001[music] >> Mhm. >> [music] [music] >> You going to get tables out there? Well, good evening everybody. I appreciate you all coming. This meeting is a meeting of the Board of Education in public for the purpose of conducting the school district's business and is not to be [clears throat] considered a public community meeting. There is time for public participation during the meeting as indicated by the agenda. We'll call to order and do the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> [clears throat] >> Michelle, roll call, please. Mr. Klaus. Here. Mr. Schleicher. Here. Mr. Huber. Here. Mrs. Summer. Here. And Mr. Hilsman. Here. Five members present. Okay, before
002we set the agenda, does anything need to be changed? No. Okay, can I get a motion to set the agenda, please? So moved. I'll second. John, or excuse me. Carl. Mark. And then Carl. Mr. Klaus. Aye. Mr. Schleicher. Yes. Mr. Huber. Aye. Mrs. Summer. Aye. And Mr. Hilsman. Aye. Okay. I didn't see Tressie come in. Tressie? We really don't have anything. We're happy that March is almost over. It's April already. And just thanking administration and board for transparent communication with us. Thank you, Tressie. Mhm. Joni? No. Okay. Phil, any updates on the facilities? Yes, sir. Um, start with the pre-K 6 building. Um, they are still working on fixing the brick and caulking on back of the existing old CIS building, so that that's still ongoing work. Um, and it carried through winter and then
003started up again here in the spring. And back to the old way. Um, they also have some tornado signage that'll go into the tornado shelter and that will just still be under review by Gorman Miller and then that will be posted. Just kind of operations and um some understanding of what that space is. Um you're also working on a handicap door operator for the clinic in that building as well. On the 712 building, um a lot of continuation of what's already been started. So, um a lot of electrical um on the third floor we're kind of wrapping that up, but they are running electric and plumbing. There we have um science desks in the science labs up there. They have um electric, water, gas um all at one work station. So, they're they're finishing that
004up on the third floor. Um second floor they're doing lighting controls and tower lights, technology, all that's going in. The first floor they're insulating, so they're finishing up the above ceiling. Um Work outside when they can. They've got to finish up kind of the roof. If you can see they're kind of finishing that as they go around the building um when the weather cooperates for them. Um Continue to they're they're painting as they move um kind of the north end of the building through the um auditorium, cafeteria, gymnasium, um music rooms. Um filling block and painting and so we're getting the first coat of paint on in that area. Installing cabinets. Um pretty much all the cabinetry's done on the third floor. Um installing cabinets on the second floor and working our way down to
005the first floor. Um Grid is done. Ceiling grid is done throughout. Um again in the three-story area and they're kind of finishing up on the first floor right now. New work, exciting work right now is they started work on the elevator. So, all the components of the elevator are being delivered, so that's installation of that's going. Um and then they started working as you can see on the um uh southwest side of the building. Um you can see all the grading and the stones and you can start to see the the layout of the driveways and how everything's going to work itself out. So, putting in topsoil where um where possible. So, they're doing that. The other thing that's very noticeable to people that you can easily recognize is they had access um panels cut
006into the third floor and then the ends of the two main wings where they could hang up their equipment, hang up their supplies. So, as they finish, now they're starting to close that back in. So, if you look at the west end of the building, you'll notice where there was um plywood doors, now there is um that uh store front glass and doors that they installed in that area as well. So, [clears throat] um doing that same work then um throughout uh this next uh coming week. So, um also working on more of the exterior light poles and bases. You can start to see where um the bases are starting to pop out of the ground where they're going to start setting lights in those areas. So, Coming along well. Guys, any questions for Phil?
007Okay. Next up is the public participation. Uh I do want to remind everybody when you come up, please state your name and your address, where you're from, and we will limit everybody to 3 minutes tonight. So, Uh first up, Teresa. I'm Teresa Howick. I live on 7531 State Route 197. Um First of all, I would like to thank the the board and superintendent and for um making sure those lights aren't coming on when we don't have nets to play tennis. So, I see that that's been rectified. >> [clears throat] >> Um One thing for Phil, why why are we putting catch basins in the >> [clears throat] >> um grassed in area here? Or over there. Normally catch basins are kind of get put in the asphalt. Um that's where the engineer I mean that's
008where the lines run. That's where they're going to put the catch basins. All right. Just Talk to the engineer if you want to I mean I can talk to the engineer if you I was just wondering. It's It's kind of unusual. Um During the February meeting, Mr. Huber uh asked if anyone knew what the state of Ohio was doing with the property taxes that are no longer coming to the schools. After a bit of a discussion between the school board, treasurer, and superintendent, the answer seemed to be that no one knew until Mr. Hilsman stated that the state was keeping the money. Or he assumed it was they were keeping the money. >> [clears throat] >> First of all, that's not true. Anywhere from 1.7 to 3 billion over the next 3 years is coming
009back to taxpayers. Um I did send that information to you guys via email this week or last week. Second of all, [clears throat] if I can find out that information, then I would think all of you would be able to do so without making statements like, "Well, the state's just keeping the money." Um I find that disrespectful to the state, quite frankly, but um these tax reforms were not what this school district or any school district wanted to see or deal with. If these reforms had not been done, then all the school districts could have been dealing with having the property taxes abolished. And we can all agree we don't want that happening. Uh we would this is a better option with the tax reforms. I also find it amazing that this school district continues
010to say someone or some something else is to blame is to blame for the bleak finances that the district is facing. If the school district doesn't have the finances to pay your bills, then do something about it. That actions of this school board and administration will be speaking louder than their words. Thank you. All right. Thank you, Teresa. Mr. Beckman. Can I talk from here? That That's fine with me. >> Okay. I got this letter and it's got I showed you that. It's got to do with real estate [clears throat] taxes. I live right behind John. And I bought the farm off the family. And it seems like she's telling me that they want me to pay the full tax on the whole what I paid for instead of what they they call it the
011CAUV CAUV. I don't quite understand why I got this and I was I want to have somebody explain to me what's going on. If it stays in ag like I stated on the phone, it it won't change. So, I need to go up to the auditor's [clears throat] office. You will eventually get notified from the the board of revision at the auditor's office. Yes. And then >> figure out why Scioto City Schools has their nose in in the Because it that's just legally the process. That's how it has to happen. We're the ones that benefit from the property taxes, you know, Mrs. Right. John. So, Explain it to me, John. Well, 40 years ago when I bought my 11 acres, it was in CAUV. >> [clears throat] >> It was no longer in CAUV after
012I bought it because I didn't have enough acreage and I wasn't raising enough cattle on it and that sort of thing to qualify. So, I had to pay all those back taxes on that. Okay. And you've fallen into that somewhere. Now, why you got it from the school, that's just the way it's probably done now. But >> But I've always been um all my farms have been CAUV. Right. I don't know. But once you build a house on it, I didn't build a house on it yet. If you do, but The only thing that would come out though is just the parcel where your house is. The rest of it that is long as it's ag use remains >> need to do is go up to the auditor's office. >> Yes. And straighten this out.
