001after all the discussions or is there not a walkabout? I'm just wondering >> there there is a walkabout. We'll be doing it uh when we get to the budget. >> Oh, okay. >> Uh and uh I'll be bringing people with us. >> Okay. >> We are ready to go. >> All right. We'll call this meeting to order at I have approximately uh 5:31 Um, we'll open it up to uh public comment. Is there any public comment? No public comment. We'll move forward to uh agenda 3A news a lot. We'll we'll hand this over to Jason B. you guys had uh some questions. Wanted to have our librarians here to answer some of those questions that uh you gave forward. So, I'll leave that to you guys. Sounds good. Thank you. I just want to start
002with gratitude. So, thanks for uh your continued support of learning and teaching. Much appreciated. I also want to thank Jackie and Jamie. uh they they have uh really taken on the work to answer your questions and are excited to be here and answer kind of walk us through those questions but also answer anything else and I just want to pause to give them an opportunity to introduce themselves. >> I'm Jamie Clverton. I'm the librarian here at the high school and I've been here for quite a while now and a graduate from Watertown High School. So really yeah I'm Jackie Leoo. I'm the library media specialist at Riverside Middle School. Thank you. >> And so just to regground us, uh in October we brought New Zella forward to the fiscal committee because the total uh combined
003between RMS and the high school was I believe 25,000. And so that kind of brought us here first and the team as Dr. Burke mentioned had some questions. So we're back here to answer those questions and make sure the team is comfortable. We'll certainly speak to these pieces, but I think it's important for me to note a couple things. And the things that I wrote down is that Newella is not a curriculum. It's a supplemental resource. Okay. So, um, Newella um is only uh being used at the middle and high school and these two professionals are here and that New Zealand. And in October we had that chart about common school funds. Then in our document supporting document this month we also have some information about con school funds. But that's the the fun the
004funding stream for the for New Zeal um I will cover kind of our why, what, how that is a little bit different from last time very much on the same and then Jackie and Jamie will cover some of those questions that we had and then we'll end with any discussions or questions that the team might have. Our goal today is really uh our contract expired at the end of October, but Jamie and Jack, we worked with our representative to extend it. And so we're looking for ultimately some discussion or bring this forward to the board so we can move forward and we want to keep our record so there is some timeliness to this. And so that's our goal tonight. Okay. And so uh Dr. work is the why, what, how of certainly we'll never
005read things to you, but I think some key things that I've underlined. I will highlight and then I'll turn it over to Jackie and Jamie. We always want to start with our why. And so when we think about Newella's why, it's really a couple things that I've highlighted here is that it's standards aligned, right? We always want our pieces, whether they're curriculum or supplemental resources to be aligned to standards. uh it is a a literacy support. We know how important our lit literacy is at all grade levels and it's part of our our strategic plan and that um it's really uh three parts. It's allows our teachers to differentiate at their instruction, fosters critical thinking and it strengthens comprehension. So that's the why that's the grounding which is the what is you know it's really
006authentic articles really uh adapts to lexile levels for our learners and it's being used across curricular areas in a way that supports learning of that content. So that's how it's being or what the what the what and the how is really uh you know there's four three pieces here. One is certainly the implementation. It's single sign out, so it's really easy for folks to to access the instructional impact. Again, couple things that I've mentioned, but it's leveled. It's really authentic and meaningful text, and it builds on background knowledge that our students have. And then uh we we always want to think about uh how do we use the data? So, Newella does provide data data for the the adult, but also student about their growth. So that's our why, what, how, and then I'll turn
007it over to Jackie and Jamie. And and I believe this chart really reflects the questions that we ended with in October. So it's it's our work around those questions that this team brought forward. >> Thank you. Y >> um so we'll just kind of walk you through the question list and we've gathered the detailed information in the document and like um you said we won't read through that um but we can answer questions as well. So, the educational value that Newella brings to our students and staff, it's really an instructional resource where staff can go and find articles and reading material that connect to what they're doing in the classroom. Um, and I would say what sets it apart is with the click of a button in the Newella platform, it will tear it to
008different reading levels. Um, so teachers don't have to do that work on their own. Also, with the click of a button, you can um have the articles translated into Spanish. So, that helps with some of our multilingual learners, and I put some examples of how we use it in the box there. Um, one funny thing that came up as we were looking at the data from Newella is one of the articles that was uh had high usage was, "Why do dogs wave their tails?" And we're like, "Oh, that's interesting." But what we're seeing from Nuzella is it does provide access to some um articles that are interesting and engaging for our students and we know that when they're engaged in what they're reading and learning it increases inch achievement. So Nuzala is kind of able
009to provide that for us. Um it also fits with our strategic plan priority for inspiring acade academic excellence and student growth. Um, so it's a good fit for us in that way and it does those things that no other resource we have does for us. Jamie also mentioned that the articles can all be translated into Spanish. But actually something that's unique about Newella is they aren't just translated, they actually are written in native Spanish. So there is a difference between just having an article translated to Spanish versus it actually being written by a native Spanish speaker. Um so that is something that is very um unique to Newella as well. So as we can continue down the document um I'm not going to read through the statistics because you can see them there. And as
010we said earlier, um this is a resource that not every teacher uses, but it is available to them to use. Um we were asked about Newella and their antibbias measures. So I just want to highlight in that particular section that this is information directly from New Zella. As we continue down, we provided some examples of articles that have been most recently used by our students. So, you can see that some of them are about current events and then others are just articles that are for fun. And then as we get to the bottom of the document, common school funds, um those are funds that are provided by the state to fund um library school libraries in our state. and it's usually the primary source of funding for the libraries. Um, here in Watertown, our elementary
011libraries have a pretty much a non-existent budget. It all has to come from common school funds. And with that, there are certain requirements that we have to and guidelines we have to follow with that spending. Um, so why how did New Zella come about? in November of 2023, and this is actually my sixth year in the library. I taught at the high school before going over to Riverside. Um, but in 2023, there was a large increase in common school funds that were distributed to schools. And it is expected that we spend all of those dollars within that school year. They do not want us to roll money over from one year to the next. It is supposed to be spent and it's supposed to be spent on library programming. We cannot use library or excuse
012me common school funds to purchase curricular or classroom materials. That's against their rules. Um and so with that increase in funding, we had the ability to be able to look at other resources that we could provide for teachers but to be able to use common school funding to fund that purchase. And so because of the increase in funding that allowed us to even consider a program like Newella that as you guys know and why we're here has a heftier price tag to it. Um and so along with that spending um if you look at the bottom the spending on this particular program ties into our future ready plan that we came to the board with last year um because we are looking to create a robust collection um not just in print but in digital
013resources as well and that obvious New Zella fits that need. some questions that you guys have for us regarding new Zella or its use. >> I just also want to make sure I say that when um Mr. Loo here is talking about uh they and there she's talking about DPI requirements over the school not not our business office. So >> and it's actually in state statute too I think like the rules are very strict. >> It's all all done by the state. It's really amazing like people from other states are like wow you guys are so lucky that your libraries have this money and we are we are very blessed >> the new treasure that came in >> so we've had this um for the last two or three years >> I understand and in
0142023 and in 2024 it was purchased with uh um $10 why the departure from that I guess I That's that's the confusion like how we're moving toward >> Yeah, you guys know we're doing everything we can to uh shift and or um eliminate things out of the budget where we can. This was a purchase that we could easily move over to Cotton School fund still fit the parameters, fit uh our future ready plan, fit what they wanted to do. Um and it was something that we could save on the punt budget is my understanding of of the why. Go ahead, Julian. Well, >> I'm gonna dive in here. I was the culprit last time, but um I am not opposed to resources to increase literacy. So, please don't misunderstand me. I think we have issues
015with it. And I think that they that resources that we can get especially using uh common school funds which I think is a really good purpose for that is to add resources for that. But I I will tell you I have I have concerns about newsella. I have concerns um I read through their the section that you wrote or that you copied from Newella on the bias. I think they're very generous to themselves because it is it is not without controversy. Um, yeah, I could chime in there. I did quite a bit research on this and Newella is a founder operator, oneman show Dave Vanzant. He's a sole proprietor. No staff is listed. Um he reads sample articles, checks facts, history, looks at ownership and assigns bias and factual ratings himself. Um the criticisms are
016lack of transparency, no public data set, personal bias, transant's own politics. He describes himself as center left. it shows up in the ratings and right-leaning sites are far more likely to be labeled questionable or conspiracy than any other sites. Um, he's inconsistent. He rated Breitbart right but also questionable while while rarely giving leftwing sites some uh the same low factual score even when they have significant errors. So um this has been rated by parents and teachers as my notes um they frequently call it extremely left-leaning um and not truly independent just one man's opinion. So that was very concerning or um you know you're you're teaching critical thinking but you're taking one man's opinion and saying just believe this man right um so so I'm I'm very concerned that we have this one source for
