001Good evening and welcome to tonight's meeting. First of all, thank everyone for coming in the audience uh online and uh hope everyone is enjoying this beautiful weather and the time getting adjusted to that. So at this time we're going to stand and salute to the American flag to the flag of the United States of America and to the republic for which it stands. indivisible with liberty. All right, thank you everyone. >> This time we're going to do roll call. >> Marshinger >> present. >> Bomb here. Ramsey >> here. Ritz Shear >> here, >> Stein >> here, >> Walersdorf >> here, White >> here, >> and Wilson >> here. >> And Mike Ritz will be running a little late. He is going to join us then. Uh, moving on, we have any formal or informal requests
002to address the board at this time? Seeing none, we'll move on. Uh any public or uh board comments or anything about anything? Okay. Correspondence. Uh the only correspondence I have is uh Suzanne sent everyone an email for the YCA uh school director's dinner with Saxton and Stump April 1st, 2026. Uh I saw some board members are recognized from five years 15 and Doug 30 plus years being on the board. So that is a Wednesday. If you would like to go, please email Suzanne back. There are three options for uh food choices and just let her know and hope to see everyone there. That is all I have for correspondence. And now we're going to have uh district department reports and those were communications and district technology and everyone has information at their boards seats. Moving
003on, we have special committee reports. >> Can I ask can I ask you questions about the departmental >> Well, I guess reports. Uh first question is Steph here in the back. Um I one question um in there you under rigger you had um ensuring district communications are accurate, timely, aligned with board policies and district priorities. I was curious what the district priorities are as to where is there a place I can find those? >> Well, those are all within like our learning without limits. um looking at our comprehensive plan, some of those goals, just making sure some of those things are intertwined into whether it's a news story on the website, um a social media post, either Facebook and Instagram, any information that might be going out to our families and our community. >> Yeah.
004So the the comp plan >> um >> basically and just making sure that with our our mission and our vision especially with learning without limits that all of that is you know our main goal that we're putting that in all of our information that's going out publicly. >> Got it. I mean this is the first time I saw the word like district priorities and I was just curious what those were. All right. Thank you. >> That's it. Anything else >> ma'am? Thank you Steph. >> And then a question for Chris. um with the AI course. Well, first I love the innovation teams. I saw that and I thought that was really cool. Um the AI courses, I see that those are like kind of being constructed and put together. The remind me the plan is
005for those to be taught um and not just a onceanddone situation. >> Correct. the the the initial lesson which will be given yet this year will be something that every teacher offers every student delivers to every student but then subsequent years we want to build on both the the frequency and the the breadth of those topics. So we haven't settled on on a specific number but next year will be several and the following year we want to have several more etc to build that in throughout the year. Um, and then how do we determine because I I did see that these are not being taught by our tech team. The tech team is kind of training teachers and then the teachers are going to be teaching the courses. How do we determine that those teachers
006have the knowledge base and the understanding to then teach those? How how are we assessing their knowledge? Because I'm sure most of these teachers didn't learn about this in school. Yeah, we haven't talked about um assessing it per se, but I would say that it's going to be of a general nature that based on our previous um professional development that we offered teachers that they have um a base understanding that they will be able to deliver this initial um lesson. I don't see that happening in future years. And then the last question is are we going to offer these same instructional courses to our SG Flex students because they don't have like an official teacher but they live online. I was curious how we are going to get the information to them. >> Yeah, that's
007not a question we've asked. >> So happy to take that back and um get an answer for you on that. All right. Thanks for Sure. All right. Well, thank you, Chris. Eric asking the questions. Uh, moving on, we have special committee reports and uh, everyone has the minutes at their director's seat. So, what we're going to do is start with uh, Jess, if you can just do a uh, uh, quick summary of budget and finance committee meeting we had February 26. >> Yes. Thank you, sir. Uh so we met on February 26th. The meeting lasted about an hour and a half. Um we're looking at current projections for um 2627 school year. Um had some questions that Mr. Zap and Miss Lleo will get back to us and we're going to have some more conversations
008um at our next committee meeting. Looked at the department and sitebased budgets and we also continue to talk about um field trip costs um as well. And then one of the other uh items there was just uh considerations for the 2627 budget with printing and copying um and how much we're averaging and and our contract with dosio. So we have some no action items for the board today um but we do have a few items taken away for the next meeting. >> All right. Well, thank you so much. Any questions to Jess? Um, real quick, Jess, and I don't know if this is the right time for budget and finance, but um, I am still I think most of the board is still really looking for a um, return on investment from Marathon uh, to
009determine um, what are we getting for the health center, right? So, I know um there are people beyond the bo board that would like to hear about that as well, just to make sure we're investing wisely, right? >> Yeah, I think that's good. And we've had sever a few discussions on that um and you know, the positive impacts and what it looks like for our staff as well. So, I'll add it so we can get some more data for you. >> Okay. Thanks. >> All right. Well, thank you both. Uh, next meeting was uh, February 26 on policy committee and Rodney, do you have anything you'd like to share? >> Yes. Uh, it it's it is more policies on here than we generally look at. Uh, but we initially got into it, it was supposed
