that that leave them at four. That's going to be my preference. Okay.

033>> Thank you, Whitney. >> Anything else? Do >> um I was just going to say we did um put a lot of extra money back into Lake. So, it is a well um construct from the construction. There's been new fencing. There's new playground. Yes, we did put money into Lake. It It looks great. It's a great school, so it could be great for early learning or elementary. Um the downside of moving an early learning center is the playground. You cannot make the playground. So that would be an added expense um to have to put at another location. However, elementary students could enjoy that, but you would have to add some older age equipment also there. So um to answer your question, I guess it's it's could serve both purposes depending on what the needs of

034the district is. >> Thank you. Okay, Mr. Jake. >> Okay, so no more questions on one. Um, number two, if we look at is really very similar um to plan one in terms of Lafayette and Central except we go to three middle schools and pretty much use the capacity of Benton as a middle school. So the the disparity there at your middle school level um Bodie at about 300, Rubidu about 270 and Benton then would be about 975 um feeding to central. So there's a a wide range of of um student numbers there but it's because of if we want to that plan is if we want to utilize the capacity of the building that we have then that's how we do it. Okay. Um on this one, um you'll notice there's more closures because

035if we have three middle schools, that gives us Spring Garden and Truman that we can convert into elementarymentaries and then we can close Ellison um and split those kids up between Ska and Oak. So that kind of pulls that one in. Truman's a bigger school than Ellison, so that gives us some added capacity and allows us to close that extra building. >> The last >> again I would just point out the number vod and rub. So just a little inequity there. >> Yeah. And that's based off your capacity at Lafayette, right? So Lafayette can fit about,50 kids comfortably. So in order to do that that really splits us up about 1,100 and almost 1,900 at central >> but I'm anticipating that would also be the most cost savings because of the picket hide Ellison and

036Webster. >> Correct. >> So we'll just keep on pointing out different things as we go along if you guys are good with that. Yeah. >> Yep. >> And then in all honest and then in all honesty, I think that we expected inequities and numbers. Well, just because we're >> because there's not a new building in order to even out the numbers, you know, we just have to work with what we have, >> right? >> Correct. Um, so then let me close out some close out these so my computer's still happy with me as we move to those are our two plans for Lafayette and Central. Um, then as you guys asked us to look at uh Benton and Central model um I think it was discussed at the last meeting. The only real feasible way

037to do that is to include Benton with Hyde as a high school campus um and then central. So that gives us some different options. Um, plan three, um, would pretty much stick with, um, the four middle school model, um, with about 1,200 kids between Benton and Hyde and almost 1,800 at Central. Um, that's kind of to keep Central about where it is. And then you're basically combining not the not combining Benton and Lafayette but combining the number of population that would be there. Um so with this model um you can see we're looking at field being the elementary school that goes away. Persing once again becomes a early learning center and the shift with the Benton model is we need elementary school space in the south end. So if we do that that's the reason

038Lake has to become um an elementary school again because Spring Garden would still be needed as a middle school down in that area. So, the only way to to do it and really not throw kids around as much as we can is let's say as I'm still connected is to repurpose Lake Back as an elementary school and then we would be shifting the South End Early Learning Center would go out to pick it >> and in addition at Hershey. Yep. Yep. So, you'd shift Lake to pick it and then Persing would still be added as a third site. >> Um, two quick questions on that. Uh, maybe because the next three all have the Benton Hide combination. Yep. um maybe some explanation to how we would use those two buildings together to not I see

039the capacity number but how would that how would we functionally use those two buildings together would the fresh would some classes be in one building and the other would the uh freshman be in one or what's the feeling on that >> so we've talked about that as far as with academic services and >> accessibility and like the specialists going back and forth >> catch on I'm sure ADA I think. >> Could you repeat that? >> Could you also include in that answer what that looks like for ADA accessibility and stu and specials? >> So >> yes, we talked about having electives or specials out there, but we've also talked about beginning the career pathway work and that could be an opportunity to um house different pathways in that facility. you want to chime in? >>

040Yeah. Um we've gone into different sites where 11th and 12th grade looks a lot different and we have done some partnership work with Missouri Western where some of our students are actually reporting to the early learning uh our early college academy out there um just maximizing that space to very think um more innovative in the work especially at 11th and 12th grade um when they're doing apprenticeships and internships um and getting their experiences um on the university and at Hillyards um a a lot more programs open up there and so what could that potentially look like the space potentially at Hyde um with the um college and career pathway work. >> Thank you. >> Some of this kind of gets into the long-term vision that we have too that I'm going to talk about at

041the end. So I will come back to some of that though. Um I just want to go through these pieces and then we'll talk kind of long term what we're thinking. Yeah. >> I I have a question too. Um, when we're looking at the difference between Picket and Lake, is are the capacities for kids about the same numbers for those two buildings? >> The capacities aren't the same, but DL expressed that having 15 classes at each of the early learning centers would be ideal and that will hold that. >> Okay. I just want to make sure that we're not going to less spots. Yeah. By doing that. Okay. So student had mentioned that there would be different things and there so is that going to require students to move back and forth between those two

042buildings? >> Yes, it would >> and then how will that happen? >> We don't have all of those details at this time. >> We don't have those details at this time. >> Correct. So, I I think that that's kind of to me that's a lynch pin for how we even move forward in this. If we don't have an idea of how they're going to move back and forth, how we're going to get kids in wheelchairs, kids in crutches, if we don't know how we're going to get kids back and forth, then that's really I don't know how we move forward. >> We've talked about it as far as having staff out there to assist, but we don't have anything in writing to that detail right now. I just think if we are going to move

043forward, I'm only one board member. I would think if we're going to move forward seriously about this option, that is a huge piece that we need to understand. >> Thank you, Whitney. >> Anything else on number three? >> Okay. So, plan four, you have A and B. Um it's pretty much the same feeder pattern or the same boundaries as plan three. Um so the difference is on those we can do a little bit more leveling of the numbers um between the two schools. Uh 4A you'll notice I mean right now um Benton's at 1530, Central at 1460. Those can be tweaked, right? We can level them. We can throw more in central. We can move a few kids around here and there based on how we draw the boundaries, but that's pretty much set up

044to level um the two high schools to be the same. um because DLR said our our max capacity benton with hide would be around 1,600 um that we could fit if we're packed. So um we could do that and have both high schools um at the same student capacity. Okay. Um you'll notice there um Bodie um Truman 380, Spring Garden 430, Bod 250, and Lafayette about 500. Um leaves you some space for programming if you need to. Um, also, um, gives you the option of if you want to combine Lafayette and Bodie and make one middle school for the north, that would put them about 750. Um, which is well within Lafayette's capacity. And then you have a another building that you can either close or repurpose. And I would say you could do that.

045You could use Bodie or Truman as your third middle school. Um, I know that's stuff that we we had talked about. There's pros and cons to each setup. >> So, Truman has actually two gym spaces, but not to have competitive events, so there's no seating. And then BOD does have the gym with seating. So, that was just something we discussed internally. >> Yeah. Yeah. And then the other side of that one really was just the location of the school. Bod's located in a district that would be going north to Lafayette and back to central. The building is but or sorry the building is the kids around it would be going north and and all the kids that would be going to Bodie would not be within that district. >> See what I'm saying? So Truman

046is in the district of the schools that would be feeding to Truman Bod just a couple blocks north, but it's not technically within the boundaries of the district of the elementary schools that would be feeding into it. >> I got you. But both plan fours use Bod and Truman, right? >> Yes. Okay. >> The only difference between A and B is Ellison. >> Looks like it's Ellison. Yeah. >> Yeah. So then >> Yeah. Yeah, plan B is then just shifting Ellison to feed to Bod and Central. So that puts Central at 1675 and Benton at 1300. >> Gotcha. >> Okay. And then the last one is it >> just like these other two only removing Ellison. >> So it is different. So it's the same concept of you but you close Ellison but it's to

047keep Field open. Um you'll notice in all of plan three and four Persing and Field both close because we repurposed Ruvidoo as an elementary. it's got a greater capacity and it can kind of absorb the enrollment from both of those schools. So, the option of keeping field open really presents some challenges as far as um boundary creation to not really surround one school with a different school because you'll have Rubidu, Lindberg, Field, and Coleman all within a small area of town. So, you've kind of got to like finger out and around to get the capacities to feed that school. Um, which it's loading here in just a second, but you guys have the math. You can see, um, on all the other ones, we try to keep blocks as much as we can. Um with

048this one because of that area um how it's situated you're really affecting Lindberg has to come down and around field um Rubidu kind of stretches around both sides to get the capacity for it and it shifts most of Edison further south where in all the other plans Edison is pretty good about being around the school. This one it shifts most of Ellison which then in or Edison sorry which then in shift turns um shifts Parkway and Carden south because you've got more schools up north rather than having Ellison at the east. So that's the that's the difficulty with boundaries that it presents. Is it is it possible to consider um having having field at um Bodie and having or I'm sorry having um having field at Lafayette having Oak Grove at Bod >> for plan