017news that is you know we're we're taking in this this um this man is saying well this is factual and this is not who are you to say you know um so that's very concerning So I'm not sure like nothing that's in New Zeal, >> right? It's not written by one person, but they there's sources like Washington Post, AP, NPR, things like that. He's vetting he's vetting those sources and then basically rewriting the articles so that they're too grade level, right? And then giving his opinion on their reliability is what I researched what I saw. >> Well, I I I would agree with Jamie, right? >> I would agree. I don't think he specifically is, but he's probably using AI. He's probably using other people to to do that. But >> but he's using his
018judgment, >> right? There there was there were just things that popped up when I was doing my initial research on this and I'm going to throw out a name and um Southern Poverty Law Center showed up as being a positive on them. Um Southern Poverty Law Center goes actively after conservative organizations. They they're very aggressive about that. So look, as as a number one a lover of libraries, a lover of students and teachers and the whole learning process, I love what this does, the concept of it, you know, the translation into what you call native Spanish at the touch of a button and the and the fact that it puts it into a grade level, you know, specific grade reading level. Um I looked at a couple of them that they had done and quite
019frankly I was like let's this one dealt with the first amendment what they had done to make it approp appropriate for the reading level changed the meaning of first amendment of the US constitution. Now, I'm not worried about articles about why dogs hike their tail, you know, and I realize there's there probably the host of our students who are not looking at news articles, especially at, you know, maybe junior high that I would even have a question about. But the further we get up the academic ladder and the more aggressive their assignments are and the more aggressive that we are in trying to help them become better readers and critical thinkers, the more likely they are to come into contact with some of this. And um I wish and I don't know and I'm just
020going to tell you I don't know that I can suggest an alternative. I wish there was a wonderful wonderful alternative out there because I know schools all over the country are using this but I know more and I know that over the last few years a number of schools have pulled back from it because they they saw what we saw. So, um I I think that those are things we have to consider even and I don't even if the money is coming from kind of extra budget. May I use that term? Because it's not within the actual budget. It's within the common school funds that we get. I don't know how much how much money do we get through that every year. Does anybody know? >> It's about 265,000. >> Wow. >> Very generous amount
021for our library. >> Absolutely. So, um, so I appreciate the fact that this is scheduled to be paid from those funds. I just I I I struggle with with it its appropriateness for our students. >> Yeah, I appreciate the insights and the questions, right? Um, I think it's important for me to state that New Zealand, right? And so that's why we bring it here for discussion soon. >> There are alternatives. Um I don't know if there's a a piece for piece alternative newslet for something there's >> but we have you know a plethora of databases or resources for our students that they access >> there there are several competing companies um they don't look great for non-bias either but I haven't researched thoroughly just this one. And by the way I'm not looking for something
022that throws everything conservative. I'm just looking for something that's that is as close to not biased as we can get that doesn't come at it automatically. I shouldn't say automatically, but more more likely than not from from a pers a biased perspective, >> right? >> Um, >> right. Like ground news >> librarians. ground news is form that takes a topic or article and shows you um what news organizations lean left when they talk about it and lean right when they talk about it and which are the most unbiased of the articles to actually get your information from. Yeah, I would say that when we I don't want to speak for Jackie and Jamie, but as we continue to partner with different vendors, we take time to look at their literature. Their literature talks about their
023work to be nine but not biased. And so that's the literature that that Jack and Jana considered and that's again why we're here discussing tonight. >> Oh my. I do think that you also have to consider then where are students turning to to get their information. So, would you rather them go to Google where there's literally no filter? Because you've talked about students wanting to use their critical lens and make a decision and maybe you want them exposed to all of what Google offers, but then please know that there is going to be far more bias >> when you're searching the whole worldwide web that students have to sift through. So, we're paying $25,000 to get biased, super biased information. >> Well, that is your opinion that you believe Newella to be a biased source.
024>> That's my opinion based on the research that I've done. >> Correct. >> Just my opinion because last time I've never heard of Newella. >> Um, so >> and I would be curious to see what sources you are using to conduct your research as well. Right. >> Sure. So, for $25,000 a year, >> um I think we can do better. Um I think teachers um probably would do a better job of vetting and filtering information than this source. Uh I wish there was an easy pull the switch. This is completely unbiased place. maybe there's a an opportunity for a business for somebody there, but um uh I don't see that with this. >> I'm just speaking to the you know, we have to be mindful of the amount of work we continue to put our
025teachers place and I'm not promoting you or not promoting >> but our teachers have a lot going on and this is a platform. It exists because of that, right? And so providing supplemental materials for our for our teachers and students to access in a way that's easy, right? There's a database there and it provides the level of reading. It provides all the things you spoke to. It exists because there is a need. Right. And so we just I just want to be mindful of of the the work that our teachers are navigating today. >> Right. Right. And what did we do before 2023? >> Yeah. I can't speak to that. >> They probably would have gone out and found an article on their own. Um, this just has it in a place for them that's
026easily different. They can differentiate it. Um, but Nuzella is pulling from a hund different sources. >> Um, I don't think all of them lean all one way or all the other way. I think most of them are down the center and that is Newella's goal. They might have altered their practices a little bit. I don't know when that they started their company, but it has grown and evolved and they have a big editorial staff now. Um, so I think some of that may have changed through time. Um, but they do try to pick sources that are in the center. And I do have the list of all they pull from here. But teachers are also critically looking at when they're using articles with their students, like they're taking it through some of their own checklists
027as well, just as they would with any resource that they're using in their classroom. >> Well, and I'm glad you brought that up. I think some of our concern is and I haven't talked to Lori about this but one of my concerns is in the in the uh adaptation to the various reading levels. >> I think that's where you get um the a very real possibility for a personal um bias to be inserted and which which does not does not necessarily say the original source is the problem. It's just I think inadequate. Secondly, could you walk me walk us through um how a teacher actually uses this to get to to assign or whatever? >> Sure. So, it's a database of articles. They would look for an article that supports um what they're doing in
028their classroom and then in within the Newella platform, they can change the level. They can there's like questions that students would have to answer as they comprehension questions as they go through reading the article. There's writing prompts and this is all optional. They could just print the article and use it in class. Um you can annotate within Newella. You could print it and annotate it. Um there's a you know different sorts of questions you can customize all of that. Um writing prompts that go with it. So they can either assign an article with however they've customized it through Google Classroom or they could print it. >> Okay. And then I I see that they have they take quizzes online. So this teachers, you know, said that this quiz is a good quiz to go with
029this article or something. >> You can even make your own questions and put them in. >> Look, I'm going to tell you just just from an educational and and streamlining for what teachers, this is a brilliant concept. >> It is a brilliant concept. um especially being able to at least attempt to change the reading level of the original of the original article. But but I I've seen too much of how they've done it in important things that leads a student to a conclusion that I think is unfortunate. So it makes me it makes me very difficult. that makes it very difficult for me to say, "Yeah, let's let's use $25,000 of the common school funds for this." Um, I would love to champion this. I really would. I think it's a bonus for a teacher
030to be able to do this. I just the information they end up with, especially through the adaptation to the reading level, is just is problematic for me. >> I'd be curious to know Dave Dave has experience in this. Do you have any >> I don't know about this thing particularly. I was going to look it up myself and then I got looking up other stuff. So I understand what both of you are saying and I especially at the high school level and and what they're going to take and yet like you said I got in here late so I didn't see the whole thing hear the whole thing but it is a great thing to have in your library and I don't know how many other people out there are doing such a thing. I
031don't know. My own thoughts about this are I don't know if we can ever get anything that's not biased one way or another. Probably not going to happen. However, we have enough of that going on unfortunately that you people will tell you I don't know where to turn. I don't know who's telling the truth and who isn't telling the truth. >> Right? >> And that goes beyond even what you're having. But if you have something in the library that most students will go through and say, "Well, whatever I'm going to find is probably going to be true." And unfortunately, that's not always the case. Uh I'm not familiar with this enough to even really comment beyond that. Uh you guys did some good, really good research on that. And what you've said, it does put
032up a red flag. I think also what you said about maybe it's grown since then and it has more tentacles to it than it does now. And so I, you know, I'm listening to find out what you what you're saying. Um I that's that's my thought. >> I do have a comment on not on this, but on we got this in 2023 through a use it or lose it spending bucket, right? So we spent more and now it's a subscription. So even though we're running shortfalls, we're going to keep it because now we're used to it. That doesn't make sense to me either. That doesn't make financial sense. We did fine without it before 2023 and suddenly we had to spend some money and we spent it and now we were stuck with this forever.