013>> It sounds like it. And like I said, eventually like I told you on the phone, eventually the board of revision, the county auditor's office will contact you. Um this was just the first step in the process. So, and additionally like John just talked about, again, if it stays in ag, there's no there's no change. And then if you would build cuz you you had mentioned to me that you possibly may build. I plan to build. Okay. >> But that doesn't mean the whole farm should Right. And it won't. It won't. It would just be like if it's an acre and a half or 2 acres, whatever. >> Just your building lot. >> I'm not going to do that the house off separate from the farm though, John. Well, you're still you're still going to
014have at least an acre because we're zoned at least an acre there. >> Okay. So, you're at least going to have to pay off that CAUV for that acre. All right. I got my I got my answer. Okay. Thank you, Mr. Beckman. John Contreras. >> [clears throat] >> Hi, I'm John Contreras. I live at 638 Willow Street. Did you know that under Ohio law, Ohio school board members can lose their immunity if they disregard foreseeable risk and make reckless decisions rather than those of a reasonable and prudent person? Reasonable and prudent being someone who's cautious and wise. That's a critical distinction to make as it relates to the administration changes. Moving a 7 and 8 principal to a K to 6 building and a K to 6 principal to a 9 to 12 building, all
015the while this building consolidation is potentially happening. I mean, just saying it, that sounds like instability. Someone who's wise and cautious, they wouldn't approve these administrative moves. That's not what a prudent person does. A prudent person wants to maximize the ROI of a $130 million investment. A prudent fiduciary of taxpayer dollars would not gamble with the taxpayers money by shifting leadership during one of the most volatile times in the district's history. A reasonable and prudent person would not subjectively shift administrators to different grade levels during a time when those grade levels are all potentially moving. A prudent person is cautious and takes that potentiality into consideration. A reasonable person doesn't make subjective decisions during this time. A reasonable person uses taxpayer dollars objectively. You can find plenty of scholarly articles that clearly show that administrative
016shifts during this time would not be reasonable nor prudent. The Leadership and Politics Leadership and Policy in Schools found that teachers are 17% more likely to leave the first year after a principal change. That leads to an immediate decline in student achievement and a risk in the school safety concerns. That's also doubled when there's a change in building a physical building at the same time. Clearly, no reasonable or prudent person would jeopardize a $130 million investment by triggering these foreseeable consequences, right? And Tony City Schools engaged in unlawful discrimination because they used a subjective rating system. I know that the reasonable and prudent people of our community, of whom you're legally bound to represent, would not choose to make administrative moves that put our district in the same legal trap. For those reasons, I'm having
017a hard time figuring out how these moves could be legally justifiable. I'm asking the board to act with the reason and prudence the law requires and maintain leadership stability. THANK YOU. >> [applause] >> OKAY, NEXT UP, JEN CORDY. GOOD EVENING. I'm Jen Cordy and I live at 6203 Heisey Road. And I'm here tonight because like all of you, I care deeply about Salina. I'm a taxpayer and a parent and I grew up knowing the Salina [clears throat] that felt like a family. But I will be honest, lately it doesn't feel like the Salina I knew and loved. This nearly $130 million investment in our schools was supposed to be a source of immense pride for our community. It was supposed to be the moment we all stood together and looked toward the future. Instead, there's
018a cloud over this transition and as someone who loves this town, it is heartbreaking to see so much confusion where there should be celebration. Since January, I've been asking questions because I want us to get this right. I realize that from the outside looking in, I don't have every internal detail and as a community member, I really shouldn't. But there are things that are just hard to wrap my brain around when it comes to our stability. Think about all the volunteers who spent their time and energy to get the building bond passed and more recently the emergency levy. Whether it's for construction or for operations, the community has stepped up every time we've asked. But it is hard for the public to feel a sense of urgency from the board when this massive building project
019is so close to being finished, yet moving our students in feels like a secondary priority. If the space is ready for our students, our students should be in. Every day a new facility sits empty while we pay to maintain older buildings, it feels like we aren't fully fulfilling our stewardship responsibility to the taxpayers who made this possible. And that leads me to the timing of these administrative shifts. Moving almost all of our secondary leadership at the same time, right as we are preparing to move into a brand new campus, is a massive gamble. We've heard the discussion about a new teaching and learning team and the need to change to support IMTSS, but IMTSS is not a new concept and it relies on the very relationships and institutional knowledge these leaders have built over years.