049F plan five or yeah sorry plan five sorry I'm going by my matt names um yeah so I mean you can shift those schools You can have Coleman and Oak go to Bodie and Lindberg Field and Ruvidoo go to and Edison, right? >> Well, even Edison staying at Bodies Bod, right, with um with Coleman, Edison, and Oak Grove. I'm kind of looking at that. >> Yeah, correct. >> Yeah, you can shift those however you want. The problem's not with the middle school space with this one. the issues with how you have to draw the boundaries for the elementaryaries because you've got four elementaryaries really five with Edison in such a small part of town and I mean that's where a lot of our kids are but it's just it presents some challenges um that the

050others don't. Moving Oak would also cause Lafayette to go down in enrollment, which it's already under capacity at 604. [Music] >> Just a thought. >> Yeah, I know. I mean, I'm looking at that. I just think um I think in some ways um I think it's something that we ought to keep in mind. >> Yeah. Uh, and I would say too, like if you look at this with Rubidu up north, um, that's going to absorb most of the enrollment that's currently at Field right now. So, your demographic at Field is going to change dramatically because with all the schools up north, everybody's pulling south. So you're pulling from more from Midtown to feed feed field than you are from the north area of town like you were. >> Something I might mention on all the

051enrollments that you see is these enrollments are today's enrollments. Yeah. >> So our prediction is that these will slightly drop over time. So you're seeing the highest capacity they would be whichever scenario you see. >> So just know that over time those will drop slightly. So >> and real I mean it's different. their last school year's kids, the end of last school year, and the middle school and high schools are projections off of those kids. So that's not the current middle and high. I wanted to see if we change these borders, where are those kids going to be once they hit middle school and high school because that'll give us more realistic numbers moving forward, right? Um if you look at these models um are there like a top two recommendations in administration? >> Yes.

052>> Okay. Which ones are >> you want me to go there now? Wait till the end. >> That's >> I'm sorry. >> I do I have a little bit more just information and then I was going to get into that. I do want to draw your attention to school capacity. >> Yeah. because I think that's an important piece as we're looking at all of these. I just want to tell you the information that we considered before we came up to the recommendation that we are going to mention. Um so on here on the school capacity sheet I do want to tell you a little correction. This Lafayette data is from the 2021 vision forward presentation, but Lafayette has also been updated with some special programming that's um in their facility at a couple different spaces.

053And so Casey gave me some updated information of capacity that I want to share with you. So he recommended 1,250 would be optimal and 1,650 would be the maximum capacity. So I'll update this sheet and get this to you Donna. You can put on simply for the public also. But I think this is important when you look at it to see where we have capacity right now and how much buildings can actually hold. So all of that percentage of the current enrollment is based off of the optimum capacity, not the maximum capacity. >> Dr. McInness, can you say those numbers again? The optimum capacity at Lafayette >> 1,250 and then the maximum is 1,650. And then also on this enrollment sheet, the early learning centers have special criteria. And so DLO, do you want to

054speak to that at all? So depending on the type of classroom we have, if we have an early childhood special education classroom, if we have a half-day reggged classroom, full day classroom, we have different numbers in each type of classroom. So for example, a um low incidence, which would be a medically fragile, more um really involved student, those types of classrooms, we're only going to have four to five students in the morning. 4:00 to 5:00 in the afternoon. Same way with some of our self-contained classrooms. Then our integrated classrooms, these are all early childhood special education that have some reggged peers along with our early childhood special education. We have a total of 12 students in the morning, 12 students in the afternoon. So you still get your 24 students, right? But as we look

055at our models, when you start going to a full day classroom, um, which we have some of those for reg, those are going to have 18 students in there. So, it's hard to figure by classroom. It's really about the type of classroom for the type of students we need to serve in those classrooms, if that makes sense. So, when I came up with um our model and our numbers, I took currently the types of classrooms that we have. And with the expansion, the idea would be we would have similar types of classrooms with the expansion. Um, so those could vary depending on the needs of our students, right? So if we ended up having more needs in the early childhood special education realm or if we chose to change our programming model where we decided

056to do all full day for our reged instead of some half day, we're going to see less kids and so on. So that number or those numbers that you see are kind of just a best guess estimate from the types of classrooms we currently serve to expand similarly. Does that make sense? >> Yeah. Let me ask, is there a need to expand to a third site? >> Yes. So, we have around 200 students right now that we've screened that we have not offered placement. That doesn't mean they're all going to accept placement. Um, but we have about 200 that and I'm going through right now and hoping to offer um around 50 to 60 more kids by October 1. So, as we screen our students through our parents as teachers program, um we give placement

057to students with the highest needs first. Um and then also if that's part of our child find with special education, our process consultants look through. And so we really have an obligation to get those students in. So you're going to see some three, four, and 5year-olds that aren't age eligible for kindergarten where our ADA or our grant classrooms, those are students that have to be one year out of the year before kindergarten. So when you say that yes, we we still have a lot of kids that want in. A lot of parents want their kids in. It may not always be the type of classroom, you know, that that they're hoping for because it's where we have those little spots. It's just like a puzzle trying to fit all the pieces together. >> I I

058think that'd probably be important and and one I realize how how complicated those numbers are. I'm so I don't even know how you do it, but it might be good to show that there would be an increased capacity and so we would um have a better picture of what the need was for the third um third um >> location. There's definite need. >> Yes. and we have funding opportunities and so I think that's a big piece um that as a district you know that goes off that free and reduced lunch number um so we have an opportunity to add more reggg ed um classrooms for our students that are the year before kindergarten so that's like an intervention right trying to get our kiddos in so that they're school ready um so if they were

059to qualify for free and reduced lunch then we can claim ADA um you know SAT buttons for those students. So, >> that sounds wonderful because I think more school readiness that's that's good. That'd be great. >> That's what we're hoping for. >> Thank you. >> Okay, going back to this list, if you look at number six, seven, and eight. All of those are very difficult to calculate and our team is trying to calculate all of that data based off of the various options, which makes it pretty time consuming. So, if Robert and Mark would like to chime in on those pieces at all. >> Yeah, I'll I'll start with number six. Um, I think the impacts are real. It's there's a chance within our district that the perception um that we have some instability is

060is going to be present um once we consolidate. Um, but I also think there's some positives with that because staff will be able to collaborate more together. There's going to be more staff members to have more voices to make some changes there. So, definitely definitely some positives and some negatives. Um, I will say I think as a district I think it is possible um to make this into a positive change if um we communicate clearly and have a plan in place. Um we um have e equitable staff support. Um the messaging to our district and our patrons um is effective. Um I believe that we can minimize the risk and become stronger in the end based on that retention and recruitment. >> So good plan car clarity and >> yes >> inclusion. >> Yes. Yes.

061>> I like it Dr. Dr. Hitchco, anything to add on the on six? >> I don't have much on six. Just a little bit on seven. >> Okay. Um I'll I'll start on seven and then then let you chime in. So this really So we started this process last week um probably on Wednesday and Dr. Adams can attest that this this is not an easy task. Um there's lots of variables. So, it may seem easy that we just figure out how many students are in a building and figure out how many they can teach in a course load. Um, it's not that simple. It is simple when you talk kindergarten through 8th grade. For the most part, as a middle school, former middle school teacher and principal, it really is as simple as um if

062you have, for example, 250 students, um then each teacher would have 125. So that's two. Um and then you divide that up by six sections, which is approximately what they teach. It's five now, but um then you're approximately 20 to 25 students. We can we can figure out that number pretty quickly. K through eight. When you get to high school, it's a little more challenging because you might have a math teacher who teaches six sections um of let's say algebra, but then we have to consider um the excuse me that that they might teach four um because they might be teaching trigonometry, they might be teaching a dual credit course through the college. Um, so it's just not as easy to take that number and divide it by um, however many sections there are because

063some of those some of those algebra sections could be 25 students. Some of the sections for um, your upper level courses could range between 12 to 18 and then you have to take how many were at the other site and kind of combine those together really to um, get that number on full-time teachers. when you come to special education um ELD, we don't know the population of the students. So, we really cannot um tell you how many pairs we're going to need, how many special education teachers um we're going to need at each site until we know exactly what those students look like. So, we are just projecting right now that that's going to remain the same when it comes to special education teachers um and EL. When it comes to administrators, um I do

064believe there's a little bit of room to make some adjustments there. Um some other some other non-classroom type um staff, there are places for adjustments there. So we are working um working as quickly as possible, but when we have um five or really six plans to go through um to to to figure out these numbers based on certain populations, whether it's third grade, fourth grade, to decide how many teachers we need at each building. Um it is a it is a big task, but we're not ignoring it. We are um we're deep in the trenches and we're going to keep at it. Mark, you mentioned middle school five out of seven. That's only for core, correct? Correct. Correct. Correct. The rest of the staff is six to seven. Great. >> Yes. So, Mark talked about