033That's that's not that's not thoughtful spending. So I think that's not responsible to just keep spending like that because it's there because we're now used to it. We didn't feel like it was a waste of our hearts. >> We do feel like it's a valuable resource to offer our teachers. >> If it was completely unbiased and uh no, let me finish. If it was completely unbiased and it was a great resource, um as our budget sits right now, I'm not sure I would vote to keep it just because our budget is so short. But this is common school funded district. >> I would I would clarify that though like what what we're seeing what what what is trying to be presented is common school funds uh have a specific purpose there. It's extra funding from
034the states. It's not quite the same as uh funds coming directly out >> doesn't come out of >> not necessarily. Okay. >> So it's different treat. >> I apologize. I was not understanding >> and I think I think our staff are doing what they can to try to come up with options to be able to utilize those dollars in a way that makes the most sense. >> So in that respect I can I can appreciate what the staff is doing. >> Um but uh but I'm I'm also listening. I'm also paying attention to conversation. >> Go ahead, Jason. >> Thank you. I I was going to say the same thing. I I do believe that over the last three four years, the common school fund allocations have actually increased versus decreased. I believe that is
035true. >> No, Go ahead, Jason. >> I was also going to say that uh we have practitioners here to answer questions and that tell the story. Um I I wonder about are there any other questions about the use or other things that we could provide the team to make an informed decision. >> I just have one question for Jared. Jared when we get to common school funds is how is that handled in the budget? Is it is it included in our budget is completely separate? >> Uh I mean it's it's like we do any grant uh you have in out uh but it's not >> part of the budget. We we align it and sign it but >> um that's it. >> Okay. Thank you. >> Anybody else? >> I I appreciate you ladies coming
036in. I really do. And and um explaining it. So, >> and I do appreciate your concerns about the leveling. I completely understand that. Um I will just speak to my students and staff that I've not seen it used in a way that would be harmful in that manner. >> And that's good to know. That's good. Can I ask maybe somebody already asked this question? How much use does it get or has it gotten impact? >> There's 57 teachers in the district. >> Okay, I miss I missed that. >> Italy high school. This is from a list. >> Looks like it's well used. >> It's just a list of ELA teachers. >> No, >> I'm assuming history teacher, social study teachers use it. example there's multiple conf >> I didn't think the numbers were for two
037years I didn't think they were eye popping I you know and it so that that tells me that perhaps it hasn't caught on as well as because I don't know how you promote it I don't know how the teachers are you know are encouraged to use it or however so I didn't think the numbers were bad I just they weren't like >> I think that's my opinion is correct they go, "Oh, I think that speaks to the robustness that we're trying to create, right? It's like we have options for students in that." >> Okay. >> And so again, I wonder if there's any other resources or information that our practitioners or myself present or anything else that we could do to help make an important decision. >> So provide us with alternatives. >> Well, I
038can share uh just one thing. um uh media bias fact check um by Vanzan um they rate it as on their rating scale from extreme left center left or least biased right center right and extreme. It has a least biased rating from the factual reporting side that goes from very low low mixed mostly factual high and very high factual. Uh they they rated this high. Um and that's you know an area that when you're looking at factchecking um you can you can look at a number of different companies through media bias fact check see where they land. their nonpartisan uh group that I understand um does this um and it's been around since 2015. Just wanted to throw that out there as additional information. >> Yeah, I saw that. Um I also saw the reviews
039of their judgment and it wasn't comforting. >> Okay. I'd like to see the information because I I'm I'm just doing a quick search right now. Correct. >> I want to check bias check the 10,000 foot view. >> Yep. I'm trying to get understanding of of bias checks, you know, and seeing like what third party companies out there because I I'm >> there's I believe there's two other ones and on initial glance they didn't stand out as being like stellar, but I that's that's as far as I looked because we're just looking at news right now >> because I I'd like to understand like no matter what we bring uh in front of us. It would be good to have a tool or tools that we can use so that we're not just saying, "Well, I
040did some research. I did some research." Like what what tool are we going to use to determine bias uh for like research purposes for us as a board? >> Yeah. Just not one not just one. >> I think that we should all be able to do our own research and bring it. I understand that, but I would also like to understand if there was a tool that we could center on. >> The problem is >> that we could lean into to say, "Hey, >> they they've done >> they're reputable. They've done good work, right? >> When I when I look at tools, um I you know, I do my own vetting and when I look at tools, I tend to cross reference and because even if you have this great tool, this great source, every
041once in a while they'll make a mistake." >> Yeah. >> Right. And so now you have these other sources and references to cross reference. And that's >> what I'm trying to do is I'm trying to bridge bridge the gap between what our board sees and understands and what our professionals who are in the classroom doing their research understand. And it seems like I'm hearing two very different um discussion points about whether they think it's biased or unbiased. And if that's the case, how do we bridge that gap? Like is there a tool we can use? Is there some kind of reporting mechanism? Um because otherwise we're just going to um keep having people bring things to you and you're going to keep saying I don't know or you're going to say I wish we would
042have had this and they're going to say why that versus this. >> So this is this is really an ed services committee discussion. >> It could be right but we we still have to make a decision around this one. But what I'm saying is, you know, as we move into the future, having something or some things, other tools that we can relate to that we've all agreed upon that we think good data comes out of this will help not only our staff, but also our board um get closer to the same page because right now it seems like we're not on the same page with this discussion point. >> Well, well, we all know that that people are Well, first of all, Dave is right. I mean, you're never going to get value. I don't
043care how unbiased it just it doesn't happen. It's in the real world. Um I understand what you're saying, Jared, and it's the age-old problem, you know, left, right, conservative, you know, the liberal, whatever. They everybody does their own research and comes up with their own experts. And so then it's an expert versus an expert. And I I don't know that there's anything out there that I mean the board could say, "Okay, this is this is it. This is what we're going to use." And if it doesn't measure up, then we don't do it. Now, and I don't know what that source would be. I I look at advocacy in in media. I look at things like that. Um that's what I use for different things, but that doesn't mean it's the best one for um
044for us to use in. So, I I totally understand what you're saying because otherwise it's just we continue to have >> trying to find a way for us to get to a place where we can have some more common conversations. >> I agree. >> Right. And and um you know, that's that's what I'm looking for. Um you know, you you asked for uh a tool that hits the middle more. Well, by this report, it does hit the middle. Like, and if we don't want to throw if we don't want that one, we want to throw that out. My question is is how do we find out um which is which is the reporting we're going to land on >> or if if it's going to be like um you know just keep bringing us stuff
045until we approve something that that will be the method that they have. They'll just keep bringing you stuff until you approve it. >> Well, but let's just be honest that because it's not curriculum. This is a resource and the only reason this is being discussed is because it crossed a $20,000 threshold. >> That's the only reason it caught my attention. >> Correct. >> Because on the fiscal committee, that's what I'm looking for is to make sure that we're, you know, we know what those expenditures are for. Otherwise, it would have just sailed through here and we would have had no say in it. >> Correct. >> I mean, you're you're you're highly right. I mean, there there's different levels and we talked about, you know, um do you you want to trust that $20,000 level?
046We can have that conversation again about do we go to $5,000 because you're worried that things are over. >> I know. I know. But what I'm saying is you are right. The only reason this is coming before you is because of that. But we are still having the conversation of uh we have some people some professionals here who have done the work they brought you it right you can certainly say no right but when you say no for us in administration to be able to talk with our professionals and say here's more what they're looking for now go forth and conquer they're going to bring something you know I mean we we we want to hit our future ready plan right uh which is increasing our our electronic resources or our teachers depend on these
047kinds of tools. >> I'm just saying like if I can figure out what kind of guidance to give them to look at to be more pleasing of the board's uh response, that's what I'm looking for. I'm I'm looking for a management tool I can help them with. >> Right. And and that that's why I'm saying, is there something we can do, something I can help them with? Because with when with your no comes out, well, what else then? Right? And I'd like to be able to help Jason in that response to them uh to say start looking down these avenues or use this to check it next time or or whatever. >> And that's all I'm that's all I'm coming at. Can I answer that? >> Can I answer that? Go forth and conquer. And
048what you're looking at right now is a very conservative board. Is anybody going to argue that? Yes. >> You're not you're not conservative. >> No, I'm I'm conservative, but but I'm gonna argue that um it doesn't matter in this case. What matters is that we're looking at um we're looking at a resource that has pretty extreme bias, right? We're looking for a resource according to to Dr. Burke that um is is somebody has used their critical thinking and and used multiple sources and said okay these multiple sources across a spectrum pretty much agree that this is a good resource. Okay, you can't go to one source uh you know and and and and always trust that one source because people are fallible, right? you have to look across a spectrum when you're vetting uh a
049tool like this. >> If I can shorten your discussion point because I've heard from uh multiple board members, if if if this was something that was equally uh a a news organization, you know, that was pulling stuff and the bias check wasn't left but it was far right, they would have equal amount of problem with it. >> Yeah. Right. What they're what they're saying is we don't feel like it's giving us middle, >> right? And that's what they're aiming for is middle, >> right? So that's why even if we're a conservative board, right? Um then um that's not that's not the point. The point isn't the politics. The point is left or right, we're trying to aim for the middle. Um, and that's why I said, well, this bias checks. I mean, it's it's as
050close to middle as you can u probably get from this from this source, right? And and Lori, I'd love to hear, you know, other and I I need to maybe dig into it more. Again, I did that in, you know, five minutes here saying, okay, what what what is the media bias check on this? and I went to uh you know um a couple of known ones out there and I just thought okay this is this is what I'm seeing right so other ones didn't what I've been seeing if is if an organization comes up with a we're the media bias check or politact right >> great that's what I'm talking about >> they're going to be wrong a lot no matter which side of the fence you're on they're gonna be wrong a lot