020I have to ask, why now? Why throw our district into this kind of chaos at the exact moment we need stability the most? In any traditional business model, you would never replace the majority of your leadership in the middle of a major transition. It's a level of risk that simply doesn't make sense. What from what we are seeing, it is incredibly difficult to find the logic in creating this much instability at such a critical time. Is this truly a collaborative future focused strategy or is it just a shock to the system? I worry that if we lose our veteran educators or if additional families start looking elsewhere because they have lost trust, our community may not recover for a long time. We already know that we have lost 350 students. We can't afford to lose
021more. I'm just asking you as our elected leaders, are you 100% confident that this reset is worth the risk? If you believe that this is the right path, we have to trust your judgment. But if it isn't, the impact will be felt by our students for years. Let us make sure we are bringing pride back to Salina, not just moving furniture. Thank you. >> [applause] >> THANK YOU, JEN. OKAY, MICHELLE, >> [clears throat] >> ON TO the treasurer's report. Okay, um I need the board to or would like I'm asking the board to approve the minutes of the February 23rd and the March 11th meetings. To approve [clears throat] the February cash summary report with revenue showing $11,449,500 15 dollars and 68 cents with expenditures of $5,787,234.97. Number [clears throat] three is to approve the
022cash reconciliation report for February with a balance of $67,660,513.61. Of that, $36,344,497.87 is for the building project. Number four is to approve the checks written for February. Number five is to approve the FY26 permanent appropriations as presented. Number six is to accept the following donations: $500 from excuse me, from Salina Basketball Boosters Club to Salina High School 018 account for working the basketball games. A donation of five calves from MVP Dairy to the Tri-Star Animal Health Program for classroom purposes. Number seven is to establish Thursday, June 4th, 2026 at 7:00 p.m. for the annual Tri-Star House Auction at 1225 Shin Drive in Salina. And that is it. Does anyone have any questions? Any questions for Michelle? I'm good. Okay, can I get a motion, please? I'll make a motion. I'll second. John? Yes. Mr. Klaus?
023Aye. Mr. Schleicher? >> Yes. Mr. Huber? >> Aye. Mrs. Summer? Aye. And Mr. Hillsman? Aye. The second resolution I have is to approve the five resolutions attached here to authorizing the filing of certain property valuation complaints with the Mercer County Board of Revision as I spoke about earlier. Does anyone have any questions? >> Any additional questions on that? Okay, can I get a motion, please? I'll make the motion. Julie, a second? I'll second. >> [snorts] >> John, thank you. Mr. Klaus? Aye. Mr. Schleicher? Yes. Mr. Huber? >> Aye. Mrs. Summer? Aye. And Mr. Hillsman? Aye. Thank you. [clears throat] Okay. Any other questions for Michelle before we proceed on? My turn? It's up to you, Brett. All right. So, the first item under my report, letter A, personnel, I'm asking the board to approve the
024presented personnel items as presented. Um couple of things I want to note on here. We have a number of retirements and I just would like to take a couple minutes just to share what I've um what I've learned about some of these teachers. So, some of our teachers who are retiring, um one, Ann Wholeheidi, has over two decades with our district. We have an SNA, special needs assistant, an aide, Kim Cron, over three decades with our district. Julie Hurco, the same, over three decades. Julie Shausker, over three decades. Michelle Duncan, our administrator, over two decades as um you know, an administrator, um which is a lot to be said. Uh we have Vicki Nuding and Brenda Speck, over a decade. And so, I just think it's tremendous when you see the impact that these educators
025have because our our landscape changes all the time. Um a lot comes our way that we don't anticipate. And so to have um strong educators stay in our field for as long as we have, there's something to be said for that and I I thank them for the impact uh that they have on our district. Along those lines, I guess this is a good time right? >> It's a It's great time. >> Along those lines, we had a very unique situation last Friday. This was a week ago Friday where we had some very high winds. And we're always concerned about our students and the safety of our students and I'd like Mrs. Duncan to tell us what all happened that day and [laughter] how you put that together. We'd like to refer to it as
026hold your hat Friday because it was a whirlwind, wasn't it guys? About 15 minutes before dismissal, we had a call from Mrs. Gestler that said, "We're not running our bus routes this afternoon. So, we need to get all the kids home. We need somebody to come pick up all the children." So, over 1,200 students, 1,230 some students. Um we quickly went into all hands on deck. Corey, Jen and I um rallied in the in the office. We all went ahead and took a different part of how we were going to notify parents. Um emails to staff, emails to families. Um one calls went out, Facebook, um Jonathan. We um contacted Jonathan. He got a Facebook message out. And um we just started a plan to get everybody home safely. Um Shout out to our district
027administrators, Greg Ansley from the bus garage and the bus drivers who came over and helped with traffic control. Um all the other administrators, Mr. Metz, Mrs. Anne Meyer, um the high school principals, Renee and Christie, Andy, Pete, everyone came over and it was all hands on deck as we delivered our little ones to their families. I think within about 50 minutes, 45-50 minutes, That's a we had the majority of our students >> [clears throat] >> with their parents or family members. We had a couple of kiddos that um family members had a tough time getting to us. So, the three of us stuck around till about hour, 5:00. About 5:00 with those little ones as we waited on the families to come and get them. They were running into trouble because they couldn't get through
028the bridge in Montezuma and then there was a tree down across one road. So, they had to detour um multiple times to get to us. So, we kept saying, "No worries, we'll be here. Um we have we have them here in the office with us." Um what were they doing? It was tricky for the Montezuma people because there were trees down, there were bridges out, there was a semi over by Tractor Supply that rolled over. So, some of those were rerouting over through Saint Mary to get to us and And a huge shout out to the parents because even with the short notice, there wasn't one parent that I felt was, you know, upset. Everybody was understanding, they were kind. Um it everybody was great. They really were. That that's just amazing just to have