065our certified staff. And so, to evaluate, you know, your classified staff, anytime you have an attendant site, you know, you have custodial staff to clean those buildings. You have your lunch service staff that are serving lunch to the kids. And then you have um ancillary staff from a nurse on site, possible SRO, campus supervisor. So those are things that we'd be evaluating as we um you know close different buildings and looking at that. And so some of those ancillary staff you uh that didn't necessarily mean that that staff would go away um as you have different buildings um climb in population and almost double then you may need to bring over um some of those nutritional services staff because they're serving more kids at that building. So it's the same number of kids we're service

066servicing. So just because a building closes doesn't necessarily mean that okay the people at that staff you know were looking so they have to serve those kids at other schools. So um those are strategic decisions that would still need to be made in the future and until those decisions were made telling you the amount of dollars that would be saved off that are you know basically confined to what those decisions would be. So um you know we're continuing to dig in that and go through that. you know, if we were able to narrow um some of our scenarios that we have that would help in that and evaluating five scenarios is very hard as well. Um so on the staffing side um that is the biggest complex puzzle that you can see. Um I will

067mention the operational side that's a lot easier as far as utilities and things like that go. So, um, looking at all the buildings that we had on the list, um, and just pulling those, um, Casey pulled some numbers for me, um, the last couple days. And so, anywhere between 50 to 70,000 is what we spend in water, natural gas, and electric at at any of the sites. Depends on, you know, what type of year that we might have, if we had a cold winter or if we had a, you know, warmer springs and things like that. And then if you look at the cleaning supplies and different like um deferred maintenance and things that we do, whether it's doing asphalt, painting, parking lots, you can look anywhere from probably 120 to 180,000 a year that

068we're spending on all those different utilities and operational pieces separate of staff that we send spend at a site depending on the year, the weather, you know, what type of cycle it is for improvements and things like that. So you can you can bank on that from an operational side when it just comes to that piece. But then you also have the staffing side again. Now you have two, three, four less buildings depending on the scenario of what you have in your district. So do you need as many technology staff? Do you need as many maintenance staff? All those are questions to be answered as we go through this that I don't have an exact answer for you. from a just purely operational outside of staffing tell you about 120 180,000 per site for all

069the utilities, all the cleaning supplies, all those different things that it takes to keep the lights on and keep the building running. >> Uh yeah, listen, no question. It's a big job and and perhaps we can narrow it down for you, right? Maybe there's a couple here that stand out. We can talk about that for sure. Um, you know, I think when I think about the recruiting and retention part, especially the recruiting, so you know, I get I've been asked a lot, you know, people like, you know, am I going to lose my job? And and and I'm hoping we're headed to a state of that that that that that natural attrition and things can handle handle us, right? Even though there may be some folks asked to move to a different building, but but

070but you know, um I'd like to do everything to avoid any kind of layoffs, right? >> And we would too. >> Yeah. No doubt. And so, um you know, the the beneficial thing I thought of for recruiting would be if we're if you know, if if if uh you know, we've got three different sections at high schools that are teaching 12 kids a piece, maybe that becomes 18 and then and then you've got less sections and and less need for a teacher. and it would help you in recruiting that certified staff, right? Or not needing to recruit additional certified staff because we heard that a lot with the with the, you know, the inequity in the offerings, right? Is that we just don't have the staff to offer that at all three high schools. And

071so again, uh hopefully taken care of with the retirements and nutrition, but but um that that would be my hope is we got we got leaner, we got more efficient in that way. >> Yeah. And I would agree with that. Our our number one goal is not to get rid of any staff members. Our goal is to make sure that we are efficiently running our buildings that we have um fairly equal and good class sizes not 12. >> I know some would love to say, "Yeah, I want 12." >> Well, I get it. Yeah. >> Right. Right. But we are we are not looking to cut staff. >> Right. But we do have opportunities like um substitutes have been an issue um for us and we have an opportunity to take some pressure off of

072that and um and even even where we've had to fill openings at the end of the at the end you know at the 11th hour um some of that might be able to go away as well. >> Correct. >> Yeah. I should have mentioned we have multiple openings right now for additional staff. We have what three or four openings for custodial staff. So we be able to then, you know, shift internally to fill those openings we already have, you know, down the road. So >> Dr. Hedgeworth, anything on number nine? >> Until staffing is your biggest cost, right? It's 75% of fund one and two expenses. Um until we have that um nailed down, um it's it's hard to say. I can tell you that we need to carve out about $8 million from the

073budget over the next couple years to start getting back to 20%. And so doing some sort of consolidation is going to definitely get us there. Um how quickly that gets us there, it all depends on the plan that's chosen >> and the staffing plan around that. >> Yep. >> And I'd ask Dr. Hedgefor what does what does that look like as far as FTEES go? And he said 17 to 20 staff per million. So, I think that's important to keep in mind as well. >> Yeah. >> Would you repeat that, Dr. >> 17 to 20 full-time staff per million? >> So, if you're looking to save a million dollar staffing, how many staff members does that look like? Of course, it all depends on support staff, certified staff a number of years, but it can

074be anywhere, you know, 17 to 20 positions equals a million dollars. >> Okay, just a few more pieces here. So, I do want to draw your attention to board policy FC that talks about school closings, consolidations, and reorganizations. And there are specific criteria in the middle of that page before we can propose any um school closings, consolidation, or reorganization. There's three numbered items there. So, we would want to have those in place before we made an official recommendation. That said, I do want to go over um our leadership team discussion. And we did have great dialogue over pros and cons of both of these options. Primarily in the beginning looking at Central and Lafayette versus Central and Benton Hide combo. And so the majority of our team lead towards the Central Benton Hide Combo because

075thinking long term. >> So we are hopeful to have a new high school in the north. I know we tried that in the south and that failed. I think we have to be mindful of the community feedback both through the vision forward process all those community engagement meetings but also survey data and I know you all have received plenty of emails and feedback from our community and so I think we have to listen to that and what we've talked about is Benton and Hyde using that as a temporary site until we could repurpose Benton in high school to be a bit of a new high school. So this happened in Park Hill, Black County where it was very similar situation to St. Joe where they repurposed parts of the building and in the end they

076did have a brand new facility but they also preserve some of that history and tradition. So that is what we are hoping to do in the south. High we would use temporarily until we could get everything finished at Benton to make that a new high school, keep the Benton Cardinal, um which would also save us money on uniforms and signage and logos and all of those pieces, but then also having a new high school in the north. So, um, that would obviously be done in phases, but Hyde would help serve as a bit of a swing site until we could get all of that work completed at Benton. The middle school options then, this is just what we've talked about internally would be having Lafayette serve as the middle school and then Spring Garden being

077the middle school. when we surveyed our district leadership team and I just want to make note number five wasn't included in that survey last week. So that's just something we created over the weekend per board request, but the majority of our district leadership team picked option four. Either one of those um mainly thinking long-term in mind. So we're all very hopeful to have a new high school in North. We know we need that for our kids, for our community to move forward. And so if we went with central Lafayette, we we it would be I think irresponsible to try to have a new high school in the north at that point. You're kind of leaving out the whole Southside community. So that is what we would propose. And then familiar to the last plan that

078we had, we would use central to house all the district operations. That would include crayons to computers on Pear Street, district warehouse, TMC, noise and then also have a conference space to where we can house our new teachers every year. Every year we have to find a different space and that happens throughout the year when they have meetings. But it would be nice to have a a space for at least 100 people. So that would also allow for early learning expansion. It would reduce the number of building sites that we have and obviously the spring garden piece becoming a middle school would happen down the road. And so that's some conversation that we've had internally just being totally transparent with all of you. But we've talked a lot for the last hour. We would love

079to hear what you guys are thinking and give us a direction if we could get even the the option narrowed down to yes, we can get on board with um central and the Bent and Hyde combo, then that would help narrow down our work process a bit. And if there's other options that you want us to consider, we're happy to do that. So, we just we want to hear from you. So, we'll be quiet a little bit. between the two buildings. >> When it's raining, when it's snowing, when they're asleep, if there's an active shooter, if someone has crutches or a wheelchair, how will that happen? >> Sorry, you and Jennifer were speaking at the same time. >> I'll go. So, when you said Bitten Hide, did you say Lafayette and Spring Garden as the

080middle school? When you say B and Hide and Central, is that what you just said? What' you say on the middle school card? So it would be Lafayette Middle School and Spring Garden Middle School. >> Okay. So no Truman and no Truman and no >> Yeah. So long-term plan we've talked about two middle schools feeding into two high schools to where they would all have their own facilities as well. >> Okay. >> That's down the road. >> Thank you. If we are looking at a quick fix right now just to solve the three versus two high school model, then Central and Lafayette would be the quick fix right now. If if you believe our voters will not pass anything, I'd say that would be the option to go. As a district leadership team, we feel

081more hopeful and that our community would support a new high school in the north. But again, would love to hear um from you all. When would you expect to go back to the voters? Like when you say it's a quick fix, are you talking about going back out? This year, next year, when when are you going to put a bond issue on? >> I think that would have to happen after April of 26 at least. So, possibly November of 26, but probably more likely April of 27. >> So, we're going to So, no, April of 27. So in a year and a half, do we anticipate our um fund balance being 20%. >> Reserve? >> I don't believe our fund balance reserve ratio will be at 20% that time, but I believe it'll be improved.