051because >> you say that about political check >> right so because um because They're they're basically it's it's false advertising, right? You you want to have this range of of views and this is this is critical thinking. This is what we're trying to teach our kids, right? You're going to have to look at all the sides and and see what's the least biased. what let's vet our information here and let's hopefully we can find somebody who does this who actually does vet their information more carefully. >> So what I'm hearing is they did that work. I'm also hearing the board saying yeah but it doesn't meet our mustard. >> Right. So if that's the case then uh I we need to send them back to the drawing board for another tool if that's what you
052guys are saying. I don't know if that's what the committee is saying or not, but um you know suffice to know Carl mentioned it. I would be interested to know there are are the only word that comes to mind is comparable alternatives because I realize this is a really high standard because of the options it gives and it and it may be um you know state-of-the-art maybe topof the line as far as the um flexibility of it the the u ability to tailor it and and what it actually does. I don't know. I I'm not I'm not a specialist. >> What do you think? I'm reading the antibbias measures that are on this sheet here and if you if you just read these uh you would say they're doing a really good job of making
053what Loriy's talking about and they're saying uh we clearly mark as opinion any and all opinion pieces thought pieces expert analysis and advice very level and all headlines ensure clarity and prevent confusion among readers. These seven things listed here tell you or supposed to tell you that they're doing their due diligence on trying to make it like what you're talking about. Okay. I don't know where we go from there. >> Well, I think that it's a great sales sheet. >> Yeah, I know. But I understand that. >> Maybe look for somebody who actually does that. >> That's actually Yeah, this is this is really sounds really good, but do they really do it? >> Okay. But all you can go by is that, right? We've worked with them. Yeah, that's what they do. Okay. >>
054So, >> go ahead, Jason. >> I'm just gonna try to summarize what I've been hearing is sounds like you're asking the team and myself to uh find a comparable resource that is values neutral and as measured by multiple bias check platforms. Is that accurate? >> Pretty sums it up pretty much. you know, asking for the clarity. >> So, so if you have a bias check platform, the ones that I've seen, they're pretty bad, right? Um so, so you if you if you're just going to believe the experts, you're going to get yourself in trouble, right? you need to really um you really need to uh compare things for yourself. >> Yeah, that's what I said as measured by multiple bias check platforms. So like >> the people the people, right? So um so there are
055there are platforms that are out there that say, "Oh, we have all the truth here." Right? If they say we have all the truth here, they're lying. because nobody has all the truth here, right? Um so, so if you go from one bias check platform to the other, I don't care what side of the fence you are on, they're going to be somewhat biased, right? Um I think that we need to look at um the whole package like like we just did with this one, like how you know what what's their feedback? What's you know what are they saying when they write something on the first amendment in you know at another grade level did they lose something in translation well yet they did. >> What did you find Jul? What did you find in
056the first amendment? >> Well they they didn't do right by the establishment clause and the pre-ex exercise clause for one thing which would be foundational to the first amend to the first amendment. I mean, the way they described it was not at all what that that portion of the amendment does. It got better as it got into the other specifics of freedom of speech, freedom of press. That's the one that's always argued >> in the courts to Yeah. >> Do you have an example? Did you have that article? >> Um, I can find it for you. I definitely will be good to see. >> Um, how how gracious has news ELA been on the extension of the contract since we're past the deadline? on November 31st we'll be no more negotiating. Okay. So we have
057till the end of this one and you still I have use of it between now and then. >> So we were forced to make a decision tonight. >> not forced. >> So I mean if if you say forced is to keep the tool or not keep the tool. That's what I mean by forced. >> We would have a service as >> long as we make a decision by the 30th. thing. >> Well, Thanksgiving's in there and paperwork, but no. Yeah. No, because you gota you gota >> Well, I think we ought to make a decision tonight. >> Yeah. Time to summarize. >> Go ahead. Go ahead, Jason. >> So, um I just want clarity because we're going to do some work, right? And the work needs to be uh hitting the marker, right? And so
058I just want to make sure that so um we're really being challenged to find a comparable resource that is values neutral as measured by multiple bias check platforms and individual research of that comparable resource. Is that right? >> I think that's fair, but I would prefer that we know I would like to know if there aren't comparable options out there before I have to vote on this. Yeah, that yes. Right. So, we'll do that work. I just want to make sure >> No, I'm not trying to put pressure on I'm just saying to Carl, I'm not I would prefer that we don't vote on this tonight. And so that was my second question is um should should be part of the next conversation or are we saying no to so we can then find other
059resources because I think that's part of the clarity that's needed here uh for Jackie Jamie myself and for the who's out rep right to tell him or her something up to including we're going to have right I mean that's option as well I just want that those folks have clarity as well I We all agree. >> I don't I don't get a motion. >> Oh, that's right. >> Sorry. >> So, what does the committee think Lori? >> I'm a no right now. >> Okay. >> I'm a one I'm a I want to see if there's anything comparable. I'm not trying to be squishy on this, but >> Very good, David. >> Yeah, same with Julian. I'm not totally against it because like I said, you can't get any chance of any biasing. >> So that's
060three to one. So I mean I'm the same way. Uh so go back to the drawing boards >> following this direction of a comparable resource that's values neutral as measured by multiple bias check platforms and individual research of research of that resource. Is there any way we have the clarity? So, >> and when we bring that pool might be one resource or two or three. I'm hearing that Newella should not be part of that. Is that true? >> Well, I think newella is still out there until we say >> affirmatively yes or no. >> Yeah. My I wasn't saying no to Nella completely, just saying let's check things out. >> So, if we I don't know. My my count of the vote was uh three want more information and one >> and so newella is
061in the pool >> right >> for now there need clarity right still there >> okay >> thank you >> thanks for your time what do we got next year >> thanks Thank you, Jason. Thank you. >> Thank you very much. >> Okay. Summer building projects. >> Is that where we take the tour? >> That is where we take the tour. >> Well, thank you. >> That's why we're over here, right? >> Is that why we're here? Hey Jared, I don't know if you can hear me, but we lost your sound. Okay, how's that? >> That's good. >> Okay, we're going to have a little bit of feedback until we move away from the other computer. Uh, but we do have Kevin Suko here. We're going to be going on a tour of this building and
062uh look at some of our projects and there will be an action item on this that we would need to go forward to resurrect that was shared with the folks executive contract as well as the proposal that we initially brought on as our design partner for our management process. Um the fee for this project uh is not on that schedule because the St. L that was so we were to negotiate a fair percentage. Um I especially feel that if you look at what that scope in that sliding percentage was 7% $1 million worth I believe is very There's two other projects up here on the second floor that would be um really prioritized for grade level reconfiguration. two or one of those is to take two rooms that are right now, I believe, ELA classrooms,
063carpeted, no water, and change the flooring to resilient flooring and add a uh uh add new casework and a sink so that they would have access to water in that room. And then those two rooms would serve as the science classrooms for the seventh or eighth grade. Um, this was discussed with the science like what do you need to actually teach a science class? Do you need the exhaust hood? you need chem cabs, all this stuff. They said really what we need is access to water and a floor that we can get dirt. So, I don't know if we need to walk through rooms to see that, but we could show you that. Um, the other one is uh right now in the back on the what would be south wall. You can't sorry I
064pointed but it's it's building there's an area right now where they're kind of resource rooms where there's a large resource room and then some um individual like learning states smaller rooms class two doors coming into them. Those spaces would be repurposed to become like the admin and um uh social uh what sorry student services area for the middle school specific kids. So they wouldn't be coming into the student services with the high school. They would have their own area and then um like a a administration area if needed um for that class. So we can go through those if you want when we come back up, but I figured I'd frontload it because those are the ones that are really really aimed towards grid level reconiguration. the the parts that we're going to go look
065at are more so things that would help us efficient efficientize make our operations more efficient today like a cop on one of those you know Facebook videos you're still being recorded sir So, um, in order to make our route as efficient possible, I think what we're going to do is go down this hallway, touch on a couple rooms, then we're going come back to the main hallway. We're going to work our way down the west wing uh to talk about some improvements there. So, the first one actually happens right here, but we got to go around the the the hallway to get there. The way that we're planning it, um this is the inclusion of uh one special ed bathroom. Uh right now, this uh is our students offices. Notice it's segregated from or I
066shouldn't say seg. So, um this person has to do some student behavior management, some student assistant tasks that are closely tied to things that happened in the main office, but their area is separated. The reason for that is because it's where we had space. It wasn't like designed to be this way. That actually used to be the school store, which is why it's the only office with an awning in the entire district, I'm pretty sure. But if we come around this way, we can see some rooms right now that are being used for um uh family and consumer ed and also um I think there's one room. It used to be the uh the inschool suspension room. Um what we're proposing is that some of the special education classes that are being offered down in
067the Westland would be moved to this area so that we could give them some more supports uh creating a new bathroom. And one of the reasons we chose this space is you see two bathrooms right here. We already have plumbing coming to this area. This would be a place that we can add a bathroom behind without having to do a lot of trenching or running a lot more utilities. So what would that bathroom be used for? that would be used for students with special needs um that might need help uh need assistance with changing that might need assistance with bathrooming needs and things like that. So, one of the things right now uh and we'll go down the west wing when we go down there, you'll actually see the bathroom that they're using right now.