029a handful of kids that didn't because, you know, you depend on the buses to bring the kids home. It was like two families, you know, and we and they were and they were fine. They just hung out with us and they had a little snack and yeah, it was good. It was good. But 33 years, I've never had that happen. That That's That's That was That's a great job. That >> [applause] >> really was. Awesome. That That's fantastic. Thank you. >> were awesome. Yeah, it was great. So, that's what I have for the personnel. Okay. Any other questions on Okay. Can I get a motion, please? I'll move. John, a second? I'll second. Carl? Mr. Klaus? Hi. Mr. Schleicher? Yes. Mr. Huber? Hi. Mrs. Summer? Hi. And Mr. Hillsman? Hi. For letter B, I'm asking
030the board to approve a stipend payment for Andrea Nickel. Um this is a $500 up to $500 um to be paid from IDEA grant funds. Um Andrea is the staff member who's going to um be our ABA, our behavior analyst next year. And so she has um started working with one of our staff members after school every Monday um to help give her some support and insight strategies for very challenging behaviors. And so that's what this goes toward. Okay. Can I get a motion, please? I'll make the motion. Julie, a second? I'll second. Carl? Mr. Klaus? Hi. Mr. Schleicher? Yes. Mr. Huber? Hi. Mrs. Summer? Hi. And Mr. Hillsman? Hi. For letter C, um underneath other business, um the first piece is for a 26-27 school calendar. Um this calendar has on there um two
031different um pieces related to the 7-12 move. So, if we were to move in early, um which would be closer to mid-year, then what we would do is those four days in January would become after Martin Luther King Jr. Day, would become the non-student days. Um and so what you would see is um in the first calendar, if we were not to move in early, those four days were at the end of the year to release early. So, early move in, they go in January, we'll have non-student days so that we can finish moving, get teachers um acclimated to their classrooms, um and to the building. And then the kids would come back 7-12, will come back the next week. Um 6 K-6 kiddos are um not impacted by this um and our Tri-Star kiddos
032uh are not either. So, we would have to work through some details um with Tim and Paula there. Um but that's what that looks like as well. Um a couple things, again, this is more than just about moving things. Um it's really about levels of operation. And so every every aspect of our operations from food services to technology um to instruction are are impacted um with a decision like this. And we ultimately want to do what's best for our staff and our kids. Um a mid-year move is is hard on staff uh and we will we will do whatever it takes um to make it happen once we know what that direction is. Um one of the things that, you know, for example, when we talk about instruction, with a mid-year move in May, when
033I talk about instructional impact, decisions that we're talking about right now when you build a master schedule for a 7-12, um it's important that in case we have a mid-year move, you have to have a 7-8 building and a 9-12 building, those master schedules have to match. And so we know that we will likely be moving to um a three lunch period once we have over 1,000 kids, approximately 1,065 um in one building. So, we have to start to prepare that because once a schedule is committed in our student information system, we call it our SIS, it means that the periods need to stay the same in order for rosters to stay the same because instructional licensing gets synced with the rosters. [clears throat] And so in order to have uninterrupted instructional access, we need
034to make sure that that that stays in alignment. Um we also talk about if we have to move like, for example, in our art classrooms, um what classes, in case we move mid-year, what classes might we need to offer first semester versus second semester um because of kilns and and materials. And so those are opportunities for kids. And so again, it's it's bigger than just moving boxes of of materials. Um I've also asked for um Shawn with technology. Um first of all, that's not my wheelhouse and I'll just sound ignorant. So, I'd prefer someone with the expertise to speak to and just kind of give a little bit of an overview um [clears throat] of what the implications are. Sure. Wherever you like, Shawn. >> [clears throat] >> Thank you. I think that's better. Yeah.
035Good evening. Shawn Snyder, director of technology here at Salina. When the >> [sighs] >> when the mid-year move idea happened, Brooke approached me and asked me to do a bit of a technology risk assessment. What does that mean? What does that look like for technology systems? Um so, the board, I think you received that document. I think Brooke sent that over last week. Um people here in the room, I'm going to talk each one, we'll just go through it real quick just to make sure we're on the same page. Brooke asked me to do that. Um but I'm going to talk really generic because some of these things I don't necessarily want posted on YouTube. Does that make sense? We We don't want to post our exploits publicly that way. So, um we'll start with
036the first one. Um when you get a new house and you want internet, you call the service provider and they come to your house and put that magic black box in. You know what I'm talking about? And then you hook your computer that and you have internet. Um our district works the same way. We have that magic black box, too. We'll call it the gateway here. And that gateway lives at a building that will be demolished. >> [clears throat] >> Um that that makes it a little bit different than our elementary school. Our elementary school just kind of hangs off that building and we can turn that on and turn that off whenever we want. Um but when it comes to moving that gateway, just understand that there's going to be downtime. There just will
037be. And it just kind of depends on how it goes, you know, it could be seconds if we got everything just right. This could be a really seamless transition. Um but if we have hardware failure, if you have misconfigurations, or if anything kind of goes wrong, we have a lot of players working here from from the vendors building the school to to Wabash telephone, all the way to Lin and NOACSC is where we ultimately end up. Um if any one of those legs fails, we don't know. We'll just have to troubleshoot it. You know, we're we're going to work through it. Um but just know that internet access will be down for the entire district when we move the gateway. It won't just be one building or the other. So just one thing to note.