082>> Right. So, my concern, I have logistical concerns about moving students from one building to the other when it's raining, sleeping, snowing, when there's ice. That's a concern. I would also want to know how we're going to move class teachers back and forth. If we're going to have to move teachers back and forth specifically for specials, that might be my second one. I'll write this down and send an email. My third concern would be students and staff who need physical accommodations through wheelchairs or crutches. That would be my third concern. And then my fourth concern is that further down on this agenda, we're going to be talking about a TAN loan to pay our bills and we're not going to have the funds built up to be at the 20% and that we're expecting 60%

083of the population to the voters to say, "Hey, you guys didn't manage your money correctly, but that's okay. We're going to give you more." I I do not foresee that happening. Those are my concerns. I'll send it in an email. Thanks. >> Okay. So, question. Okay. Recommendations are >> for A and B. Are we able to get those questions answered about those? >> Because right now, >> do you have questions right now? >> I'm talking about the questions that Whitney just asked. Are we able to get those answers? >> It's going to take time on the staffing plan. I mean, we'll have to have a process in place for and much like we did with Mark Twain where we ask the staff where they would like to be, what grade level they would like to

084be, what certification they have. So, that's a complete process we would go through with our staff. But, um, the other piece of this that we need to know is if this is happening next year or the following year. We did survey staff on that piece and I forgot to tell you that one. So, um, we did have 57.9% thinking that we needed to hold off until the 2728 year. We had 42% thinking we could do this for next year. And so, um, we're torn. And >> how many staff was that? >> Just our 19 district leadership team members. >> Oh, okay. >> We're torn between the financial situation that we are in right now and wanting to make sure that we do this right. So, um, we can do it. If you say go, we

085can do it. But if you want us to be very thoughtful about it, it may take a little extra time. We did meet with a company on Friday, um, comp company called RSP who specializes in boundaries and feeders, and they lead the facility uh, meeting. So, it was just an initial um, what kind of services do you provide meeting. We were very impressed with what they can offer. That said, we know we've done the vision forward process. We've done some of those community engagement events. So, um again, if you say go and give us that direction, um we will work all these details out. I'm going with what was sent to me. Um this one through nine, and I feel like we're we're touching on all of those tonight, but we can certainly add to

086the list as we get more narrowed down on our options. Um, I know that I'm okay with you looking at at more information on 4 A and B if it's the recommendation of administration. I know that I'm more hesitant in choosing a plan, you know, that administration is not able to get behind and approve. And so, if admin wants 4 A and B, I would just like more information on the logistics on how to make that happen. >> And that was before five was even put into place. So, I just want to put that out there, too. So, we can definitely focus on 4 A, 4 B, and five. That'll help narrow it down. >> Yes. >> Uh get more details in those specific scenarios. I think that'll be helpful. Yeah, >> that's my preference

087because I as thorough as you've been about this information, I have no doubt or and I'm pretty confident that you'd be able to figure out as you incorporate Hyde into the Benton Hyde complex, you'd be able to figure out how students would get around and all of that because that's going to be vital. But I I'm confident that it'll be done because you've done it with all the other aspects of this. >> We would just have to have a plan and have administration involved. And >> can the board also get information on if we implement this new plan next fall or we wait a year like about the financial impact of waiting a year? Are we able to get that information too? >> Yeah, I can certainly do that. You'd have to assume that this

088year that we would do do nothing to make that comparison. And so I would still >> say that we still need to try to hit some of our goals whether we do school consolidation or not on looking at attrition >> for staff. Yeah, absolutely. >> I I think um I think we've given some feedback on um Eugene Field which has you know just been a high performing school. So, I'd like for you to take that into consideration. >> Number five. >> Yeah, sure. >> And I think that I think that while you do that, um, you may want to look at, and I'm I'm not I'm not necessarily saying this. I don't know what I'm saying, but as saying close bodies all of the group on the right hand side, the Lafayette like one of

089your plans, >> okay, >> was I think that's a I think that's another thing. >> Yeah. I think it's another thing that you um that you're a little bit heading towards and that kind of takes away a little bit of the questions between the the boundaries between Bod and and Lafayette. Kind of takes away some of those questions because they all go to Lafayette. >> You know what I'm saying? >> Yeah. >> I was just going to comment because I was the requesttor for plan five and so Yeah. And and so I just want to comment, you know, I think Ellison's a pretty high performing school as well, right? So both of those schools are doing well. Um the thing I' I've always just struggled with Ellison is just so far out. You know, I

090assume it was uh put there by some forward thinking board that assumed the town was going to grow that way and it just never has. So it just seems like, you know, for busing and and it just it that's the reason I did it. I I you know um >> there's no other reason really. Yeah. >> It just seems so far out. >> Yeah. >> Well, the facilities, which one is in better shape to last long term? >> That's in that uh >> DR report. Yeah. I sent you that DR report because the scoring for each building. >> I don't know that off the top of my head, but you can look at Yeah. >> Yeah. >> I I second what Mike said about the about Ellison. Our kids went to Ellison and they did

091for our purpose. We it it was district to Stone Crest at the time. That's where we lived and that was a preferable thing to us. And so I I've got nothing I mean any of these are going to cause some pain. That's what I'm that's what I'm saying. No matter which one it is, it's going to cause some pain. Um and so I'm not picking one out that I think is painless. I think it's um I think it's trying to figure out how how do we best serve the majority of our community and district >> and long range >> it doesn't make sense to to try to do a short range if this is the long range >> right and that's what we've talked about leadership team >> actually I I I think I have

092the answer to this but just to confirm the um all of these plans that that are here today we think we can do without um asking for bond money. >> Yes. >> So, whatever we would need to accommodate, you know, uh transportation between new buildings or an upgra a slight I'll say a slight upgrade, we we could do it with the capital budget that we that we have. We think >> correct. >> Okay. Thank you. >> You can elaborate if you want to. >> Sure. Would be a minimum needed. Um yeah, the pros and cons list that we had um last board meeting that had some of those costs in there. Yeah. >> I'm assuming you're referencing those costs, right? >> Yeah. If we were sticking to those, then absolutely. >> Yeah. You know, I

093hear a lot of talk, well, you know, we know we've got I don't know what it is today, but we've talked about we've got $80 million and we could go spend that up and and I I just don't think that's what we need to do right now. >> I agree. >> I think we all agree on that. Right. There's no need in pouring a bunch of dollars into older facilities that we may not use or may repurpose. So, yeah, that's the goal. >> My preference because we're just giving the feedback time is that we u >> that we are thoughtful um careful planned out, but we implement this in the fall of 26. >> Okay. Thank you for saying that. That gives us some direction. People often ask me, do you get do you have

094a sense of their urgency if it's next year, if it's the year before? I don't know. I I I feel like I've heard from other board members that said um you know, we kick the can down the road and we don't do something. I think that we if we know where we're heading this way and we can figure out we're heading this way and it doesn't require a bond um solution, then the solution's up to us. And by us, I mean you and you guys, I'm sorry. Um, but I think I think it's in our it's in our power that we could make that adjustments and um and work towards that and give us time for the hiring plan, staffing plan, and I would I would like to see us see if we could do

095it beginning of fall of 26. If we're going that direction, I would encourage you to convene the hearing for for board policy FC where you have a hearing or a series of hearings to hear from the public. >> Right. >> Thank you. >> That'll be an important piece. >> Thank you. >> I think they would like input. >> Well, we do have those town hall meetings. >> I'll bet too. There is one already scheduled if you wanted to use that for that capacity. But if you wanted to have one sooner than that, I would understand as well. I say we definitely use a town hall meeting. >> Oh, yeah. >> Yeah. Especially since we haven't really decided on an agenda for that yet. >> And I feel like that that we need to narrow that

096we can't keep having five plans. >> I feel like we need to narrow it down because I don't want to waste your time figuring out things and then we say, "Oh, just kidding. We don't really want that one." And I feel like we need to get it narrowed down so we're using administration time most effectively. And then I feel like we could get maybe more definite answers that we think we need if we're using the time for just a few plans instead of five. >> Guess I thought we were looking at 4 A and B in five. >> Four and five. >> Yep. >> Yeah. I I will say plan 4B is that won't be much work because once we do 4 A, the only thing we're changing is >> it's just a feeder path.