068One of the things is that uh some of our students are just not able to be lifted by our staff because um for for whatever purpose. >> So it would be a bathroom for the special >> bathroom. Very good. >> Okay. >> Um and one of the things that that is thought to be kind of advantageous is on this side of the hallway is already our uh reach program for uh students with special needs. So now we'd be bringing down those services and bringing them to an area where they can be uh in the same space. It might provide for some um possibility for duplication of services or sharing of resources. It might not. There may be a reason to keep those two programs completely separate. Um but it gives us more possibilities, more flexibility
069in the future. So we're going to walk through this or we'll walk into this room. Um, and the only reason I want to do that is it shows like you can kind of see where the bathroom space would be looking like a pool. So, right now, this is a family and consumer education room. Uh what we're kind of proposing is doing some flip-flopping and taking classes that are CTE focused and taking them and consolidating them down in the green hallway or the west wing and kind of flip-flopping with students are special education classrooms down here. So the area where the bathroom would go would be right back through that door. So we would have accessibility commonality right off of the classroom. you wouldn't have to go out of the classroom down the hallway around the
070corner to get to that space. And we have the room in that area to make a bathroom that is fully ADA accessible. And we can include uh uh we're actually looking at a seam mounted arch instead of a hoyer because it it provides a little bit more flexibility when you're question. So again, the the the bathroom would be back behind the story, right? With that, we'll head to the main office. That's the next project or next area. >> Yeah, it's right there. You want to go in through here or you going to go? Oh, You want to grab those lights right over there in the corner. >> Thank you. >> All right. So, the way our our main office functions right now um right now uh we have our health uh room assistant works out
071of 102 handling uh meds for students um and also whenever students come in sick, come in injured, that's the first point of contact for them. Right now they have that room and then because they also it works to have access to a bathroom for some of the stuff that needs to happen there. They also use the back room bathroom way back there and little foyer area in between. So this person is split between this area and that area. Um and then um if we come around the corner here um and this is really in a back alleyway so I apologize. Oh, feels weird everybody. So, uh, back here we have, uh, kitchenet, uh, area that's used by the front main office staff and, uh, teacher, support staff, whoever uses the space. And then there's a
072storage room behind you that I would rather not open the door because it's a storage room and it's very used. Um what the uh what the proposal is is to take this storage room and this kitchenet area and blow out this wall or open up this wall and allow this to become one space that would become the health room. um that would allow us to um have more space for multiple CS in one room instead of having to split them up and still use privacy curtains and things like that to give uh privacy when needed but allows one person to have more um supervision by locality. Um the other part is we have access to two private bathrooms or two single use bathrooms right here as well as out that door we go right out
073to the bathroom student use bathroom part of meal or something like that, they have different options available to them. The other part that's really nice about this is there's a lot of things that happen in the health room that don't have anything to do with the front office, right? Or the main office. The kids just coming down to get their medication that they get every day or maybe they don't want to be seen by 50 people waiting to see the principal when they come into the health room. This would give a separate door that goes right out to the main hallway, the main corridor, main hallway corridor. They could come in this way and not have to go through the main office. >> Now, the nice part >> question, when you get rid of the
074storage room, you have a place for all this stuff, right? >> We'll have to find a space. I mean, >> and and not only that, but we're downsizing what's in there. It's going through a good clean out. >> That's what I was going to say. A lot of it might be uh what do you call it? Moving by subtracting. >> Everybody needs to do that. That's a useful >> I'm going to catch up. >> Go. Sorry. >> So then what what that would give us the opportunity to do over this space is um because we're losing the kitchenet area for our staff while they don't maybe don't need a 12 foot kitchenette. We would repurpose the space right outside the house room right there and make that into a smaller kitchenette with a sink, microwave,
075um and still some space to store uh their goods. And then the bathroom back there would become a staff bathroom that they would have uh access to. And then the other thing might be well what will we do with the health room over here. Uh I mentioned before that right now our dean of students does not have space inside office. We could have that position in here. That also could be a possibility that if we do migrate grades to this area and we would need to bring that uh administrator for those grades. we would have an office available in the main office where we be with all the other administrators as well. >> Any questions so far before we move on? >> Then the last part or we'll we'll go down the west wing now
076and um I shouldn't say last because I am jumping ahead. Um kind of we talked about some things that we would do in that area. Well, to reciprocate them, we need to do some work down here where those classrooms currently are holding right now and would be moved. The nice thing uh like I said about this, the rooms that we're looking at are already set up to take on a lot of these items. So, the work is not um there's not a lot of utility or mechanical renovation that's needed to complete this part of the work. Mr. Martin, would you please shut the lights off over there in the corner as we're exiting? >> Oh, are you are you sure? Okay, never mind. We're good. He'll grab later. Yep. >> Iowa called the green hallway.
077Now it's the west. >> Yeah. Sounds like a TV show. >> Yeah. Say, ring the bell. >> So, um, first off, we'll walk. We're going to be walking all the way down because uh one of the things that has been the biggest concern um since I started here that we heard as a a concern from the school is in in the west wing there are just no bathrooms. And one of the reasons is to support our special needs students that need to have a bathroom that has the space to accommodate them being assisted. we had to take one of the uh multi-stall bathrooms and convert it to a singleuse bathroom. So we basically took the female bathroom and convert it to single use. That meant that we then had to take the male bathroom and
078convert that to single use as well. And then we have two single-use bathrooms down here. So, where we used to have six um facilities for students to use, we now have three. And those are behind doors that students can close and lock to give them privacy, which creates more student management considerations. Um, so that would be these bathrooms right here. Um, and you can kind of see they're labeled as as uh, you know, single use bathrooms. So, what that would mean uh, with this reconfiguration, this would be changed back to bathroom. The other bathroom would be changed to male bathroom. We would have multi-use bathrooms that would not have locking doors for students to use this area. Um, and that would be supplanted or replaced with the bathroom that we would have behind the dean's
079office or Dina students office. Um, then as we walk back as we walk back, I'll hit up the room modifications that would happen down >> Yeah. Sorry. Right now the way this space is kind of utilized uh career tech edits up most of this wing uh art fine art or uh call it not fine arts uh drawing 3D um ceramics >> visual arts >> digital arts I think that plays in that's all up there um but one of the things that we notice is that people utilize a lot of the same space if I'm doing drawing or I'm doing like digital art I'm doing stuff on computers that might be a space that teched could use for drawing or drafting or something like that as well. There could be co-uses of space. So, what we're
080what we're proposing to do is to take this room right here, W126, and turn that into a um multi-purpose space uh outfitted with tables uh that could be used with computers um for that purpose. Right now, this is a POT room for students with special needs. that room would move down to that wing. And then uh Mrs. Timl and uh Mrs. Milton uh who are special education teachers, they currently work on these two rooms right here. These rooms would then be uh uh the face and f sorry family consumer ed classes that were moving out down there would move in down here. And the neat part about that is 107 C, 107B, 107A are our uh the industrial and residential cooking. So we're bringing those family and consumer classes kind of consolidated >> in between
081they have removable or those concordium wall kind of things >> and we can go into any of the rooms and take a >> So these are right now special. >> Yes. >> This and and the one back there. Yes. Uh, one thing I guess I will open up this room. I talked about it upstairs so I can tell you about it. Um, talking about the the multi-purposity of rooms. Um, I'm just making up words. Um, the uh you can see in the floor here we have electric boxes mounted all over the place and then those round things uh in the floor are actually like tunnels. so that you could run new um electrical underneath there if you wanted to. It was already placed when this room opened wasn't. So, it's been repurposed and we'd be
082converting it back to something similar to what it was back in the infrastructure is already there. The one thing that we would be doing is adding probably right about where those blue mats are. Um the room on the other side is part which is like ceramics, metals, that kind of thing. We're going to create a pass through between those classrooms so that if this is being used for art, there's a passageway for teachers to come or to move materials. And then on the other side of that door is actually a lab or tech lab. So folks would have access from this classroom back up to the graphics lab if they wanted to do something there. So the space really makes sense to be used for the multi-purpose space. If we did decide that we needed
083or that we were going to migrate classroom or stu um we were going to migrate grade levels up here, this would also provide another space for teched or art flexibility teaching that we have a classroom for someone to use in that space. So that's kind of the nuts and the bolts in the clean hallway. So I don't know if there's anything more you'd like me to touch on. The last part of it would be then um some possible renovations to the um to the music room and or the music area. And this is being done um kind of the way that we had them price this out for construction. Again, we don't have any solid numbers because we don't have a design yet. But our construction partners have been using their um industry resources and