038Uh another thing, wireless networks. Um again, it's one of those things where you can you can put it up and test it all you want, but you don't really know what it's going to do until it's under load. Most of these things are designed and installed based on CAD drawings and and estimates. So just know when those things spin up, uh there's a lot [clears throat] of testing needs to be done. We had some issues at CES where we had holes, you know, things that should have been filled weren't and we were lucky because we had some spare parts there. This high school we won't. This is a brand new system. So just if there's any holes, everyone needs to bear with us here as we order parts and get those in and get them
039installed. Could be downtime. Um during a midyear move, that makes it a little bit different because we got testing on the horizon, right? We're going to try to prep and and punch through there. And if we have if we have some holes in and some classrooms that don't have Wi-Fi access, we might have to pivot a little bit. They might have to take those tests somewhere they're they're not familiar with. Things like that, just something to be aware of. Um cameras. This one has me just a little bit nervous. We are reusing all of the cameras in this building and in many of the old buildings um at a great cost savings. It it's going to be a truly wonderful system. It was great planning um for that. >> [snorts] >> But there's going to
040be this gap where we uninstall from this building and reinstall in the new building. So we just all have to be aware that there is going to be a coverage gap there. We can mitigate that so long as the vendors are on board of doing some phased approaches, right? Where we take certain cameras, move across. Um I planned ahead a little bit and left some of the old system still intact. So we will still have some coverage from some of the older systems. They're not great, but they are functional. But just know that there's going to be some of those times where um if it's a midyear move, we might be occupied. We might be in production and be a little bit blind cuz we won't have camera coverage in either building while they're being
041moved and installed. Um access control. This is another one that sometimes we forget about. Um this new building has all new access cards, fobs to get into the building. Those all have to be set up. Um and we can do those pretty quick, but you know, it's one of those things where uh it all depends on who says they need it, right? We just have to work through that process. So we want to make sure that everyone can get in that building when they need to. There's going to be some cool gaps. There's going to be some holes, especially with athletics and some of those fringe workers that need that extra access. So something to be aware of that can that can be a hiccup. Um technology handling, especially due to abatement. Looks like we're
042going to be taking floors up out of this building this summer. Um so that kind of has this triple handling things. Just to to be aware of that. We will have to uninstall all the workstations from the high school, >> [clears throat] >> let them abate the floors, reinstall the workstations so we can spin school up again, and then uninstall them all again to move them to the new high school, and then reinstall them all again when we get to the new building. Um totally possible. We are totally capable, but it does increase the risk of damage and loss and inventory. Everything's tied to everyone's name and room number and and things like that. It just takes time. So just know that that might fall behind us a little bit. We'll have to have to
043keep up with that as best we can. Um technology refresh. We have about 400 iPads that are aging out this summer. Those do need replaced. Um if we're talking midyear move, we're going to have to shift our focus pretty aggressively to to preparing and planning for that midyear move. I don't know if we'll have the resources to flip all 400 and move them over into the carts of that building. So just be aware of that. Teachers might have to be notified, "Hey, we're not going to we're not going to replace those iPads this year." The only risk there is um there's a few kindergarten readiness assessments, I believe, that are taken on those iPads. Um we're kind of at their mercy. They send me the notice every year, "Hey, this is the the operating system
044that this assessment will work with." And as so long as we're above that, we'll be okay. But if they say, "We're going to release something brand new. You need the brand new iOS." Then we might be in a little bit of trouble cuz we'll have the iPads that aren't new enough to get us there. So one thing to consider. Um and then post move, um once we're in that new building, I know there is quite a few things that need removed from this building. Um all the access points in this building match what the elementary school is currently using. So I feel we really need to get those off the ceiling. It's a lot of great spare parts there. Um depending on what construction says, if they want us to take down the smart boards,
045the projectors, um any of the other related technology systems that are kind of pinned to the wall, we'll have to go by room by room and get that done. So that'll take some time as well. Just pulls us away a little bit from the new building and and all the issues that might be happening there. Uh integration and synchronization. Um Brooke mentioned this just a little bit. Our student information system is kind of grouped by building, if you will. Um and right now we got a high school group and a middle school group. And when we fuse those together, um everything kind of changes down the line. That list synchronizes with kind of the world at this point. Um Clever is the biggest one. Clever is like a single sign-on platform for students so they
046can access their curriculum products. Um that that synchronization will ripple through. So we'll just have to really be careful about how that synchronization works, especially during the midyear, because it might lock a lot of students out of the products. We'll just have to be super careful about that one. State testing. Um that of course is always a concern when you're using an unvetted building. I would just have to really make sure that Wi-Fi is as stable as we can humanly make it. Um make sure we don't lose connectivity during that time. Uh telephones will all be new. So that'll be kind of an interesting integration. We've already done it once. Um the the real hiccup isn't the new phones, it's actually the old phones because we have to tie all the new technology back into