010to be a pretty well a no-brainer and then through some of the federal stuff for these are federal, they they just required a lot more to look at and a lot more to do. So once we had them under the hammer, why we decided just to keep moving with them, but uh stock leader had looked them over and I think we're pretty well prepared for them to go over them. But hopefully we can knock some of these out and then then get them knocked down that we won't have so much. But it I apologize. It is it was a lot of reading, a lot of changes in there, but you know, pretty well everything they give you, they take away. So it's it's federal stuff. So that's all I got. Thank you. >> Thank you
011so much. Appreciate it. All right, moving on. March 2nd, 2026, we had curriculum uh committee meeting. Eric? >> Yeah. Uh we met with uh social studies departments, elementary, middle levels, and high school. Uh it was interesting uh exciting to see the them really working as a departmental, creating a scope and sequence, really trying to connect and and making sure that all bases are covered. Um so that was really good. That's about it. Tell us that's good. All right. Thank you. Uh March 2nd, 2026, we had buildings and ground committee. Uh Ben, um we are going to do a recap with the buildings and grounds later today when we represent that. We had a little over twoour meeting to talk about some of the pros and cons of the different parts of the building. Yep. >>
012All right. Well, thank you, Ben. Appreciate it. All right. Personnel Nicole. >> All right. Uh, personnel board actions requested. Um, letter A, resignations, acceptance of the following resignations. Uh, Michael Shu, Springer Grove area school district boys high school basketball assistant coach. Um, and Allison Osborne, Springer Grove area school district girls high school basketball head coach. Um, letter B, appointment approval of the following appointments provisionally hired pending a receipt of updated clearances and completed of act 168 disclosure forms. Deborah Eichelberger uh for New Salem Elementary uh PT part-time nutrition support. Letter C, Act 86, day-to-day student substitutes. Approval of the following Act 86 substitutes for a maximum of 20 days for the 2025 2026 school year at the rate of $125 per day. Um, as listed classifi D, classified substitutes hourly approval of the following substitutes
013for the classification as listed for the 2025 2026 school year. Um as listed letter E, game manager inter and intercolastic personnel approval of the following pending receipt of updated clearances for the 2025 2026 school year to work athletic events as listed. So moved on on personnel. >> All right, any questions? No questions at this time. We'll do a roll call vote. >> Yes. >> Shear, >> yes. >> Wilson, >> yes. Ramsey, >> yes. >> Ritz is not here. Bomb, >> yes. >> Walersf, >> yes. >> Stein White, >> yes. >> Motion passed. Okay. Next, we have uh our adjournment of action voting meeting of above. >> Second. >> All in favor? >> I. >> Okay. Moving on. We have director study and forum meeting call to order. And we are all here except for Michael
014Ritz. And again, do we have anyone that's interested in addressing the board? See, move on. And at this time, we're going to do business and finance committee buildings and grounds. We have a small presentation here. This is on the proposed maintenance facility with Bill Styles, uh Jess Mercedo with Lobar, and Ben Ramsey. Do we want to pull do we need to pull put the uh stuff we had up from the last buildings and grounds or do we just want to talk through it? Um I have a little bit of clarification that I got from the last meeting. So we want to talk about it publicly at least, but we can put the spreadsheets up I believe if that's needed. Um there are a couple things from Mr. White. to help me make some one-on-one phone
015calls. I think we got to almost everybody. Um, but what we can look to do at the next meeting is we are going to have a sequence of votes. Um, we are going to start with a base vote of uh voting on the maintenance building with three bays and no drive-thru. We talked at length about the parking. Um, there's a figure in there for $136,000, I believe. I'm going to ask that we keep that as part of that baseline vote. And um then we will have a separate vote on the to add the fourth bay, a separate vote to add the drive-thru, a separate vote to add the brick facade. Um, we will have a separate vote to approve EI Associates and then we will have a separate vote to allow buildings and grounds to
016work with EI associates and lowbar at the 2550 75 and 100% marks um during the engineering process. Now, with that, um, I talked to Jesse earlier today, who has been great, as well as Mike. Um, and I asked if we could get engineered numbers on that $136,000 for parking. We talked about that at length and I want some of those options engineered by people and looking at all of the details and the true cost to be able to come back to the board for a separate vote when we have the engineered cost. I also asked for that on the three bay versus 4 bay um and on the drive-thru and no drive-thru. So when we vote on this in two weeks, um we will be voting to move forward with the building, but we will
017have those three separate things that they will be able to come back to us and give us finite costs so we can decide, do we want the fourth bay or do we not want the fourth bay? Do we want the drive-thru or not want the drive-thru? there were some costs that were in there um that have the potential to be less um but we want them to be accurate. So I know uh in talking to people some of the questions I was getting was if we did this again later how much would it cost? Do we need this part? Do we need this part? So, for those three specific things, um I asked, can we bring those three things back around for a vote? So, at the next meeting, um I know it's not a
018not to exceed number. That's what I'm calling it. Um what is it called? >> As long as there isn't something that is unforeseen, if we strike a gold under the building, it's going to change what happens. type deal. Um, but we will have a sequence of separate votes. Um, so we will start with the base building. We will add the vote. Do we want the price comparison of three versus four? Do we want the price comparison of drive-thru versus no drive-thru? Do we want the facade? Um, do we want EI associates? and are we okay with buildings and grounds working with them to work on uh value engineering the building and working through that process. So that is what we will have for voting at the next meeting. So, this could be to beat a