097>> Correct. >> Yeah. >> So then it's really like only having two to look at. >> But Tom, you did mention a plan with vot >> going to Lafayette, which that's also not a huge shift because it's just moving them all to >> Yeah. I I just I think that's I say it because I think that's what you guys will um will end up wanting to take a look at anyway. You know what I mean? I Yeah. I I don't think that's a >> an extra ask. I mean, I know that may be some extra time, but I think it's I think it's on the path, you know, if we can begin to see what's the path going to look like in the future and we can say, well, while we're moving, let's move to

098that step we're going to move in the future. I think um I think it'd be worth the time to do that now. So we will eliminate one, two, and three. Look at four, five, and then the plan shifting Bodie over to Lafayette Middle School. I will have those, Jake. We will have those by the end of the week. >> Wait, what? >> We got I got it. >> Okay. >> Any other questions on this? I just have one other thing I want to say. I think when we look at this, we have to be careful of saying, well, this building is a good performing building and this building is not a good performing building. When we start thinking about the feeder path and what buildings we keep open and we close because when we start

099shifting these districts around, that's going to shift kids to different districts. And I think we have to just be mindful of that. I think I say that coming from having worked in a title building where we worked really really really hard. Um but I think we need to look kind of think about the condition of the building that kind of thing and no offense Tom when I say that but um the curriculum is the same for everyone at every building and I think looking at the giant picture um and not worrying about what the test scores are but looking at what's going to in the long run be the best for for everyone. And and I kind of agree with you, Mike Ellison, is a long a long ways out there, but then you look

100at the age of that building. And when we think long term, is it going to cost more money to transport children all the way out there or is it going to cost more money to do repairs on one of our old buildings? And I don't know what the answer and I don't know that anybody can get the answer to that question, but it's tricky all the way around. >> I agree with that's a really good point, you >> Yeah. I just I was just thinking about that. So >> good. And I agree with that because I mean we already know we're sitting on new HVAC and everything else. So I think we need to look at the commissions for the facilities. >> Yeah. >> So something um to think about in October I have our

101budget reduction plan that focuses on budget reduction for this fiscal year. Um and then also as we get to next month and go down the road also have plans for what future years look like with school consolidation. So, not to confuse the difference between the two, but the budget reduction plan in October is truly this fiscal year of how we're looking to um get our budget deficit down for this year. And then, of course, any future plans will be reorganization just for those pieces going forward. So, just FYI, >> it's good. >> Okay. Anything else right now? I think that's a lot. >> Thank you. Thank you. Thank you. That was a lot of work and really short. And Jake sounds like you did a little bit too. So, >> okay. Agenda item number three.

102Um, Kim, I'll let you take it. I just had a question for our leadership that and I'll just read you my email. said, "I'm wondering what happened to the idea of sending our questions about our agenda items ahead of time so our administrators can get answers to us before our meetings and won't be surprised or caught off guard during our meeting." This was said to us in our work session with our MSBA representatives and we agreed to this as a board. I feel like we're being disrespectful of our administration when we ask why we don't have more than what we originally asked for and it pressures them in the moment to uh to decide or to give more information that they're not prepared to give. So, I'm hoping to return to that because that's why

103we set the agenda early in the week so we get all the information ahead of time, ask our questions, and those questions can prompt us to do other questions in that kind of feed. So, we're not out here. And so, it felt like we were um pressuring our administrators. So, I just wanted to remind us that that's what we all agreed on when we were with our MSBA work session and we talked about the agenda. So, we agreed with them that that's something that needs to be done so we don't surprise them. There should be no surprises in this and um I think it's a bad look and it's disrespectful of of our superintendent and those she works with. So, that's why I asked to put it on here. So, we're just careful as board

104members. Yeah, I don't think they mind asking questions and receiving questions. But when we have the opportunity to do that ahead of time to open up opportunity for them to gather more information and present it, I I think they're good. >> I appreciate you saying that. I just want to clarify. I know when we have discussions, you're going to have questions throughout the process. I I have questions throughout the process when we're in meetings and we're having dialogue. So, I don't want anybody to feel like you can't ask a question. That's okay. But if there's pieces of information that you want, please let me know. This was very helpful. Um, and I'm happy to provide anything. So, didn't want to didn't want people to think they can't ask questions. >> Oh, yeah. That's that's not

105what I'm saying. >> I think there are logical questions that are going to come up in the meeting. But as much as we can prepare you for what we're going to ask ahead of time, I just think it's a cleaner look and more respectful of you and your team to be prepared for what we're asking about. >> Mike, I know that you mentioned a comment about this if you'd like to speak because I know that you had some questions about it. >> Well, yeah. Look, I mean, um, to me the the the the sometimes we go into a discussion mode. Um, you know, especially when there was a report out, a superintendent report, an admin report that doesn't really carry a lot of pre uh uh, you know, information on the agenda. So, it is

106unreasonable to me that we won't ask questions that weren't brought up the day before. You know, the the other thing is, I mean, quite honestly, we were a lot we're a lot better than we were. we before we we we left ourselves no time to kind of work some back and forth and now >> we do and it's much better I think on both for both sides. Um but I will say even in that you know some days from the time the agenda hits to to the time Thursday at noon comes around it might be a day and a half and um >> it's hard to get it in. >> Absolutely. And so, and so, um, I guess what I would take away from that, Kim, is is is is is the respect word, which

107is, hey, you know, as we as we navigate this, as things come up, as we ask questions that might be new to the administration, we we we just do it in a respectful way that says, "Hey, we we understand we're hitting you with this, but let's talk about it." >> Yeah. And I think that's where I was headed at that moment. >> Perfect. >> I agree. So, and I I agree. I I thought that was a good improvement we made on the agenda preparation at our previous meeting, and I think we need to take advantage of that. I do agree with that. Tonight, did we get off track in discussion? It seemed like we had to have this discussion tonight. >> We're trying really hard, too, to put everything into assembly. I didn't get the

108capacity sheet on there, but I'll send that to Donna tomorrow. It's good, >> but we're trying really hard to to pump that with as much information that you may need to make decisions and have discussions. So, um, yeah, we're trying to do a better job on our end, too. >> Well, I know sometimes I don't even get to my agenda until the weekend. I work and I have stuff to do. So, but you always turn around, answer them quickly. So, thank you. >> Yeah. >> And I had also contacted MSBA about this. Well, because I know that in the training, you know, that they were like, "No surprises." And so, I contacted Janette that made a comment about the no surprises. And it's my understanding, and I can I can let you guys look at

109the email. I received it. I received it earlier this morning. It's my understanding. It's like what you said like if you're able you know to ask the questions as you look at the agenda beforehand ask the questions you know but it is not the intent to not ask a question in a meeting even if it's a difficult question >> it's okay for the admin to be like I'll get you that information later okay but not well well I'm not going to answer it because you asked at the last minute in a meeting. Yeah, that was not my intent in saying that. I just feel like we need to be careful and respectful. That was the point because there are going to be questions that we don't think about even ahead of time. >> So, that

110was the point of being respectful as we do that. >> Thank you. >> Okay, moving to um to number four. It's got Mark's name by it. Only >> G policy. >> Is that >> It should not. >> Isn't that's us? >> That's just >> Yes. Well, >> it's a reminder to review the policies. >> Yeah. >> Okay. >> Just a reminder to the board. >> Yeah. >> To make sure and review G personnel. >> How many are there? >> How many are there? >> There's a lot. >> Well, a lot. >> It's a lot. Okay. But the cool thing is is that there's a couple we're like in the middle, you know, of looking at it as a group right now. I mean, anyway, but that kind of helps. Just >> a reminder, you're getting

111to the last few. So, >> we got a lot. We can do a lot more. >> Yes. >> Okay. Number five. >> Can we go back to number four real quick? >> Yes. >> Yeah. >> Just a couple notes. Um, policy GB EBC um which talks about it's titled criminal background checks but there is a mistake in there. Um we have a current or we have the old address for the district. >> So we're going to recommend changing that to the new address. Okay. >> So wanted to make a note on that. Um, I think that's it. >> Jennifer had a correction. >> Thank you, Mr. Crow. >> Hi, Dr. Hedgeorn. >> Thank you. Um, this is to give you some information about a resolution that I will ask for the board to pass in

112our board meeting in September. Um I do not have that full resolution um at this point. I'm working with Gil Arbell who is a bond counsel to write out that resolution. And so the resolution is going to ask the board to approve a tax anticipation note um for us to have a line of credit with UMB bank who is our current depositor. So when we come around to paying our expenses in the months before we get our local property tax, we can ensure that we have uh the dollars to pay those expenses. And so, you know, a lot of people talk about that reserve ratio 10.02%. That is on June 30th. That is a snapshot. If you look at our reserve ratio in February, you'd probably see it at 50 or 60%, because we just

113got our full amount of our local tax revenue. And we take that tax revenue and we invest it. And so, we invest that those dollars. So, over time, as the months go by, um, we use those revolving investments to pay for expenses as we go on. Um, just to let you know, outside of our local tax effort, that's about 55% of our revenue that we get for our district. The other 45% um comes from, um, our state and and county and so and some federal. So, um, when we hit those months, when you look at November, November is going to be the lowest, uh, reserve ratio month that we have across the board. It's typical for any district. Um, you know, we get it a little over $5 million from the state every month for

114that state payment and that's consistent, but our expenses every month is about 12 million. So, we use that local tax revenue to float those dollars over every single month. Well, because our June 30th reserve ratio is so low, that's going to put our obviously November ratio lower. And we want to ensure that we have that line of credit ready to use to pay for expenses in November. So then once we get those that local tax effort in December and January that loan is paid back immediately to the depositor of course with you know small interest fee and then January comes and we are flushed with our local tax dollars. So uh happy to answer any questions um that I have. I know uh we did a little research today and I don't believe uh St.