047the old technology. So we have a way forward there. It's just time-consuming. You have to kind of tie it one by one, each line. And then uh last thing, printing. Uh we're kind of at the mercy of of our copier movers. Now For You has been absolutely fantastic. They've been a wonderful company to work with. Um so I know they're going to do whatever it takes. But just know as we move those copy machines over to the new building, depending on how everything goes cuz we also have to move the copy server from the main tech room to make all of that work. If any of that goes wrong, we might be down printing-wise for a little bit when that school starts back up midyear. So just all things that can go wrong. Again, we're
048going to do the absolute best we can to make sure it doesn't. [clears throat] Um but they're kind of unique challenges to a midyear move. You know, in the summer we can mitigate some of that. Um if we had to cover all the administrators Wi-Fi-wise, we could use hotspots if we had to. It's just not the the heavy load of of students being here. So just something to consider. Um only other thing are the extras. There's going to be, you know, obviously we'll have to prioritize about what comes up first and what comes up second. Network's going to be first. Wi-Fi's going to be first. Security systems are going to be top of the list. Um and then end-user devices, right? Everybody needs their laptop, take attendance. State uh testing readiness, all those things. Some
049of the things that are going to lag a little bit behind, Hall of Fame, digital signage, sound systems, theater production, lighting optimization. All the lighting's controlled via via server now. So it's not just a simple light switch. It's all programming, uh which is great cuz it does save us quite a bit in the long run. Um and then staff, student services, and any athletic technology enhancements. I know we're getting new scoreboards. I'm getting all kinds of new new signs for there. We might have to put those a little bit on hold until we can get the the core infrastructure brought to to speed. It's about four pages of notes condensed. You have any questions? This in no way is advocating either way. Just trying to to highlight the risks and what I see from the
050technology standpoint. Sean? Yeah. If you had to put a time frame on it, are we talking days, weeks, months? What I mean, what's your professional opinion from the IT side? Yeah, I know. And I in IT it can be so frustrating. I I always ask questions just like that at at every meeting I go to and the answer's always the same. And it's frustrating, but I'm going to give you the same answer, which is it depends. I I hate that answer, but it's the truth. It depends on a lot of things. We have a lot of variables from vendors. Um you know, we might be ready to move that gateway right now in July. Let's do it ahead of time. But I'm kind of relying on NOACSC. Can they get their appliance in here? Would
051adding it do they have core switches? Are those ready? Are those programmed? It's a big team effort and a and a lot of times vendors can and [clears throat] can't make it. It just kind of depends on their timeline. Um but I'm ready to start right now. You know, as soon as I the cabling tracks in, I'm ready to hit Wabash and say, "Let's run fiber in that building." What's best-case? Best-case scenario? Yep. >> [sighs] >> For a total for turnkey, we are ready to go. Oh man, I don't know if I can give you a number. If all the vendors said yes, and we're testing everything in that building, six months. Worst-case? Six months. >> [laughter] >> It's kind of just, you know, it's just as long as it takes. And a lot of
052it depends on what's in our way. You know, if we're going to uninstall all the cameras from this building, uh we can do that quick, a couple days in the summer, for sure. Especially if I have extra help in the summer, we can get our ladders and our lifts out, we can rip those out of the ceilings, no problem. If we're fighting students during the day, it worries me. You know, if I have staff on a ladder and we're doing class changes, it's obviously not a great scenario. We don't want anyone to fall. We don't want anyone to get hurt. Um we're going to use lifts again on the outside of the building, things like that. So, it just kind of depends. In session, just everything goes a little bit slower. How much would uh
053inclement weather in January through December and January affect you? Yeah, a lot and not at all. It Some of the things that we're doing Most of it is inside. Most of it is programming. Most of it is configurations. Um but if we're talking like exterior cameras, that can be pretty hard if we're battling snow. We'll have to drive out there and get to the outside of the building and get those off. Um little things like that are are you know, let's suppose we have a an issue with a a fiber line that's outside. Well, actually we're going to have to dig that up in the winter. That can be can be tricky. So, it just depends on the Okay. issue. Any other questions for Shawn? Thank you. Mr. President, [clears throat] do you have a
054question? Yeah, I do. I um I and Shawn, I definitely understand that technology can be unpredictable and very difficult and a challenge. I'm not doing that. You mentioned many times that there there'll be downtime for this. There'll be downtime for that. Do you have, and I similar to the question, for each individual one of those have an idea at least about how much downtime? >> Oh man, I wish I did. It And I know you kind of answered that question. So, here's my next question that I think I want to pose is that and I'm kind for I'm that's going to be obvious is moving in when we can use that building because that makes sense to me. It's just common sense. So, is it possible to bring this to the attention of teachers that
055at that moment when there's downtime, you might have downtime for 2 weeks, 3 weeks. You have no access to the internet. I have no question in my mind these teachers can teach without the internet. So, like is that something that could be worked out with communication with teachers and administrators and taking attendance off of the >> [laughter] >> you know, the doors. I mean, there are ways we could probably facilitate that. Oh, yeah, for sure. This is not meant to say um don't do it. This is just so everyone knows, hey, if we do it >> feeling that when you talked like, oh, we should wait. And so, I was like, oh. It's really about how much risk the district's willing to accept. And can we mitigate that based on exactly what you said, right?