084industry knowledge of cost per foot, pricing, things like that to take the ideas, the concepts that we're working with P on putting the price into. So that's kind of how we're getting our information. We asked them to break out these first floor projects which are I I would say are more operational efficiency based projects. We asked them to take the second story projects which would be more pretty level migration and price them out separately. So we have first floor pricing, second floor pricing, and then the two things that we're looking at down in the music hallway, we said, you know, these might be things that we decide to do one, we might decide to do both or decide either. So instead of packaging them together, we're asking for per like we call them add room
085or we can take this room or take that. So, in the base pricing, you'll see the stuff on the first floor that mainly impacts just the usefulness of the high school as it is. Then outside of the base pricing, you'll see a bunch of ad alternates. Those are things to consider. Should we be doing a grade reconfiguration that would help us out? U whether that's next year, a year from then, or whenever we might choose to do that. So, we'll go down the bron the the north hallway. >> Try walking backwards and looking at a screen. When you see it, it's a whole lot better. We had a former custodian there. He said with the cleaning all the stuff he was taking. Yes. Yeah. So be >> before uh before we get into the music
086hallway down here, I want you to know that uh Jason Whitaker and I are currently working with the seven uh six uh 12 uh staff to talk about uh different uses of this area. So these are very very rough ideas about what we might down be doing down this hallway, but in the next two or three weeks, we're going to start refining those. So I just want to make sure that everybody understands like this is probably the least uh drafted out or discussed area so far. >> And honestly this this came up conversation when we thought about migration what might happen. We have pretty robust program and music. We need to find a place for them up here and we have a pretty robust program. So space is not necessarily just jump out. You talked
087about, you know, maybe moving a classroom in the green hallway, uh, looking for other spaces. It really to provide the most efficient education where teachers would cover and students would be moving around, it would make sense to have them all in the same area as well. So, that kind of shifted our focus to finding areas down here that we could repurpose work. So what we'll see as we go down there is a coral music room, an orchestra room, and then a band room. In between the band and the orchestra is uh they call it the resource room, but that is kind of I'm trying to I think they call it the sound lab. um where it's not necessarily they they're able to sit down in a computer and do um some uh digital design and
088also do a little bit more uh learning on instruments. Um it's probably the coolest classroom in the entire school because it's got hide in the wall. Um, >> we're very blessed with those in this school. >> How many do you have around the building? >> Uh, just about because of the construction all of our import interior classrooms. >> So, we're very lucky with that. So this space is um one that's being looked at uh for um moving uh classroom or moving the a lab or space from the music room over at middle school here. It has high ceilings. It has not a lot not as big a space. We we spaced it up with the um choir room at the existing middle school and it's a little bit shy of where that space was. So,
089we're looking at different options like could we behind this wall as a storage area. Could we remove this wall that way? Um and then we also looked at the applied the old applied uh technology science math center uh at the end of the hallway. uh really want to take into that because right now it's a storage room for uh electronic items that are being recycled. So it doesn't look the prettiest. Um but basically the disadvantage to that space is it was built on after the school. So it's only a a 9 foot ceiling which if you don't know anything about music very much. I'm learning a lot. Um but that the high ceiling helps music travel helps the sound travel and makes the space sound better. So they kind of have an option of you
090know how can we utilize that space to maybe take over some of the things that are being provided in this area and allow this space to be transformed into a larger space for band for choir for orchestra or do we keep this room as it is and then look at that space over there and how can we maybe extend the height ceiling height or add different things to the room that might get make it more acoustically pleasing that would help mitigate some of those deficiencies. for individual lessons. >> Yep. So, um I believe right on the other side of this room there's the orchestra rooms and then on this side I think >> yeah there's some large group and other here. >> Yeah. and and you know when it comes down to uh when we're
091getting ready for state uh solo ensemble and everything they use every nook and cranny they can find right throughout different places in the building really. I mean you could never build enough practice rooms I don't think. Um >> so that's kind of the extent of the tour. Um the only other two things that I I did want to bring are I guess I already brought the maps up and that's basically this. We have some sidewalks that have exits to the building that go under the sidewalks and they don't have curved cutouts wheelchairs uh to get out onto the asphalt parking lot. So those are things that need to be replaced. Um selfishly from my side, ADA access ramps also make a really great access ramps with plows. It'd be nice to be able to jump
092up and off the sidewalks without taking out sections of sidewalks. >> And then the other the other thing is a asphalt surface play area. Um that would go um outside of the the gymnasium and the uh sports medicine rooms that we have. Um I'm directionally challenged. That's on the east side of the building. Um where you would walk around to the back to the football field. Uh we would be looking at that area as a place for uh seventh and eighth graders still get out and and do some after lunch recess walking around uh basketball play area that kind of stuff. And so we would be looking at uh using that zone as a place to put something for that. >> Is that where the athletic field was? >> No athletic field. No, the east
093side we would have right now that's where the handicap parking for football games is and then there's a grass just a grass area outside it would basically be taking a lot of that grass area repurposing it and then redoing the I mean the handicap parking area is showing its age. So we would be basically tearing that asphalt up and the asphalt and so that this multi-surface or this multi-purpose play area would then also use for parking for football units as well or so with that. Is there anything else I can answer while we're out and about um that you want to still make us promise. >> That's what we have architects for. >> That's why you hire the architects. We're very fortunate programs. So we have lic Better turn around to go Oh, I'm gonna
094turn around and go up the stairs. First year student >> you can hit the button and like go get a drink of water come back this Yeah. >> So, uh, but it was everything. >> So, so good. So, um, when I when I got to one job, the entire place got the basis. Then when you do this for the tour, >> thank you very much. Thank you. >> Walk around. >> That's good. Makes sense. >> Is there anything that we have to do on this yet? >> So yes, there is. Uh uh there is a contract consideration um P and I'll I'll >> let you walk through that and ask any questions that you guys may computer died right now so I don't have it up for me but >> I just about have it
095memorized so I feel pretty confident going through it. Um but the so basically it's engaging them in design services for uh concept taking us through we we identified what areas we want to do working with the staff to make sure that the new areas have the amenities that they need or the things that can fit within our budget. Then they would take it through design development um bringing the structural engineer the civil engineer as necessary. They would put the uh the required touches to it to make it an absolute workable drawing. Uh once we get through that phase, then we would use that uh that drawing set for bidding as well as for permitting and code code compliance checks and things like that. That's when it would be handed over to uh our construction management
096partner who would kind of take the construction part and put that into play. But there is some uh construction administration uh purpose or um things that P would do as well. They would look at all the pay applications and say, "Yep, they're doing what they're supposed to be doing. they're charging for the right things. Um, and then we do uh a walk through at different points to make sure that they're constructing it the way it was designed. Then we have our final uh walk through at the end where we do a punch list and close out. And uh P kind of outlines what they do to support those those things in our proposal. Um the uh the uh what do you want to call estimated cost of projects that they list in there is based
097off $1 million worth of projects. That is the conservative number that J uh JP Cullen uh estimated um the all of the projects that looked at there. The thing with design is if they are going to put the work into designing them, they need to be paid on it. So even if we decide to not move forward through the construction phase with certain projects, if we have engaged uh P to do the work for that, they need to be paid for that work up front. So that's kind of where we came to the that dollar amount. Um 7% of $1 million is about $70,000 for all the design um design work. But that's not this isn't a hard bid line item contract. What would happen is we would wait until we get the GMP or
098the amount of work to be done and that 7% would be charged based on that. So this is an agreement that we will pay 7% of whatever that GFP is. >> When you say 7% is it actually the 6.9? >> No. So that's >> that's not that's different. Okay. >> No. If in the contract it says 7% and the reason for that is if you look at that it says under $1 million the the cost is negotiated. Now that does have an effect. If we were to say we're not comfortable with that, we only want to do $150,000 worth of work. That number would change. >> Okay? >> So that's why we're saying to to draw the line in the sand what we're engaging them to design on. We are looking at these projects here.
099And the advantage for that is it would even if we decide, hey, this summer's not the time to go with this. We're not sure if we're going to do that. We could use that drawing set and engage P to do that work within a reasonable amount of time. >> So, what we're approving when what when you're being what we're being asked to approve tonight is to agree to 7% of the >> Well, it's the numbers on the document, right? That's what we're asking >> on the uh >> like the proposal document like 36180 17680. Do you want to look? >> Um well yes and no. I believe those numbers also include the seven. So when when um when JB Cullen did their estimate they included the 7% in cost when we look at a cost.
100It's what we're actually going to pay. It's not you shorted us. Um, so it actually wouldn't be on that pull amount. It would be that amount minus 7%. >> Okay. >> If that makes sense. So we're they're not going to base it off of the cost of the architect's work and then have them add 7% for their work. That work is included in those numbers. Okay. >> Um, and that's kind of how we came to the cost of the work being around a million dollars and that 7% of that would be about seven. >> Okay. question. Structural and uh civil is not included in this. >> It is included in this >> that was part of what we worked on because the project I mean a large part of the work is the asphalt pad.