115Joe's had a tan note in the past. Um this is something that you have typically districts that are below that 15% mark um do use a tan node depending on their combination of state versus local revenue. Um but there are several other districts that will do this in the state of Missouri this year. So >> yeah, tie two different agenda things together here, but this is this is this is an indicator um that we need to act sooner rather than later on on some of the efficiency changes we were talking about. >> Yeah. >> Am I am I reading that right? >> You are. It's lost opportunity. I mean, that interest we pay on this, I mean, we're going to get a line of credit, so we're only going to borrow what we need, right?

116>> We won't borrow more than what we need. And so, that interest that we have to pay is lost opportunity, right? >> Yeah. Yeah. And reason quickly. >> Go ahead. >> Sorry, it's hard to see. I can't see Tom or Mike, so it's hard to see talking. Um, as far as I as far as it being a line of credit, is there a collateral that has to be put up for that? >> The collateral is our tax, local tax effort that comes in January. >> It is the tax. Okay. And then you said the interest rate. Has that changed? What or do you kind of have a roundabout idea where that's going to be? >> I believe it'll be somewhere around four or 5%. Um, but we I will have that for you at the

117U board meeting in two weeks. >> Okay. and then we'll just do it. So, as far as the process goes, we'll do a resolution for you and then you'll take you'll take the note or you'll take you'll take the note out on a full two months or will you have to do it multiple times? >> So, you'll have the line of credit. So, let's say for example, I'm just, you know, rounding some numbers here. Let's say we need a half million dollars in October. So, we'll pull that half million down, only be paying interest on that half million until November would hit. And then, let's say we need to pull down 4 million in November. Then, we'd pay interest on 2.5 million past November. And then we start getting that local tax revenue in January.

118And we would then pay that loan back in full. >> Okay. So, are do you have a roundabout idea of the total amount that we're going to have to um borrow? Cash flow projections right now are showing somewhere between five and 8 million. >> Does that include getting the um 202425 federal payment in? >> Yes. So that is the big question mark. So I believe we're going to receive that federal payment for last fiscal year um in September, but until it's in the bank, you know, um but I believe it will be coming. So, does the 8 million include getting that in or not getting that in? >> So, if we get that in, that's really going to help the amount that we would have to borrow that would really lower that. So, I am

119very hopeful that that comes in um in September and then that way when October and November come, the amount we'll have to use on this standout will be greatly reduced. >> Just to clarify, it's it's not really optional. It's like a necessity at this point. Correct. >> You are correct. >> Okay. Thank you. are you saying it's October, November, and December. >> So, we start to receive some of those early birds that get those bills and then write the check right away. Um, we'll start receiving some of that income in December. And it just depends on the number of people that do that will be the amount that we get in December. So, the amount of deposit we get in December fluctuates. And so, it just all depends on how early folks pay those property

120tax bills of if we would pay it all back in December or have to wait till January. Okay. >> Yeah. >> Okay. If there are no more questions, also you Dr. Hedge. >> Yes. So, the next item I wanted to bring up was our district insurance renewal. Um, currently we are with music. Um, and music is an acronym. So, I know we love to talk about um acronyms and not say what they stand for. Um, so it's a Missouri United School Insurance Council is what music stands for. And basically what music is is just like we have a self- insurance pool for our healthcare, um we have a self- insurance pool for our um workers comp insurance, our liability insurance, and property insurance. So that's what music covers. Uh about 90% of the districts in

121this public schools in the state of Missouri um use music. It's a great consortium. Um it is it is a great system that allows districts to get money back if they have good um financial years that they don't have to use you your insurance. In a fully insured model, if you do not use a lot of insurance that year, that insurance company keeps those proceeds um as profit. In a in a self-insured model, that comes back to you. And so you can see in our self-insured model, we get what's called paid a retrospective adjustment um each year. And you can see the amount of dollars that's been paid back back to us as a district uh each of the last five years. Uh so pretty substantial amount. Another thing about music is our deductible is

122$1,000. And other fully insured models, it can be anywhere from $100,000 to $250,000 for wind and hail. Uh matter of fact, there was a district in Missouri that got hit with two different storms in two different months. So 250,000 deductible this month, 250,000 available next month. And so currently with our financial situation, I do not want to put us um at further risk um by looking at fully insured models and music really is the only self-insured model that makes sense. Um now I know with St. Joe we have our um cycles for going out to bid and it's been six years for insurance. So our cycle is up. So we need to let music know by October 1st if we are going to go out for bid or not to put them on alert um

123as part of that process. And another thing is just please note that uh Missouri does have a statute that for self- insurance pools they're already going out basically to bid for that whole consortium for reinsurance. And so since they are the ones going out to bid for reinsurance in essence they are going out to bid for the group. So um statutoily you we're not required to go out for bid um for this but I wanted to bring this to the board and leave it the decision up to you if you would like me to go out to bid or not. Um something to think about if we do typically you pay a broker uh when you go out to bid to solicit those bids and typically the fully insured companies are the ones that pay

124for those broker fees. Self- insurance pools do not. So if we go out to bid realize music's still the best. We're going to be out the money for the broker fee and be with the same company we had all along. And so that's one of the reason I want to bring it to you to look to maybe save some money on a broker fee if music feels like that is the best solution for us which for 90 other percent of the you know public school districts in the state it has been and based on the retrospective adjustment program that we get paid back I believe it is for us too but if you guys felt like you wanted me go out to bid I'd be happy to do that but I just wanted to ask

125that question. So obviously there's no decision needs to be tonight. Um, if you have any questions leading up when that would come in at the board meeting, be happy to to answer those. So, >> my my only I I agree with what you're recommending, by the way. But my only comment to that is insurance rates have gone up significantly. And um I don't want us to be surprised if music comes back and it's higher than what we have and then we wish I wish we would have gone out and >> shopped that. But I I don't think shopping it would end up getting us a better rate. Anyway, I I think our best chances negotiating with music to to feel what we can do and try to hold that down. But I I based on

126other insurance for particularly property, I think um we should be expecting an increase, >> right? Something else to think about, six years is kind of the timeline we put ourselves on to rebid this. Um you know, when we're with music, it's a year-to-year situation. So if in 2 years we feel like that the increases have just been so much we can just trigger us going out for bid at any time. >> Okay. >> Um but 6 years was just a cycle that St. Joe had established for um our insurance. >> Okay. If there are no other questions. >> Thank you Dr. Hedgeorth. Okay. Changing in the policy. Mr. Crow. >> Yes. So, at our last meeting, we had a aformational item about staff absences and tardiness. Um, it was requested that we reach out to

127our um teacher groups to kind of get their opinion. Um so what we had um suggested was in our in our current policy it says that um for absences to be excessive staff can miss no more than 5 days in a month 15 days in a semester and 30 days in a school year. We had suggested um looking at that and making changes to where it's no more than 5 days in a month. um 18 days in a semester, excuse me, nine days in the semester and 18 days in the school year to kind of get um our staff um to where they are reporting 90% of the time similar to our students. Um the data that I received um from MSTA is 71.8% um of their members prefer the policy not to change. Um,

128and then NEA reported that 93.3% of their members prefer that the policy not change. Both groups did express that they would like to see something added in there about our administrators being able to have conversations with our staff members. Um, if they've started to miss several days, if there's some threshold that we could agree on or add in there. Um my recommendation um seeing the data and really conversing through email with both groups um is not to change the policy because of the staff's voice. Um I think moving forward we can have some conversations about um maybe revising what it says in there about having some of those conversations to to get it early. Um, and then also maybe looking at um some pos some possible incentives for staff who are who are showing up

129to work and things like that. I' I've learned a few things over the last few weeks that I'll talk to Dr. Hedgeworth about. Um, I don't know what the cost of that would look like and maybe now is not a good time to um take a look at that, but that is my recommendation moving forward. You guys have any questions on that? >> I have a comment. I do appreciate your recommendation. Um, just cuz I do get the problems and the issues, you know, but the staff miss for other reasons other than just I want to miss like earlier this afternoon I attended the funeral of one of our students and there were staff members there. >> True. and they use their time, you know, to be there. And so I think it's important, you

130know, to listen to the people that are actually affected instead of just like having a look at the problem and being like, I want to do this, you know, and so I do appreciate you. Thank you so much. >> I think we need to include that in all our benefit review though as we go forward and say what's the benefits we have, what's the cost of that, and um and how does that compare with the whole benefit? I I don't want to I wouldn't necessarily I know would not really discuss them, but I I don't know that I'm for memorializing those numbers that we currently have. They still seem excessive to me. >> I think so. I just want to add in here. I mean, I I understand the need for this. I, you know,