019dead horse. And I know that we spoke earlier, Ben, but just so I can keep my mind on all of exactly what we're voting on. We're vote the vote is yes or no maintenance building. Like that's one, this is a we're going forward with this if we vote yes situation. And then the other ones, if we vote yes, is not yes, this is now going to be included is a factf finding. I mean, it's beyond factf finding. It's, you know, you're actually getting the engineered cost to determine whether we want to move forward or not. So, if I would vote yes on a bay door, the pass through bay door. I'm not saying I definitely want that. It's just you're going to get more information. Then we'll determine later. >> We're going to have them
020engineer it with and without a drive-thru. So, we're saying yes on those two things of three bays versus four bays, drive-thru versus no drive-thru, and then I asked for options on the parking because we had a handful of people bring up and we had some really good ideas. We did not talk collectively as a group about moving that handicap parking down to the stadium. Um but us doing that without there being a hard cost um and it going to the engineers. So those three things specifically um yes, we're going to have them engineer out the options of three versus four bays, drive-through versus no drive-thru, and some different parking scenarios. And those three things will come back to the board with finite costs that we can say, I want three or four, drive-thru or no
021drive-thru, and here's options for the parking situation. >> Brick and no brick, right? >> Mhm. >> That one we can vote on um as a separate vote at the next meeting, but we have that price. So that's not something that will come back. So yes, the facade I asked for that to be a separate vote. Um so it is going to be a sequence of one, two, three, four, five, six votes that will give us um moving forward with three things coming back when we have true finalized numbers. I'm picking nits with this one, but for those individual items, if we're going to ask for that additional information from the engineered costs, what what will that cost to just get that information? The EI associates part of the contract is 5 a.5%. Um, which is
022the second line item I believe on that chart we have. So, um, I did not get in and read that part of the contract and I did not ask. I did the math myself. We may spend a couple thousand bucks. It's not a lot. I think the math that I did when I figured it out was $2,600 to have true hard numbers. Unless the contract says that it will itside the three bay is the 5 and a.5% based off of what we agreed to or are we paying them for their engineering? I knew that question was there and I did the math but I don't I didn't get into the contract enough to know that part. So I will make sure we have that answer. Um I they've been great for us. They've gone through
023a lot of meetings. If we we have to we should pay them for their time in my opinion. But for the points of contention that I felt if we had hard and true numbers it would make it clear as to whether or not people wanted to do or not do. I I do have something just for clarification. The the the three and four bays or are non-heated bays that will be attached to a 100 foot building. Just so the public understands, we're not just building at the Green Bay building. Correct. >> Correct. >> And uh I guess I'm a little confused then. I I thought the five and a half percent was for whatever we decided was the final numbers for the hard numbers for the building itself. That's that's 5 and a half% is
024for the estimated number. >> So I again I said I will get this answer because I didn't get into the contract. If we ask them to go in and engineer us a 4 bay building, that fourth bay right now is hypothetically $47,000, >> right? >> So if we ask them to put that in drawings and engineer that, then on that $47,000, if we decide not to do that, I don't know if on that $47,000 we are obligated to the five and a half% on that part. So, but I will get that answer and we will have that before um way I I thought we were going to make a final vote on exactly what we were going to get and then throw it in front of an NA then it starts from there. I didn't
025I mean all this we've been they've been doing this now for us for forever. Somebody's been getting the number together. So I didn't I just Yeah, I would like to have clarification that also. Thank you. >> All right. And Ben, since you have Jess and Mike here, is anything Adam, just Adam, sorry, Adam. Um, sorry. They want to say for anything for clarification. >> I didn't screw it up too bad. >> Jesse, could you Sorry. Thank you. People at home are not going to hear you. >> Yeah. The biggest thing moving forward is going to be getting that vote for the engineering. And to to Rod's point, what you were talking about would basically be alternates to the base bid. So the the first vote would be that the three bay. So we're going with
026the three bay as the base bid. And then what Adam would do, he'd essentially engineer those alternates. And then as we go through the process of the 25, 50,75 during those times, we'll be doing value engineering, determining and making those finalized decision as to what you're going to include in that building. So, it's important to know that any vote and and I talked to Ben a little bit about it just with what the decisions you're making on these votes aren't necessarily, you know, concrete because we still got to engineer everything and then finalize the the details. So, those might change and that's why it's called a rough order of magnitude. with the information we have with your basic conceptual we have an idea of what the cost is going to be and so once we
027start engineering it and we'll be coordinating with EI the entire time to essentially uh make sure that the our number stays within that rough order magnitude number and so typically there's a rough order magnitude is it will sometimes just be a range where it's you know this number to this number not to exceeds like a you know we're not going over this number but I mean we've we've spent a lot of time on this I mean I would say we only met a couple times rough order magnitude of priv I'd lean more towards that way but since we all of us know this building at this point I think I' I it would be safe to say uh uh not to proceed or yeah not to exceed but um yeah I mean the engineering though