101Um so we would not be part of the negotiation was to bring those services into their percentage. >> Okay. So that's structural and uh civil is part of the package. Very good. Okay. a line item in the contract or in the proposal. Right. Okay. >> Any questions for Mr. SuKo? >> I can I can say this, this is the first time I'm working with Mr. SuKo on this level of of types of things. Uh and uh I will say like his ability to negotiate and thoroughess over the contract is really commendable, really top-notch. So, thank you. >> Yeah. >> High five. >> Yes. And you're very knowledgeable, bud. Yeah. I appreciate >> that. Very, very, very I've worked with a number of people. >> So, I I do want to say it was is a
102pleasure seeing him. So, prepared for it. So, do we just need a consensus tonight to move this to the board meeting on >> We got we what I'm gathering is we we got a vote on this and it's going to cost school district $70,000 >> to go ahead with this to go ahead with the to go ahead with >> it doesn't need a full board vote. It just needs a fiscal committee. >> No, it there will be a resolution at next Monday's >> we're voting to move it to >> Yeah. you're you're you're voting to recommend it to the board for resolution. >> That's what I >> and and in um looking through the contract, one thing that 70,000 is for the design fee. There is um extras in there that are listed and that's
103part of the thing that they list what the extras are. Part of those are uh reproducibles. Um so they will need to print off drawing sets to take to the city to take stuff. So, there is also a cost uh an extra cost for um reproductions in there. I asked uh Denn, give me the highest amount you could pull out of your head to make sure that if I say this, I'm not going to come back looking at your board like a dummy. And he said he thought he would not go over $12,000 for that. But that's not part of the contract. That is build as they create them. So if we don't utilize services or we're able to do things digitally or do them in a different ways, you know, however that works, um
104we can save some of those costs. >> So this is a not to exceed for the work that that they're proposing here. >> It be $82,000 at the most. >> This is well it is 7% >> 7% of whatever the GMP is, >> right? >> And we are working off a budget of one, >> right? Is there any other discussion? >> I want to know what you think. >> Sure. >> What I think? >> Yeah. I me Yes, definitely. Are you prepared for the the push back from members of the community that may say, "Okay, you're you're going forward with the referendum, but you don't and you're going to spend million dollars on changes of this building that we have a a budgetary issue right now." Um, >> do you know uh I don't know
105how to phrase this. Are you >> I think I know where you're getting at. >> Yeah, >> but what we got what we're getting out of it is at least we're getting some drawings, >> right? >> Yeah. >> Well, well, and the other part of it too is the district had built in um into their I forget what fund it is. >> those dollars for which were intended for capital improvement projects within the district and that's that's stinks just like this. Um the other thing um that we we do get is we do get some preparedness for future ready should we think about or need to because of budgetary purposes have to restructure. >> Yeah. >> Right. Uh, and so it's just being mindful of what that looks like. That work doesn't have to be
106done, but if it does need to be done, we would have the drawings and we would be ready to go and do it whenever you as a board would see or or deem that needs to be done, right? And so it's always good to have that preparedness. Um, and that's what we're paying for, right? Is to make sure that we're we're looking at things that need to be done. Um, need to produce uh flow and and better structures for our students here at the high school as is. And we're also preparing for um what may be our future or what may not be our future. But at least we're we have plans in place should we need them. And I think that's being very responsible. >> Well, and I do think it's important that we
107remember that because we will be questioned about this. >> And I think the fact that we have this fund that has money in it is a really good >> personally I'd rather be questioned about this than give bonuses. True. >> Yeah. >> Because there's >> there's a little reward in this. Not I mean $82,000 for a set of plans is quite uh hefty, but it's something that we could base uh future uses on. >> Well, it also seems like it's making things more efficient as is if you don't change, you know, where >> especially the bathrooms. >> Yes. Yeah, it it makes it much more efficient for for the teachers and and the paras and the students. So there's there's value in there. >> And if by chance you'd go ahead and bring the seventh
108and eighth grade here, you're all set, right? >> It'll go a long way to help, right? >> Yes. So, Kevin, when we get these plans and and you look at them and Jared looks at them and other people look at them and we look at them and um does and sometimes when you deal with people who are doing this type of work, they have an x number out there that you can make changes number of times and you can make changes. If you look at them and you see, okay, we need to change this, this and this. Are there extra costs for those changes on the drawings or are is that part of the package >> up to the phase up through the concept phase and into a certain part of the drawing design phase
109there's no cost that's part of the work the proposing con or concepts and working with our staff to come up with what the final part is. Once we reach a point where we say this is the design set this is what we're moving forward with. After that point, there could be change orders to construction. Um, and so as part of the budgeting that we've asked uh Cullen to do, they've held some contingency dollars in there to say um you know, they're going to hold 10% for a construction contingency because this is a remodel job. It's not a green field site. They might open the walls and find out that where a peen was told to be, it's six feet over. We can't go around and open up every wall to find out where every peen
110is. So they carry a decent amount of contingency for that. They would also carry or they also have figured in there uh 15% for soft cost which would include a design contingency as well. Okay. >> So there were change orders or anything like that that came up. We did have a a small uh amount of money to deal with that and that is um all the costing that goes into that is listed out in the proposal as well per hour. Thank you. >> Anybody else? Put it to a vote. >> David, yes. >> Lori, >> yes. >> Julia, >> yes. >> Carl, yes. We're ready to go and we'll move that to the agenda for Monday night. Right. >> Thank you. >> Thanks, Sue. >> Thank you, Kevin. All right. What are the thoughts next
111year? >> Next up, we have a budget referendum uh planning. Uh so, uh I just thought it would be prudent for us to go through uh our our documentation uh around that. And I want to make sure that I share the right screen. So, I'm going to stop sharing on this screen for just a second and move it to the correct document for those at home uh who are coming in. Um so uh those of you who are in the room on the big screen uh you can see uh that um if we're going through our timetable here uh we are uh well towards uh where we need to be um when we're looking at uh mailings went out. Uh I'm looking at October 24th school perception uh emails uh survey to staff. Uh we've
112done that. Um we uh the week of October 29th 30th survey lands uh in mailboxes. It it was just starting to land mailboxes. Um uh remember that there was a plan for three weeks of printing and USP bulk mailing process to happen. So that happened in shifts to different neighborhoods. all the neighborhoods that we know of uh have been uh it has landed to uh and so we're starting to uh get back uh information. Earlier today, we were at almost a thousand uh returns already. Um we're well over the company minimum of 500 returns to give us a result. Uh and uh they're hoping for anywhere between 2500 and 3,000 returns. We're we're sending out some reminders again this week uh and uh doing some reposting on our media sites to uh do those reminders
113as well as some uh email reminders out. Um I have also been going to different staff meetings and reminding staff if they haven't taken it yet to please take it. Um uh you know and uh we're working through those processes. Um on November 17th, that's the survey deadline. Uh what we're doing is we're asking the public to uh have at least uh scanned and and and done that on the 17th or mailed it back. We do know that there are some people who uh 17th is going to come and go and it's going to go to the 20th, 21st, 22nd. Go ahead, mail it back. They will continue to add the results um excuse me as as as they come in. Um and uh certainly um you know it's it's going to be another week
114process uh for them to pull those results together. Uh and um they are have a planning meeting uh on the week of December 1st um matter of fact it's on December 1st uh to do an initial review of those results with us uh as administration earlier in the day. Uh and then um either December 1st in the evening or on the 4th, Lynn sent you an email. Those are the dates that they have available to go over those results with us. Um and that would happen at that time. Um if I can scroll down for just a little bit here in this and I'll do it both places. I'll do it here uh for the public. Oh, it's it's not going to do it that way. Uh and then I'll scroll down over here on
115the document on the screen. Uh you can see that um that's April 7th if referendum is per uh pursued. Um that that would be April 7th. But what I need you to look at is the that week of December 15th. Uh December 15th, the board would approve resolutions. So, between the 1st or the 4th and the 17th or excuse me, the 15th, I will be working uh with Corals and Brady to draft a resolution uh for you uh to to have reviewed. I'm hoping that I might even get that before the next fiscal meeting um which is on is it the 10th? It's early. >> What's it? Um I think it's the 10th or >> um but if I don't certainly uh by December 15th they promised us that they could have that turnaround. Uh
116they've got template made for us already. They they have seen our survey. They know kind of the the different areas. Um and uh they hope it would just be a plug-and-play turnaround for them based off of your reaction to whatever we get back from the survey should we need to uh go out for referendum. uh want to also remind you that if the surveys come back and uh the recommendation is not to go out to referendum um that would be another discussion point for us to talk about, right? Uh but it it is a possibility. We we get an answer on there that says I'm not interested, right? And then tell us more and why. Um and so uh we're just going to have uh some patience of waiting here and uh as you see
117people in the community, keep reminding them. Uh we're we're active at the survey right now and uh we would like as many of those turned in as possible. Um we currently have I think over 50 uh individuals who have asked for an additional survey. >> So um the apartments as of yesterday I've not heard anybody in an apartment who got a survey. >> There's a lot of different apartments. Uh can you >> can you tell me uh what what apartment specifically or every apartment in town? >> I have not heard anyone who lives in an apartment who's gotten a survey so far. >> Okay. So >> they they should have gone to all of our addresses all like so whether you toughest thing. >> Yeah. Maybe they're the last two. >> I I don't know.
118And we can continue to check in uh and and do that. we uh we have confirmation from uh school perceptions that they've done their part to uh get it into the mail right now. If there is uh you know reports of people not getting them uh if we can hear specifically those addresses and everything else then we can check in with our local post office to see what what may have happened. Um if you can remember uh last year's referendum there were um uh two routes uh we believe that really um we don't know what happened. You know we came in with different addresses of people who said they had not received them and we've kind of identified two different routes. We don't know what happened to those. Um but uh you know we do
119have some concern and we're keeping an eye on and looking at are they going to get out there. Geez, the US Postal Service. I'm really surprised. Let's be nice neighbors, Carl. Sarcasm, Larry. >> All right. I've had problems with the US Postal Service. So, um anyway, I just wanted to go over that. That's all I have for uh this agenda item. Um, are there any questions about where we are or where we're going as an update to uh that? All right. Monthly Jared, we can't hear anything. My apologies everyone if you couldn't hear us there. We're we're going over a couple of questions over the bills uh credit cards uh and other discussion points. >> Yeah. 16th is do they pay the US bank out of uh by using another credit card to pay them?