131I see where the administration is coming from. I think we need to be cognizant of the full picture. I mean, right now we have staff who are hearing us talking about budget cuts, who are being told no on things that they're wanting or needing for their classrooms because of a budget issue. Um, they're also hearing that there's their buildings may close. They're hearing about, you know, reduction in staff. I just think there's a time um and I think it it would be detrimental to the staff if this is something that we move forward with. But I think we need to keep that in mind as we move forward with all the policy revisions that we make. >> Good point. >> Thank you, Whitney. >> Well, I think adding that in there, but you can talk

132to them after a certain point would help, too. >> Yeah, we could we can take a look at that and see see what that wording needs to be. We can we can converse with our with our team and legal and make sure what we're putting in there is accurate. >> And thank you for looking at the extended part. Anything else on this? >> Thank you, Mr. Curl. I think is the next one also yours, too? >> It is. Yes. Um, so again, at the last meeting, there were some concerns um about specific staff members being on the personnel report um that have begun working prior to being board approval. Um, as looking through policy, um, I did find out, um, and not saying that we should continue doing things that we've always done, um, because

133what I was told is this is what we've always done. Um, but after looking through policy, um, I did find out that current policy says we are not allowed to, um, hire individuals who have a contract, um, without board approval. Um, but that also does create some some constraints for us because if we do need to hire a staff member, um, instead of placing a substitute in front of them, um, we would like to be able to get that certified qualified teacher in front of our students. So therefore, um, I am recommending some wording to be changed within this policy to where if it is absolutely necessary that we are able to do this. Um, it would still be board approved. It would just be board approved afterwards. Um, no longer than 30 days to

134be able to get these contracted employees, these certified teachers in front of our students legally because we do want to follow policy. >> Legal, how does this work? So, if we hire someone and put them on a contract and then for whatever reason they don't gain board approval, I'm assuming we would have to pay out the contract or how is it how is it even legal to be able to do this? >> So, I did check with other districts and um this is other districts that are part of MSBA and this is some wording that we found within districts within the state of Missouri. But how would it how would it affect their contract? So if the contract is executed and then the board comes through 25 days later and says no. Not I'm not

135saying there's a high probability that that would happen, but we do have the the authority to do that. Then what happens? Do we have to pay their contract out? >> No, you don't. They do not actually get a contract until you approve them. So they start working knowing that they aren't fully approved until you approve. So the contract doesn't get signed in their hand until you approve at the board meeting. >> So but they meet other criteria all but the contract. Is that what >> correct? They went through the whole process of background check and and all the vetting you know recommendation from the administration. they've started work knowing their approved pending board approval and then once the board approves that's when they get the contracting. >> Okay, that's key. Yeah, they know they know

136that when they start work. >> But that's what it says. It says provided all other conditions of employment have have been met. >> Background check, certification, all that. >> So, how would they be paid between the time that you hire them and the time that we approve them? they >> they would be paid as as a certified teacher based on whatever step they were going to come in at that that we uh would normally approve them at. So if they were range four um step 18, that's what their that's what their rate would be. >> And their benefits would apply from when they started or when the contrect >> the the other thing I've thought about this since we were here before. Um and I should have sent a note ahead of time, Kim. That's

137a good point because I have thought about this. I even think I mentioned it to somebody is the thing I'm most interested is when we're doing net ads. um replacements aren't as big a concern to me. You guys are the ones doing that and take a look at um what the qualifications are and and but then but the net ads are ones that affect the budget. They're going to cause an increase and those are the ones that are I'm probably most sensitive about saying probably require board approval. >> Right. We are not adding positions right now. It is it is 100% replacement. If somebody is suggesting on adding a uh full-time employee, it has to come through through us. Really, it's going to start with with her and then Dr. Hitchforth and most likely that

138is not going to be approved. >> Yeah. But I mean, I'm talking about even on an ongoing basis. I think I think what we don't I think that that would be an area would wouldn't want the board to be surprised. We added somebody and we didn't check it out. Um, I think the board should be involved if if there was an ad to >> and my questions are like >> I think I would just like more information about the processes of other districts who are able, you know, to do this and not have a change in the policy. Well, because my my I'm just kind of nervous about like we're not following the policy. Okay. we were going to now alter the policy to our practices and not alter the practices in order, you know,

139to fit the policy. >> I would say if we are going to change it, what we've been doing in the past, I believe based on how I'm interpreting the policy is we have not been following it. Um if we do not want to hire these individuals until um it's been board approved, then we're going to have to have special meetings often because this individual that um was on the last well there's one on on the one today who was hired about two weeks ago. Um we would not have a teacher in front of the students for two weeks until you guys approve that. And that's our last agenda item today. >> But you said this is what other districts are doing is this right here. Correct. >> I don't know if other districts are on

140on what I'm suggesting. >> Yes. >> Okay. >> Might be fine doing it that way. >> But >> I don't understand I don't understand how we have a meeting every two weeks. The last supplemental report that I looked at, we hired people that same day. So we came to a board meeting that night and they started earlier that day. We could have easily started them the next day and we had someone starting the next day. I just I don't see how we how it's a surprise. Like it seems like it seems like with a little bit of attention and organization, we can get this done in timely manners. Um I'll tell you too, I'm not I'm not keen on doing this. Again, it's only one vote. Um because we have in our supplemental that we're

141going to approve after we get done with the work session, we have two positions. One we have two movements that we're going to approve. One's from June and one's from July. So I I mean I hear the ask of you know we'll get it to you in 30 days, but last meeting we had somebody from March. Now we have somebody from June and July. Tom, you made a comment earlier and I just want to respond because we kind of skipped over it. Um, if the board did chose to go this route, then we would provide that communication. I know Mark could put that in his report each week. >> Yeah, thank you. >> Um, I just know that I'm hesitant on altering the policy, you know, to fit the current current needs when I mean

142it's a policy. It's a reason it's a policy. I also contacted MSBA. Um and you're right about the exception. Okay. But that's like it's not like it's a normal practice among school districts. It's like an occasional occurrence. And so and when you're looking at our reports, it's a normal practice. And that's my hesitation on this. >> I don't think it would be a normal practice. It it says when conditions exist which necessitate the immediate appointment of an individual, which would be these individuals who were hired the day before um to have this qualified individual in front of students. That's the purpose of the addition. Not to do it whenever we choose. Would only be most likely in August, September, October. Beyond that, it's normally not not an issue because we are we are in a

143position right now where we need to have these individuals in front of students versus having a substitute in front of our students whether it's one day or 14 days. That's just my opinion. And the and the language that you're recommending is the language that other districts use. >> Correct. But I will I will say you are correct. It's not a common practice. >> Thank you. >> Okay. I know right now we have kindergarten opening because there's so many children in one particular school. So if we don't, let's say tomorrow we hire somebody to take over that job, then they're not going to get to start until the end of the month. And so those kindergarteners are sitting from the first day of school till the end of September in really crowded classrooms. And um that's

144that's not good. So then that would mean let me make sure I understand that that we would need to have another meeting like this week in order to hire that person so they can get started to teach kindergarten and not have 26 children or whatever the number is right now. And if we don't choose to do that, which would mean we'd have to have at least four people who could meet to make that decision every single time, then those kindergarteners are sitting in crowded rooms. And kindergarten at the beginning of the year is really, really, really important um that those kids get established in a room or otherwise um and that's a lot of learning that's not happening right out of the shoot. So I think we just need to think about situations like that.

145Do we really want kindergartener sitting? And do we want to meet 49 times in the month of August every time that it is hired knowing that we would we have this option where it would be only when necessary. So you're not just going to go out and hire people. And what about when you hire paras because those get hired sometimes along the way as well. Correct. >> According to policy, >> these are only with employees that have contracts. >> Okay. >> Yes. >> Okay. I mean, another cool thing though is you mentioned another meeting in this week. Okay, there is another meeting in this week. We're meeting Thursday. Like, like I mean, there's there's always ways in order to make it work. I just I want the cleanest, most >> uniform according to policy. >>

146But Thursday is not a meeting meeting. >> So, we have >> I know we can add a special meeting >> as we're doing this evening >> rather than But I really feel like we are this this feels very rubber stampy to me or this is how you like you move into that where you know we don't have any authority because it's already been done and so we're not going to you know whatever. Why can we not talk about our process of we we meet every two weeks and it's my understanding when we talk about going to a work session and then a board meeting and we're going to do it today. just add special meaning to the end of it. But it's going to take some some organization and some planning to say, "Okay, we

147have this position open. We know when we're going to interview for it." Like, we should be able to plan this out. We we know when the positions are open. We can schedule around the board of education. Thousands of other school districts are able to make this work. >> Well Well, this just links into I'm sorry. Go ahead. >> I I just want to clarify that I I have personal experience. It doesn't always work out as you would like. Um I was at Lafayette High School on a Friday night about 5:00. A teacher applied for a science position and I immediately hopped on a Zoom. And that's the position we're at sometimes for these hires. And this kindergarten example is a current reality. So, if someone did apply tomorrow and we were able to get a