028that's the biggest thing just getting that voted getting that moving forward and then we'll continually have these meetings throughout that that percentage of a completion and neat to go over you know these items and then really get into you know like paint colors like those finishes and things like that. So, but I think those couple alternates are like the main and and I mean Ben asks a good question as far as the the numbers that EI presented you are based off, you know, our original conceptual that we drew. So, if that footprint shrinks, how does that affect the you know, the overall engineering cost? I mean, that's that's a good question and and I'm sure Adam can chime on that, but I I'd imagine if we're shrinking the building, if we're losing a bay, but
029if we're still creating an alternate to have that bay, then, you know, it kind of washes itself out. I I'd imagine. I mean, if that's, you know, correct. So, if I'm repeating back what you just said, if we vote yes that we want the option three and four, then we are paying for the engineering for that fourth option even if we don't do it, which is fine. I'm not trying to make that sound like a derogatory question. I just want the clarity behind it. >> Sure. Sure. >> Yeah. And and you are correct how you mentioned it. So the way the proposal is written is that the 5 and a half% is based upon obviously what we call essentially base bid which is the project but any alternates. So the fourth bay if you know
030if we draw that up the five and a half% would that apply to that specific item as well? So >> since we're paying for alternates in a design or we might be paying for alternate design, does that mean that we will take those alternates and go out for bids and ask for alternate bids? So then we can decide at time of contract if we want that because that's when we will have the true cost. So we when we talked about this um and there's been so many meetings I apologize but when they come up with the cost they you guys will submit it to multiple people >> correct. So yes, there is still a bid. >> We essentially send an out bid to contractors. You know, we do a lot of self-performance within the contract
031two bit two times the vote on those alternates whether we want to have it designed and pay for that option and then if we pay for that, if we pay for it, then we will get an alternate bid on it from those multiple suppliers. Am I correct? >> So if they put it out to three bids, we'll get three bids on a foray. three bids on a three bay and then whatever the best one is is what they will bring back to us. >> Yeah. Then that's what we'll present. So like the number came with the alternates >> and then at that time once it's been engineered that would be you know the detailed pricing based off what had been engineered. So correct. >> So am I correct in saying that we'll have two votes
032possibly two votes on alternates. Am I correct? Yes, we will we will the first vote in two weeks is do we want the choice of seeing both and then the second vote is do we want to do three or do we want to do four >> finally deciding and we have the real final number. engineer to Yeah. to that point. >> And lastly, this is not actually for you, Adam or Jesse, but this is to I guess Mark and Bill and Dave. Um your recommendations on these like what do you recommend we do with the like do we need three or four? Do we need a drive-thru bay? Because I I don't this is not my world. So, I don't want to just go home and go, "Yeah, I know what I want, but what
033do you guys suggest?" >> So, we went through this at the last meeting and several meetings I have cornered Mr. Styles. Um, and the recommendations that we went through with buildings and grounds. There was some that we were split on two and I said that I would present it both ways. Um, we agreed on that we don't need the majority of the of the parking paved. We chose the lesser option which is the 136 that I'm saying let's use as a base plan. >> For clarity sake when you say we does that mean you and Bill or is that the board just so I know who is who >> him for his recommendation and then the four buildings and grounds people said do we agree or not agree with that recommendation. So we agreed on
034the cement in that in the first three bays. We agreed on the stone for behind the building for with the parking. Um we were split on the fourth bay um as to whether or not we needed it and we were split on the drive-thru. >> Um and that is one of the main reasons why I asked for those to be um specific >> differentiated votes because I want to be able to see it both ways. Um Mr. Styles and please you speak for yourself, but you've said if we go you can make it work with three bays. you're just not going to have space for us to grow into, but you will work with what it is. And same thing with the drive-thru. Um, and again, this is why I want to bring some more
035hard numbers back to people. If we don't do the drive-thru bay, it will change labor to get stuff in and out, but we don't know how much. And I'm not going to begin to go down the road and speculate of what it is. I just wanted hard and fast numbers and then um, he can absolutely chime in on that. something that I believe you actually said that I should speak more about because this has all run together over the last couple years. But part of the reason why we're doing this building the way we are too is you have everything in one place. You guys ability to get way more stuff done internally with less out outsourcing. That's one of the reasons why we're doing the project. And that is not something that I think
036we can put a quantifiable number on on a year-over-year basis of how much stuff we're going to need and how much stuff we're going to be able to do. If you figure out how to do that one, we're going to write a book because I'm going to take that back to my shops. So, um, if I said any of that wrong, please chime in. But I think the recommendations that we had, the buildings and grounds committee was aligned with him on with those two exceptions. And those are separate votes that we want to get hard and true numbers for. >> Agreed. Um Mr. Bar, what we talked about was for the three bays with the footprint of all the square footage that we have items all around the district right now. Uh we would fill
037up the three bay building minus like 625 square ft. Um, and then from that point on, anything that we would get in or have to store or or so on, then we most likely would feed back to underneath the stadium and and start with storage there. Um, so my my passage is if we have go with four bays for all my time here, there's going to be guaranteed nothing underneath the stadium um for anybody to see. So that that's that's a trade-off there. There are some things in which we like can't legally keep under the stadium or am I wrong on that? Like are moving forward like are which which things can't we keep under the stadium that we need a bay for? I know you don't want to really want to talk about this