056Can we mitigate the risk of taking attendance by using paper and pencil? And then instead for how long? Who makes the decision? Guys, this This is the not open for public right now, but thank you for the question. Who makes the decision as far as the move? Um it's it'll come down to the board on but the biggest thing that we're looking for right now is Peterson to give us a completion date. So, until they say the building is going to be done this date, we have to plan for both both scenarios. And with what is proposed on this calendar right now gives us flexibility. If the building's not done, we could stay where we're at. If the building's done and it's voted to move in, we have that flexibility to be to go either
057way with that. So, so that's what we're talking right now is what does this calendar look like? When would the move happen? And my question to Brooke would be, Brooke, the Martin Luther King Day week, why is that significant to move during that time and not over Christmas break? Um a couple of reasons. [clears throat] Number one, instructionally it it'd be after um the first semester. So, we have exams done. We can complete one semester of instruction um without cutting it short because typically what happens is we try to balance it out as much as possible um as far as how many days are in the quarters and semesters. That really impacts semester courses more than year-long courses. Um so, that's that's one why behind the what. The second one is I want my staff
058um to be able to have a Christmas break. I need them to reset, recharge, and relax. Um and I can't give them that with a December move in. I mean, they're they're probably already going to be thinking about all the things anyway because that's what we do as educators. Um but I just want them to be able to have that time to where they don't necessarily have to worry about is this getting moved into my room and over break and then I'm going to come in over break. Um I really do want them to have that time as as much as possible. And that January date it gives them that. Yep. So, if we moved over hypothetically, if if if we moved over Martin Luther King Day, does that extend the school year a week
059or is it just the the 7th through 12th? We have enough hours in our year, right? I mean, we'd have to have some unforeseen situation happen um that that would cause us to have to add um days in order to meet that hour requirement. Um but that's what you see on the on the calendar is when the K-6 kiddos would get out um were we to move in January. That's when our our 7-12, that's when we would get out um those kiddos would get out as well. So, again, like Shawn said, we'll do whatever we need to do. Um but my responsibility, I feel like I owe it to to students and staff instructionally about what I believe is best. Um and anytime you have a mid-year move with the number of potential risks um
060like for a risk analysis standpoint, um I I think it's important just to make an informed decision. Again, we will do what we need to do because that's that's the kind of staff that we have. Um it's just as as an educator instructionally, um I I don't believe it's what's best and I understand if that would have to happen. >> [clears throat] >> Okay. Any other questions for Brooke on the calendar? So, voting on this calendar, this would allow us to remain in this building and or move into the new building. Yeah, we would we would just need to really make a decision. Um >> [clears throat] >> we would need to know um prior to really prior to June because we want to commit a schedule, a master schedule, um so that we can
061start with our district, our rollover of our information and our system so that we can start on those curricular um and instructional pieces like Shawn referenced with our clever. You have to roll it over and then we have to do an integration and everything has to be able to sync so that we can get people up and running um with all that they need to based on their rosters and students and courses. Guys on the core committee, can Peterson get us a date? I know they said June, July. Can we get May, June? I don't know I don't know if they would To get them to commit, we will we continue to ask the question. We continue to ask them for when we can have these dates so that Shawn can do testing maybe starting
062in August and September and stuff. We're building a project plan too. We're doing that. Um we're going to I'm going to talk to Shawn next this week probably if he's got time and we're going to build us a plan for that. Um we're going to try to mitigate anything and everything that we can with resources because this move if if we can move, if the building's ready, it saves us money. And so, it makes sense to spend a little money to save more money and utilize the resources. And so, if Shawn needs extra technical people, we just have to identify that and to see if it's plausible and even if those resources are available. So, it's not only going to be Shawn's staff, it's going to be kind of like the kids got all the
063buses couldn't run. All hands on deck. We're going to bring in all the resources, all the contractors and to make sure that we can do it do it right, do it safely, and minimize the risk. But, to Shawn's point, it depends. There's a lot of variables. And it but we'll work through that. And the variable we don't know until it happens is the weather. Right. That that that will affect it some. Yeah. Yeah. The nice part is it's not a big trans Not a big distance. It's about 20 ft. Cheers. I do want to make sure that we look at the costs both ways though. Like you know, what's the cost of hiring the extra people to do all the things that we need to do because there'll be more people involved than there would
064have been otherwise. I want to make sure that we're looking at the balance of that and what really is the cost. Well, and a lot of the people that are would be able to help Shawn are the people that are going to be installing it and setting it up. And so, and and they're going to be there anyway. It's not just Shawn's team doing it. >> Right. It's a it's a collection of contractors and our internal resources. So, it's we're working at it. We just have to keep going. At least with this, >> [clears throat] >> what we're voting on here tonight, it allows us to be nimble and we can go either way. >> Yes. And you know, that's the one thing, you know, you know, if it's the right move for the district
065and the building's complete, we can do it. If the building's not complete or it's not the right decision for the district, we can we we can wait. So, >> Right. >> If if we don't move those 4 days, Brooke, those just [clears throat] become school days. Correct. Okay. Well, and the value of building a plan like this is you we're going to use it anyway because we're going to do all this work no matter what, whether we move in January or we move in the summer. You're going to do the work. So, it's not wasted energy. It's not just you may not have to pull in as many external resources. Mhm. Okay. Okay. Any other questions? Okay, can I get a motion to approve, please? I'll move. John, a second? I'll second. Carl? Mr. Klaus.