120That's what I'm assuming out of there. I would uh Stacy, would you know what that charges? >> I was curious about that. >> No, I'm not sure exactly what you're looking at, Carl, but the US Bank. Um >> Stacy, we can't hear you. Let me see if you're >> Can you hear me now? 108 16. >> Yeah. 108. >> Can you hear me now? >> I'm almost sure that's what they did. >> Stacy, we still can't hear you. >> Well, I'm not muted. >> So, we're just putting it in another 16,000. Well, if you look at the USB uh listing there, 16,1194. That's paid with the other credit card. >> I think that's what they're doing. their pain. Yes. >> All right, Stacy, we can't hear you. So, if if you uh send me a
121text on my phone, I can certainly share that. I'm trying to figure out why. Uh >> it's the same amount as what that itemized us. Period. >> Yeah, >> it's the same amount as the other document we just looked at. >> And I think that has to do with Amazon Capital One too, right? >> Yeah. Move the money. >> Okay. Just that's just the movement of movement of funds. All right. Very good. >> We are not paying credit card with >> Has anybody else got any questions on that? Okay. Let's move on then to I think it's fund. What is it? Fund 27. >> Fund the variance reports. >> The one that's sideways. >> Okay. Oh, fun 10. Let's go to fun 10. Variance. It looks like everybody but us can hear Stacy, so I
122don't know. Um, I got >> Can you hear me now? Can you hear me now? >> Kevin, can you still hear me? >> Now we can hear you in the room. Thank you. Sorry. >> Okay, that's okay. So, you get one credit card report that shows the total for the month and one of the lines on there says US Bank. >> Yeah. >> I don't have the reports in front of me so I can't see the totals. >> They match. They match. Yeah. >> So, and then that the second report I think it was I believe on that. So, so >> we have vendors set up in in Skyward, but we don't have every single vendor that we ever pay with a credit card set up in Skyward. So, those all fall under the US
123Bank line. And then that secondary report shows the detail of those miscellaneous, >> but we're not paying >> following you credit card. >> We follow you. >> Amount of the US Bank credit card bill comes out of our checking account automatically. >> Yeah. Very good. All right, let's go to the general fund uh revenues. Any questions on revenues? >> Then we'll go to general fund expenses. Any questions on expenses? >> I can't hear you. >> What's that, Stacey? Wind's giving me a sound. >> Now I can hear you, Jared. >> Now we can >> You can hear me. I don't know what's going on. Our sound keeps going in and out and I'm not even touching the thing. So, I'm sorry. Now Kevin's giving us a thumbs up. >> Okay. And any other questions on
124uh fund uh can uh expenses? >> Oh, that's a question I ask almost every month. Are there any surprise anything in that that surprised anyone? >> I'm looking at the fund yearto date FYD. I think that's what that means, right? Fun year to date, right? >> And the fund yearto date percentage and it looks to me like things are in line, but >> Okay. Thank you. >> All right. What about fund 27? Let's go to fun 27. Are there any questions there after I get this thing turned around right there? Special special education fund revenues. Any questions there? >> We spend what we bring in, right? I mean, that's just how that goes. >> We spend more than we bring in and we do a fun 10 transfer to 27. Any other questions? All right,
125let's go to the final one. >> Going to have to excuse me. Amazon second. >> Everybody stay rich. Yeah, always the fun one. That's always >> Amazon. Anybody's got any questions on that one? You talk about nickel and diamond. Well, >> I think this is driven by the building budgets and things come up and isn't that generally what happens, Jared? Things come up in a building and teachers need such and such and so it gets ordered. So like at Prime it comes fast and >> I was surprised at the number of books that were ordered in >> I'm assuming those are library for libraries, right? >> I don't know. It doesn't >> I don't think the blood on the river because they got 100 copies. I would guess that maybe that had something. >> Well,
126I think that might have something to do with the Veterans Day events that have been going on all over the district. That's just an assumption I'm making. you know, teachers might have passed that book out as like reading material for the month prior to all the assemblies. >> And I'm not sure if everyone's aware or not, but that Amazon report is the one report where we're not able to weed out the fund 21 purchases. So, you may be seeing things in there that are for FFA or Skills USA or Prom or any of those activity type of things. We don't have a way to weed those out. >> Can you tell me why? >> It's it's just because those account codes aren't stored in Amazon system. >> So, the accounts don't come in until after
127it gets into our system. So we don't become after the fact. All right, Greg. Go ahead. >> But if you have questions on any of those expenses, we can tell you where they were charged. >> Is there at all a possibility to have uh Warrentown Unified School District Amazon Fun 10 account, an Amazon Fun21 account, and an Amazon Fun27 account. like to have three separate Amazon accounts that >> that correspond to how those particular funds are being spent. >> That would rely on teachers um logging into the correct account depending on you know what account they were going to use to per Yeah, that it's already messy enough as it is. I don't know how that would >> I think that would really >> and you'd have to have three separate Prime accounts. So now
128you're paying for shipping three times. You wouldn't want to go there, >> right? And if you're using an Amazon credit card, I don't know if you are or not, but if you are, then you'd have to have three different cards most likely attached to each different fund. >> Um what what you could do um though is if you know when you're purchasing >> No, never mind. Well, we do have >> some of the folks some of the folks do put the account code in as a PO number when they place their order, but there's no way there's no way to run reports off of the PO number field, >> right? >> But could you could you add the field to the report so at least it comes out in the report? I I think I
129got you know instead of us trying to thought this together I think we we're getting what you guys are looking at. you said how how can we at this stage in the game see that because you know we reconcile it after right but you don't see it when you're doing approval what account is it coming out >> right >> you're saying is there a way that we can find a way to try to get it to you so it's at this stage of the game not later on >> it's a wouldn't it be nice kind of thing it's not absolutely essential I don't think >> well we can add it to our business office task list and we'll you know I know what you're saying not high priority but we'll we'll look into a rec
130reconciliation sheet. >> Previously, all the Amazon reports listed the department that purchased those or the school that purchased those. This one is not print out that way. Is that is this going to be the new presentation? I understand we're in a transition. So, no, I'm just wondering. I would have >> previously it would show at at the very least it would show like what department purchased it. Like if you went to purchase something for your office or if a special ed was making the purchase or if it was maintenance making the purchase for something it it showed what department was purchasing those products or what school. >> But then you got almost no level of detail. This is nice. >> They had it before. Bill, they had all of this before, but they had in
131the front what um >> what department was was making that purchase, right? They truncated the description. >> Yes, they did to get that. Yeah, you got almost nothing. And now you actually know what they purchased. >> Right. Right. >> Well, you know what? We'll keep looking. I mean, you know, just we we'll we'll look at it. I I mean, I know what you guys are trying to strive for. uh and we can try to keep looking at is there better ways to do it. Um and I I will use Tammy's words. Uh our transparency um at which we do things in this school district comparative to others is amazing and we will continue uh we will yes we and we will continue to try to meet that high bar that you're setting u and we'll
132we'll try to think about ways that we can do that. I know when I use a card. >> I don't think that this is the form to do, you know, like thinking it through at a fiscal committee is probably not a great idea, but yeah. >> Okay, does that wrap that up? Any questions? Let's go forward here. Let's see here. What's next on the agenda? >> Well, we got future agenda planning. >> Future agenda planning. All right. anything for future agenda planning back into my >> I was just I was not raising my hand. Oh, >> so I think u one of the things that we we certainly need for future agenda planning is um one one thing around the um the survey is um you know whether or not we would be prepared for
133a resolution for that fiscal meeting uh just before the 15th. I don't know if we will, but I want to put it on as a possible future agenda item just in case. >> Very good that we're there. Um, another thing that we will be looking at is um, uh, looking for uh, a GMP to do uh, the work. Uh, should we transition from the drawings into work, uh, we would want to start getting somebody on board uh, so we can go from drawings to bidding and um, you would need to review that um, next month. So, any objections? So be it. makes anything else that you guys can think of that you might want um let's go and then what I will do is I will sit with Stacy u and go through uh basically
134the annual calendar of things um that uh is through the business office I'm just not prepared to do that right now tonight but uh if there is anything else we'll we'll just put it on and I'll talk with you Carl about here's the next things up that are usually in December >> any questions action items Any action items? >> Yes. So, we have a couple action items that I have. Uh, one is that Jason Bull and team uh will do further work uh on Newella and Newella alternatives. I don't know if it's Newella, it's news, I think is how it's really stated. Um, sure. Uh we also have action item uh to take uh the uh contract for P and forward it on a resolution at the board meeting. Uh and um also uh be
135prepared for uh and look towards uh a school perceptions u review. So, um, administratively, we'll get that ready for either the 1st or the fourth. Those are the three things I had. >> Anybody got anything else? >> I guess we >> I think that was the only action item. >> Pardon? >> I think those were the only action items from the meeting. >> All right. Well, next meeting date is Wednesday, December 10th, right? >> Um, that will be at 5:30 at ELC at the >> Yeah. Yep. >> Okay. Very good. Well, we got a motion for adjournment. >> Sure. >> No, go ahead. Give it to Lori. >> Don't be that way, Julian. >> I'll be happy to I'll have be happy to second. >> Moved by Lori and second by Julian. All in favor?
136>> I opposed. No. >> On again. >> Thank you. Oh, it is 74. >> 7:43 >> three. 7:43. Very good. >> I got quite a bit done on that. I'm done. >> Thank you, Julian. >> We did. Julain. >> Julain. >> Oh, Julian. Julane. She knows who I'm talking to. >> She needs another name. >> Okay, I'm gonna end the meeting for everybody. >> You could have a boring name like problems they had with that. And he works with his school district and his different towns that he worked in. >> He said, "Oh my goodness." He said, "They all have the same." >> Is that right? Yeah. It >> is a software. We tell the entire