038but like >> anything that would have a motor for example tractors um any type of um petroleum that would have petroleum. Yeah. Yeah, that makes makes sense to put that to an extra bay >> because of the sprinkling. Yes. Okay. >> Then why do the football games we park cars under there if it's so such a danger? >> Well, that's a great question, Mr. Ritz. Um, we we park uh we park our our our vehicles. Uh people, you know, in today's world like to park as close to their facility as possible. So we try to accommodate those as much as possible. But yes, you are correct that technically that uh vehicle should not be parked underneath the the stadium. >> Great. >> Uh I just have one question, not necessarily about specifically the maintenance building,
039but obviously we can't do anything until we have the land swap completed. So, um, we're not going to, you know, how quickly can we have that completed in order to then be under the gun to get the maintenance building approved. >> So, we are at the final step to be able to do the u the land um um not swap but um >> acquisition. Subdivision. Yeah. >> Land acquisition. >> Yep. um after after um next or two weeks Tuesday's uh meeting and we move forward with the maintenance facility uh then we'll be meeting with the uh with the property owners as well as giving Shaw the approval to move forward with everything. So uh the land has been surveyed stakes have been put in and we're just at the final step ready to give the
040approval. >> If I may Nicole's question are we going to be voting on the 23rd before the Lance acquisition is confirmed? Correct. Correct. Is that >> and the and the maintenance facility um and correct me if I'm wrong. We have designed this to basically put at any location that we want to. Um we don't have uh we don't we don't have that land yet. Uh it hasn't been designed it hasn't been designed to um even just conceptually it has been designed to sit there but because we don't have the land um um Lobar and EI associates they don't have a final determination. So once we have that um approval to move forward with the with the building, we'll finalize the land and then EI will be able to uh start engineering and designing the building
041on that property. >> So you're saying we're not buying the land until five people say yes to a maintenance building. >> What why we're doing it that way? >> Correct. >> So once we have five people say yes to the maintenance building, then we can figure we can finish the other transaction. We would not actually release the contract until we have the land and have the land development passed. Am I correct about that? >> Yep. So, the next step would be to to to work with the neighbors and get the contract uh the final agreement with the land and um and both of them would mirror each other. >> Yeah. and and I think we're in good position to run things parallel at this point. Um because the the engineering part of it and then
042the balance of the the subdivision and and the acquisition is most likely going to be taken 5 and a half to 7 months. So we're looking at October after the harvest season. um that if everything goes according to plan at this point um the acquisition and the building should be ready to go to to to start. >> Yep. >> So I spoke to both farmers that uh both lands would be affected uh saying that you know after we make the decision here then we'll be able to give them more information because time is critical now as they're purchasing their plant material, their pesticides, herbicides, all that everything. So they're we're we're in that waiting game. We need the approval first of this maintenance facility. >> All right. Any other questions? >> Bill, Jess, Andy, thank
043you for your time. Appreciate it very much. >> Okay. A lot of homework to uh read up and uh any questions, please reach out to Ben, Mark, or uh Bill for the next meeting. Okay, moving on. We have proposed to contract with EI Associates uh Mark or Bill. >> Thank you, Mr. White. So, uh I think we have discussed that uh pretty much in detail tonight, but for anybody um just, you know, re reiterate it is a 5.5% and it is awfully estimated right now. It's estimated I believe at a $2.7 million uh building with the construction cost approximately 239,000. But again, as uh Mr. Kerr has mentioned uh that's subject to change as we value engineer this but that's the proposal that we have in front of us. Any specific questions that myself or
044Mr. Kerr can answer? Okay. Thank you, Mr. White. >> All right. Thank you. Uh next is uh designated special project board committee. U Ben uh greenhouse initiative donations and images. Um, >> no. Number three. >> Um, Mr. Ramsey, I'll take that. So, uh, what Mr. Ramsey was referring to was that, uh, in two weeks if, um, when the board has the, uh, proposal in front of them to to vote for the maintenance facility, what we'll be looking next is, uh, then, uh, you know, vote for EI associates. And then third, we'll be looking for um, members of the buildings and grounds committee. Right now, we've asked for at least two, but uh, Mr. Ramsey said, you know, we could possibly do uh three or four. And it really it doesn't bother us. It's depending on
045the time, but we'll be working with um with EI Associates and Mr. Kerr at the uh different intervals of phasing of the building. So um at a 50% at a 75% and 100% and basically we'll be value engineering the building getting into the weeds the details of is those gentlemen mentioned um the various you know uh um various items that come with a maintenance facility. So how can we value engineer this? So as they mentioned the not to exceed cost that we we get in uh as tight as possible. So um does that make sense? So, if you think about as you're building your house, what type of paint? What type of lighting fixtures? All those types of things. They're going to give us options. Say, do you want this type of LED? Do you
046want this the pros and cons of each? This one's five bucks. This one's $7. Which one do you want? So, as we tighten it up, uh we'll be able to value engineer the building. Basically, some of the items like the fixtures and stuff are based off of the square footage, not necessarily our unique needs. So we will be able to sit down with them and work on some of those buckets to make sure that it meets our needs and it comes in. So the three exceptions that we talked about, those things will come back to the board. The smaller stuff that is just saying that we will be able to go in and make it cost less money without having to roll call vote on door hinges and paint colors and countertops. >> All right.