066I. Mr. Schleicher. Yes. Mr. Huber. I. Mrs. Summer. I. And Mr. Hilsman. I. Um the next item I have is uh to ask the board to approve an overnight trip for Salina FFA to Washington D.C. for the National FFA Leadership Conference from June 2nd to June 6th, um 2026. Uh we have seven students who we plan to participate. Um this is funded through a combination of fundraising by the kids, um local donations, and then um from FFA funds. So, it it looks like a great opportunity. I saw the itinerary and it looks like an awesome opportunity for our students. Is this the same that they did last year in I think it was California? Uh that was BPA. Okay. Business Professionals. Mhm. Or FBLA. Okay, yeah. FBLA. Yeah. Right. Different club. Any questions? Can I
067get a motion, please? So moved. Mark, a second? I'll second. Julie, thank you. Mr. Klaus. I. Mr. Schleicher. Yes. Mr. Huber. I. Mrs. Summer. I. And Mr. Hilsman. I. Um this next piece, there's no action to be taken. This is just a first reading of board policies um that I will ask the board to approve at our April um meeting. So, these are there just to to reference. Brooke, is uh you know, this is a lot of legal ease. I've looked over it already. Uh is there anything there that we should pay a special attention to that's a change or Um I would say uh the biggest change that we see is with the um name, image, and likeness, the NIL, that's um come to high school now. >> Yeah. Okay. Um so, that is
068indicative of a vote um that took place across the state. Um and and I think the thought behind that was, you know, there was already a lawsuit. Um and so, it was we should probably go ahead and have policy and control what we can um while we can, so that um this doesn't get a get ahead of us. So, that's probably um I think one of the the biggest ones um that I think is indicative of this is the time we're in and the direction we're headed. >> you. You're welcome. Any other questions for Brooke? So, the next item, item D, is administrative salary schedule. I'm asking the board to approve this um new salary schedule for administrative positions as listed. Um and then along with that to approve the revised administrative salary schedule to
069remove above listed positions from the responsibility factors. So, in the district, um it was created that there were levels. There were nine levels for administrative positions and then there were clusters. And so, different positions lived in different clusters and had different um percentage indexes with them. So, you have a salary schedule with levels that has essentially built-in indexes with base costs. And then you have um different percentages that given whatever position um a person held, that would be a a percentage. And so, what what I'm proposing um is that Michelle and I worked on together is that these are um ranges. And this does a couple of things. One, it identifies the position um as an individual position instead of trying to configure and clump positions together um and try to discern why would this
070get, you know, 1. you know, 25, for example, percent index and then why would another position get less than that? So, what [clears throat] this does again is it identifies um each position in its own right. And then what a range does is it provides um a a scale that is competitive [clears throat] with um what's happening in the region and what's happening with districts of similar typology. And so, that helps for recruitment and then for retention. That's not to say that these ranges um should never be, you know, evaluated, right, or reevaluated um because we always want to try to stay competitive in in the market and in the field for each of the various roles. So, again, [clears throat] what this does is it provides an opportunity um to control the increases that
071makes it a little bit more difficult when all these indexes and percentages come into play. Um and I don't know if you want to add anything else to that from a treasurer's perspective, but >> No, that pretty you pretty well summed it up. So, it it does a the way it currently is, it's it's um more complex and this really puts a lot of makes it more simplistic by just having a range versus having to do all these calculations to get to whatever the person is or the positions paid. >> breaks out each individual And then Right, exactly. Too, rather than being like Brooke stated in the clusters, you know. Um so, it was always these positions were grouped. Whereas now they're out broken out individually. And this is a direction that we started to
072go um with the athletic director in food services. Um and so, it's it's time that it it just is one consistent structure for administrative pieces. Um I need to take and to share this to get um feedback from uh Tri-Star Superintendents Group um because we still have a Tri-Star director and assistant director that are additional positions, um but I need to meet with that group already and I've talked with Tim and Paula about this um and the president of our of our group um who is another superintendent. So, so that there may be two more positions coming, um but that that's not for tonight. Okay. Any questions on the salary ranges? Can I get a motion, please? I'll make a motion. Carl? I'll second. John, thank you. Mr. Klaus. I. Mr. Schleicher. Yes. Mr. Huber.
073I. Mrs. Summer. I. And Mr. Hilsman. I. For letter E, I'm asking the board to um first approve the Head Start report um as as presented as attached. Any any questions? Amy, anything to add? That one is pretty straightforward this one. Okay. Can I get a motion, please? I'll make the motion. Julie, a second? I'll second. Carl, thank you. Mr. Klaus. I. Mr. Schleicher. Yes. Mr. Huber. I. And Mrs. Summer. I. And Mr. Hilsman. I. Next, I'm asking the board for Head Start to approve the updated version of the fiscal policy manual. Any questions on the manual, guys? A motion, please. I'll move. Mark? I'll second. John, thank you. Mr. Klaus. I. Mr. Schleicher. Yes. Mr. Huber. I. Mrs. Summer. I. And Mr. Hilsman. I. And the last part underneath Head Start is to I'm
074asking the board to approve six additional days um to Ramona Kyei-Boateng's contract at her per diem rate. She's the HR person. Is this a new position? There there is another HR something HR position. Yeah, this was um Ramona is she has [clears throat] resigned, but we added extra days to her calendar to get work done before she leaves us. Okay, got you. So, I'll move. John, a second? I'll second. Julie, thank you. Mr. Klaus. I. Mr. Schleicher. >> Yes. Mr. Huber. I. Mrs. Summer. I. And Mr. Hilsman. I. That's it. Okay. We are not going into executive session tonight. So, anything that anybody has? Okay. Can I get a motion to adjourn, please? I'll make a motion. Carl, a second? So, I'll second. All in favor, say I. I. >> I. All right.