148good teacher tomorrow in front of these kids, I wouldn't want to pass up on that opportunity. But that is a reality of where we're at with hiring. >> But that I don't have a problem and I understand having to make okay, someone we had someone available, we're going to make an offer. But no one should be walking into our classrooms, you know, two days after we've met them. I mean, it's a it's a process applying for and getting hired. We just need to build in approval of the school board into that. It it takes more than two weeks to hire and onboard an employee. I would think that we could we could schedule this within 10 business days. Well, well, and then it also kind of makes me nervous, you know, to where well, we'll

149well like I know there's been like change orders and everything like that and big like expenditures approved after the fact and I'm just kind of nervous about altering the policies and you know in order to fit the actions and not just kind of learn a better process, I guess I should say. But >> we are just trying to get the most qualified candidate in front of students as quickly as possible, as quickly legally as possible. I will say the the last couple that we've allowed to start early have been retirees. So, we already have a background check on file and they already have certification and that's why the process has moved so quickly. >> I I think we've had good discussion. You'll be bringing this to the meeting to vote on. Um that's why I

150think we're at that we're not voting tonight. So, you know, I think we've had good discussion back and forth and I think we bring it forward and you bring the recommendation that you feel like and um we'll vote yay or nay. Any other comments or questions? Nope. If there are none, Mr. Casey. >> Uh, so the last board meeting uh you had approved uh the original quotes for the expansion of the Hillyard parking areas. Um I at that time I did tell you that we were working on other options to um utilize the remaining part of the ARPA funds from the county. That was approximately $30,000 that was remaining. Um I didn't I wasn't able to get all the numbers in time in order to um submit it for the last board meeting. So I'm

151here now. So what what I'm kind of what I'm looking at and what I'm anticipating to be doing. I don't have a diagram. I'll have a diagram for you. But what it is is on the back side of the building where the new um structure was built. What we did, we went over, we cut through the curbs, out of the building through the center of the parking lot, and we remained keeping that same curb through the the aisleway down through the parking area. What that has done is blocked off um the access to all of our unloading dock area um to easily get into there and also it somewhat created a little bit of a drainage issue um that is fairly minimal at the moment but has capabilities becoming something significant in the near future.

152Um what this remaining 30,000 does is it opens up that area, allows for the trucks to be able to get in and out. that also allows for the storm water drainage to reach the intended purpose and intended place to go that we're already currently redoing. So, I just kind of want to bring that about. Um, I will bring a full plan to you at the end of this month. Obviously, we're not we're not uh voting on anything tonight, but that's that's the the plan going forward. Questions? >> Good. Looks like there are no questions. I appreciate your time and your work, Mr. Casey. Thank you. >> Hello. >> Hey. So, this is just bringing a contract for Tiny Tot, which um parents' teachers puts on um for our entire community at the Civic Arena. And

153so, it's a contract to be able to rent um the civic arena for that purpose. >> And in the contract, are there any additional changes or such? >> No, it's actually we do it every year. It's the same. Yeah, just the fee that they charge us. So, I put it on here so we could approve um at the next board meeting. I wasn't sure if I need to put it on or not. So, guess we might be early, but better safe than sorry, right? >> Yes. >> Thank you. If you have any questions, >> they used to be called Safety Town. >> Um No, it's different. Different. It is different, but it is like a town. And so they always have um inside there a lot of times there's um there's sometimes a school bus

154or sometimes a firet truck or an ambulance. It just depends. Um but then a whole bunch of community organizations. So I'd encourage you all to attend if you can. You'll be getting an email about it soon. >> Thanks. >> Thank you. >> Okay. Our next meeting is in exactly two weeks. Is there a motion to adjurnn into a special open session? A >> motion. >> Thank you, Jennifer. Is there a second? >> I'll second. >> Thank you, Mike. Would you call the vote, please? >> Miss Miller? >> Yes. >> Miss Williams? >> Yes. >> Miss Chzny? >> Yes. >> Miss Karns? >> Yes. >> Miss Lanny? >> Mr. Moore? >> Yes. >> Mr. Richmond? >> Yes. >> Okay. And the motion passes. All approved. I call this meeting to order. Roll call, please. Sorry. No,

155you're good. Here. Um, Miss Miller, >> yes. >> Miss Williams, >> yes. >> Miss Chzn, >> yes. >> Miss Karns, >> yes. >> Miss Lanning, >> Mr. Moore, >> yes. >> Mr. Richmond, >> yes. >> Okay. Approval of the agenda. Is there a motion, please? >> Thank you. Is there a second? >> I'll second it. >> Thank you, Kim and Rhonda. You guys are moving faster than me. >> Sorry. >> Uh, Miss Miller, >> yes. >> Miss Williams, >> yes. >> Miss Chzn, >> yes. >> Miss Karns, >> yes. >> Miss Lanning, >> Mr. Moore, >> yes. >> Mr. Richmond, >> yes. >> And the motion passes. All approved. Okay. items under discussion. Mr. Crow. >> All right. The personnel report has been submitted for your review. Also have a copy of the supplemental report

156at your workstations. Um just note on the personnel report there is one certified position that did start last Tuesday due to um one of our buildings having to open up another kindergarten section. Um, if you don't have any questions, I ask for a motion for approval. >> A motion. >> Second. >> Um, I have a little question. >> Um, there's a motion to second. I have a question and it's just a I'm just wondering and I know that other people are wondering if there's like a retirement or like a resignation, why does it take a while to get on the personnel report? So, are you referring to um number one on section three >> and onction section four? >> I'm looking at this one at the one that was in our folder. >> Yeah, >>

157section four. >> Yeah. >> So, that would be because that individual um that that position was not filled until now. And then that individual um that they took that place um would have would have resigned or their last workday was 6:30. So that doesn't mean they started 6:30. >> Yes. >> So it's not approved under under the board. >> A retirement is not approved under the board until until the replacement's chosen. I'll have to get clarification on that one. >> We've always approved them or I don't know that all is, but we've approved them when they've happened partly because of the early retirement notice stipen. So, I know that that's not been the case for all of them. >> I also you mentioned the retirement from June 30th. There's also a summer help hire from

158July 14th. Um, and then I didn't quite hear what was said. There was a certified contractual employee that has already been hired without board approval. Is that correct? >> Yes. >> And that violates the policy that we just talked about. Is that correct? >> Yes. >> So, I'm I'm just going to be really honest. This is what really frustrates me is that we are told that the polic we know the policy. We talked about whether or not to follow the policy, but we're already it's already not being followed. And I just don't think that we would accept this type of behavior from frontline staff, from teachers. Um, and I I'm really frustrated and I'm going to vote against it for that reason. Just some clarification on the supplemental. Um that individual, we just found out

159that she was not returning. Um and her effective date was 6:30. So that's the reason we just now found out about her resignation. So it was postdated to 6:30. um >> which was the last day of our staff members contract. >> So she's not worked. >> Correct. >> And we just didn't know she was not coming back. >> Correct. And then answering Miss Lannon, Miss Lannon's question, um at the last meeting we approved it. So we assume that's what we were doing moving forward um to continue that practice and again after investigation did and then after hiring this individual we we did realize that we were not following policy. So, we just need clarification on what direction do you want us to go when it comes to which I know we will decide at the

160next meeting because we will bring um that policy change >> for a vote. If you choose not to vote on that, we just need the direction on whenever we have situations like this, are we going to not have them start and find a substitute um and then call a special meeting? I think if they meet all the criteria and you guys hired them, it's fine to wait. >> Could you repeat that with me what you said? >> We have to follow the policy until the policy is changed. So if So I get that we're saying we didn't do policy, right? But then when we find out about the policy, then we have to follow it until the board changes the policy. That's that's my two cents on how policy should work. Are there any additional

161questions? >> Okay. If there are none, is there a motion for approval? >> Do you have a motion? >> There's a motion to second. Um, >> could you miss Karns made the motion? Miss Miller seconded. >> Okay. Would you call the Would you call the vote, please? >> Miss Miller? >> Yes. >> Miss Williams? >> No. >> Miss Chzn? >> Yes. Miss Karns, >> yes. >> Miss Lanny, >> no. >> Mr. Moore, >> yeah. Knowing we're going to address it next month. >> Uh, yes. I'm a yes. >> Mr. Richmond, >> yes. >> And the motion passes. 52. Is there a motion to adjurnn? >> Thank you. Is there a second? >> Thank you. Would you call the vote, please? >> Yes. Miss Miller? >> Yes. >> Miss Williams? Yes, >> Mr. Chosley. >> Yes,

162>> Miss Karns. >> Yes, >> Miss Lanning. >> Miss Moore. >> Yes, >> Mr. Richmond. >> Yes. >> Okay, this meeting is a journey.