047Very good. Go ahead, Ben. Um and then back with Mr. Zap for the greenhouse initiative donation. >> Yes. Thank you, Mr. Ramsey. So, we are very excited tonight uh for presenting to the school board um uh for the recognition of the greenhouse learning initiative which um as you read in the memo is educational expansion at the high school. Uh it is being supported by a $22,695 grant from the ed fund. And I say that because um um it's the largest grant I believe that the ed fund ever uh we we've given out in a number of I mean ever. Right, Steph? Right. So good. Yeah. Um we had uh three outstanding teachers come and present to us. Uh they did an outstanding job. They're uh two of them are actually here tonight. Katrina Fry and
048Lacy Behore are here with us tonight. Um but um you have the memo in front of you. what we're um we'll be uh moving forward is asking the board for the acceptance of the grant from the uh from the educational fund. Um on a side note, this topic was discussed last week at the OAC meeting um led by uh Lacy and there was just a tremendous uh support in the room. It was just uh it was probably one of the one of the topics that uh just you know went over over the top with it. Uh everybody was uh actually uh everybody was in full support of it. Mr. Ritz uh was there. Mr. Shield was there. We had a lot of uh community support. Everybody's excited for this project. Um Lacy and Katrina are
049here with us tonight. If there's any specific questions that we didn't address in the memo, uh they're here tonight uh to answer any specific questions that you may have. >> U asked about it. Um my my concern and I I looked here. I don't see where the location is. I many of you probably know we had a greenhouse that we actually built at the old high school which is now the middle school which was used very short and really became just a storage area. So I my concern is it's fine if you want to do it and you got the sport that's great but I just know what a greenhouse could look like over time. I just want to make sure it's kind of tucked away at somewhere you know that it looks appropriate as
050it wears in a little bit. >> Yeah it's a great question Mr. Stein. So, as uh myself and Mr. Styles were working with uh with the the three of them, uh we chose a location along and I have to give credit to Mr. White because I can't take credit for the location, but um we we chose a location at the rear of the high school um around back um in between uh like where some of the custodial parking is, the generator is um and um close to their classrooms as well. Uh so it won't be in um in sight of the front of the high school but uh it'll be rear it'll have easy access to the road. Uh we have talked about composting piles back there as well as having water electric and also
051um working in collaboration with hopefully low bar with the walk-in coolers and cruisers. We talked uh we talked uh with uh with that construction group uh on offering some inind support as um uh equipment is out there. Uh actually Jesse has a lot of knowledge um on uh installing green houses. So we're going to pick his brain on some of this as well. But it's going to be to the rear of the high school. Um um and we can give uh we're going to finalize the determination when we u you know as we meet on site and figure out the exact uh uh location of water and electricity that's needed. >> Any other Yes. >> Um well, first of all, thank you to the ED fund for the donation. um is the $22,700 is that
052the total cost with no cost at all to the district. >> So that is not the actual cost the the 100% cost. Um that is the cost for the greenhouse. Um but um I know that the group has various uh grants out there. Uh the ed fund said that they would upfront some of the costs until those grants come in. Um I mentioned the OAC meeting. There was a lot of support. Um, one of the members uh of the board uh offered uh some excavation and uh I think uh another member actually offered to uh do some of the uh dump truck removal of some items. So I think the I think we're going to be okay with uh with that amount of money. Any other questions? Anything for the two teachers that are here
053with us? >> We just have them stand and introduce yourself to the whole board, please. Lacy and and Katrina, you don't need to say I just want them to see who you are and a quick hello. You're here. So, >> hey everybody. Um, I'm Lacy Bashore. I am the agricultural science teacher and FA adviser at the high school. And I'm Katrina Fry and I am the science curriculum leader and another science teacher at the high school. >> And the the third person, Danny, >> um, Danny Stoner. Yes. um he is working on egg science certification and he's a bio and is teaching different courses there and um he's sick so he's not here to spread his germs around. >> So real quick, can you uh just uh do a quick summary of what this is
054going to do for the kids education and what the uh where the food's going to go and what you're going to grow the whole nine yards. >> Okay. Um All right. So what we're looking at is a is instrumental part of our FFA program. Um our egg CTE program. Um we have courses that are designed to utilize it. Plant science will be offered next year which will use the greenhouse often. We'll have environmental science and biology courses that can utilize it. As far as crosscurricular, we can grow things in it such as herbs and edible flowers and things that the um SCS curriculums can use. We've looked at the opportunity for business courses to be able to do marketing projects and things like that for us. Um, math classes could potentially do some statistics um
055associated with the plants that are being grown in the uh greenhouse. We're looking at growing produce plants, maybe mostly vegetable plants because they have a quicker turnaround um that we could donate to the backpack program um or contribute to the nutrition services as well that they could use in the lunches. um around the district. Um but we see a lot of crosscurricular opportunities coming our way with using the greenhouse. It won't become a storage facility um like the one that was existing here. I remember that very well from going here. Um but um I think that we have a lot of positive things that are going to come out of it including um we have the STEM department offering to maybe build a shed for some extra storage of things so they don't have to
056be stored inside of the greenhouse. Um, and we might be able to get them to build the benches and the stands from the inside of it as well. >> All right. Well, thank you both very much. Very excited to see it. >> Thank you. >> All right, moving on. We have budget and finance. Jessica, >> thank you. I will turn it right back over to Mr. Zap. >> Thank you, Jessica. So, uh, you have the memo, uh, in front of you of the proposed 2627 budget for the, um, um, for moving forward. Sorry, I lost my train of thought here. So, um, since our last budget and finance committee meeting, we've updated those revenues and expenditures. We're currently sitting at um, $89.1 million in revenues, $90.6 million in expenditures um, resulting in approximately $1.5 million
057of a deficit there. And I do want to uh mention that this is still um we're still looking at maintaining a 0% tax increase at this point. So I I know I mentioned this a few times. Uh I feel very comfortable uh in the financial uh shape that we're currently sitting at. Uh this is the lowest deficit uh uh budget that we've uh presented in I I look back at least uh 10 to 15 years. So we're in a very strong uh spot here. But um since our last uh presentation there uh we've updated uh the revenues um we've uh updated the basic ed funding as well as special ed funding and the um ready to learn uh grant. We've also included the sale um the one-time sale of the administration building. So I do
058want to emphasize that that that will be a one-time sale um you know for for next year. The other items here are um on the expenditure side. So we continue to look at those site baits, those department budgets um and um and and refining those. Currently the the administration um we are recommending that all of our open positions that we currently have uh open uh anybody that is retiring or leaving that we fill all those uh current opening positions. So at this point u administration we are not recommending uh to reduce any staffing no cuts of uh staff over the next couple of weeks. We'll be continued to look at those uh uh sitebased budgets working with those administrators uh working with u Mrs. Waterdorf here on uh a budget and finance committee meeting in
059about three weeks and um and then next steps for us is that we will put together a proposed final uh budget that'll be presented in April. um by law we have to have that out um 30 days prior to the to the uh May voting meeting. So that'll be a proposed final uh in April and then we'll look at the final budget in May. At this point, are there any specific questions to the 2627 uh budget that I can answer? >> Just a quick question. So I see there's an additional autistic support classroom one teacher and three aids. Are they classified and probably Michelle could answer classified as a true teacher staff or is that a whole separate entity that that would be classified as? >> Yes. And if you remember from last year's we
060currently have that position in our budget. So it won't be adding a new teaching position. We currently have that. So the only thing we'll be adding is the support. Any other questions? Okay. Um I'll continue. Okay. So uh you have uh the memo for the uh York Adams Academy 2627 budget. If you can see there a proposed budget of 849,828. It this represents a one 1.4% 4% increase from the previous year on uh what how it affects Spring Grove is a 200 uh $200 increase per membership seat cost. Um and um and their um their budget includes a shortfall of $35,900 or $596 that's being covered from their existing uh fund balance. Any questions on ya um that I can answer on their budget? Okay, I'll continue to move forward. Uh the 2627 York County
061School Technology budget, as you are aware, uh it did not pass um from the member vote. So, your county school technology administration revised the budget. Um and the four items that they reduced were the adjustment to the bus fleets, the reduction to academic and technical budgets, and um the staff development budget, and the elimination of an open position in contracting services. So, um, all these budget reductions lowered their, um, uh, their member district tuition from 6.78, if you remember, that's where it was currently at, and and the board voted no. Uh, it's now at a 4.59 uh% increase. So, if there's any questions I can answer on that new revised uh York County School Technology budget, >> I do have uh can you again this what again uh Mark Dave I know that you attend
062that or even Mike can you help me understand why that number is still so high from my understanding is because they don't own their own district. This is how they make their money. They can't they don't have revenue increases. But for us, we're projecting a 1.1% revenue increase due to how new houses and assessment readjustments and all that. 4.6 is a lot higher than 1.1. And so I'm just curious like what are your recommendations on this? Because if we were to treat our district equitably to what we're going to vote on for Vote, that would be the equivalent of a 3.5% tax increase on our people if we were to try to that 4.6 minus the 1.1. It's a 3.5% increase. I I don't think anyone here has the appetite for that. So I'm But
063if it feels and we're also sending fewer students there. So, I guess I'm going to toss you like help convince me if if you if you dare choose like help convince me that this is important and good for me to vote for. >> Isn't Isn't that there it's an acquisition of a new building? Correct. >> That's a separate thing. >> This is not a separate >> Mr. No. Um, so I'm just being honest, Mr. Busher. Not quite sure if I understood or heard a question, but I other than convincing you that this is an an important decision for the school district. >> I I don't Yeah, I don't I'm not in all of these meetings. I kind of looked through what they had the things that they cut felt that were good cuts, but should
064I'm not in all of those meetings. Yeah. Mr. Dr. Rogers first the put it out over the last 10 years. They always build their bottom budget from the bottom up. Try to be very, you know, and concerned about it. So if they would have flatlined on our county's average tax increase, they would have needed to up their bud budget 3.8 million in the last 10 years. They only raised at 800,000. Part of the reason for the increases is the electric cost. They've brought their teachers wages up to kind of the county average is a been a big hit. A lot of it's just the cost that everybody's in incurred and we have two additional buses in this budget instead of eight in the old budget. So the the bus adding was a big cost but
065by removing six of them they were able to cut that 2.2% to get it to four. But they feel there we're you know it's really going to hurt the kids to go further by cutting the budget. And another point they made is their high school students cost us less than our high school students in our home schools. So they I mean that is a valid point they have. But yeah, they're just trying to catch up by playing low ball for all these years and now they're at a catch-up year. >> You you are for this. >> I don't really I mean if we go any further you're going we went back to kids aren't going to have the shorter bus rides like we cut 45 minutes off our average bus ride for some a lot
066of the kids. But I mean if we go any further it's going to cut on education. >> Yeah. I I love votech. I mean, I think it's really great. It offers opportunities to some of our students that we cannot offer on our own. And that I it's difficult for me to argue against. I think it's great. Um, well, we were in the situation for the last number of years. We were put in a position to cut positions. I mean, we we we did a number of cuts. Um, and here it I've not heard cuts other than they reduced what they wanted to add. Um, and that just puts me to >> But isn't some of it, Mark, you say it's a 1.4% increase is all we're getting in revenue. That's just in in our local
067stuff. That has nothing to do with our federal and our state revenue. Correct. If you would include our state and federal increases that we get, come the more than that. I I was really just addressing the fact that they don't have their own district. this local revenues is the set like that's the advantage that we have. I mean they also have advantages for grants that they're asking for that like we're not going to ask for our programs that they get federal and state money like we do >> the the York Tech. >> Yeah. >> No, they're already funds come from us. >> Yeah. I'm I'm hearing too many like >> Yeah. >> I'm trying to Where where are you getting the 1.4% revenue? >> I didn't get 1.4. 1.1 is from the numbers you and
068Jen gave to us when it comes to the increased revenues. >> Okay. On our revenue, correct? Correct. Okay. >> Sorry. >> But our revenue is what? Just our >> our revenue is total federal, state. Okay. Everything, right? And it doesn't include a tax increase this year in that revenue number. >> Right. Okay. >> Sorry, I thought I heard 1.4. only I don't have specifics, Eric, but there's a a point here that's noted and Mike, I think this reinforces what you said that for a long time they haven't done as many increases. For example, and I'm just quoting from the documents in front of me, the average school district adjusted index over the last 10 years was 4.39%. And the York Tech's average tuition increase over the last 10 years is 2.8%. I'm reading that. I
069don't know the details of that and I defer to Mike. Maybe you know more about that. Was that sort of what you were referring to when you said that they weren't raising the budgets over the years that some were? I'm just reading from that statement that they put out. Is that what you meant? >> Yeah. Yeah. >> I don't know if that justifies it, but >> that's just a tricky position because if you took Springrove's average over the last 10 years, there's no way we're at 4.3%. I mean, we voted on a 0% for five years. And so like that is the that's the county average and I I think that's correct. >> That's all the member districts. Correct. >> Correct. I just it's it's a >> Yes. That's not what we've done. We've not
070had regular tax increases since. >> But am I right that from like five years ago to today, we're we're doing like $7 million more in revenue. Isn't our I don't have that stuff here in front of me, but I thought >> I can for >> I thought our revenue when I first came on board here was like 70 four 5,000 or million and today we're at 86 million. >> You are correct. >> So we had have to have we had to have revenue income percentage higher than than nothing. our revenue income and this is what >> so they did charge us at the same rate that we got our increases number that we have on ours that says we're 1 million400 not going to have that as a deficit because that has last year. Every
071time we got more money, they didn't charge us compounded into a problem where they would have been better doing a one to two each year or just have a little bit of an increase from each of the school districts. Stay ahead. Do you know what the increase was last year or historically that we've done? >> No, but I can I can get >> Okay. If you could get that, that'd be helpful just to understand even the last two or three years of of what we've voted on um and then going forward. >> All right. Any other questions for budget and finance? >> I think we have one more. >> Yes, we do. I'm sorry I missed that. Yeah, we're just a proposed agreement with Pasbo. >> Yeah. So, >> thank you, Jess. So, we have
072a um an agreement with um with Pasbo to retain um our retiring PIM's manager, Elaine Wolf. Um if you remember um when we were um looking at uh we knew that it was going to be difficult to get and um we knew that uh because of the time constraints of when Elaine would be uh leaving as well as the new uh person would be starting there would be very limited overlap in training. So, um, we've asked or Elaine has, um, agreed to work with Pasbo on, um, if there was any services needed as far as training coming back. Um, just to help you understand, um, when she leaves from our district and retires, um, she'll be on, uh, the state's u retirement system. So, we legally won't be able to, um, it'll affect her peasers
073if we bring her back and pay her through payroll. An option that she would have is either starting her own company or working with a contracted services like Paso here uh in order to come back uh periodically if there are uh reports that are needed or there's any sort of uh questions that we may have as a district. So this isn't going to be an everyday thing. We may even may need may not even need those services. I don't know. Uh it's going to depend on um this is such an important position. uh and you know there's specific dates that uh that uh that uh uh forms have to go in in to PTE. So um if there's any questions needed or any training, we wanted to have this in place uh prior to uh
074to uh evening. Is there any questions that I can answer on this uh on this agreement with Paso? >> So we don't know exactly how many days we're talking at $54 an hour. >> Correct. Yeah. I don't know. Um, I don't want to put Chris on the spot. I know he oversees the position. Um, you know, are we you to me it's going to be very limited on when she's going to be needed to come back. So, um, I don't know, Chris, if you can answer. >> I thought you said you didn't want to put me on the spot, but he did. >> Okay. All right. Thanks for clarifying. Want to um So, pins is such a cyclical process with the collection. So, no. I mean to the short answer is no. I don't know.
075Um but because we have somebody with experience filling her role, I don't anticipate it being much more than um periodically during the es and flows. So, periodically during collections um throughout that first year, maybe several hours, but I don't see this being several days. Um, I I see it in in hourly chunks, not day daily chunks, if you will. That helps for clarity. This is >> Yeah, this might be Well, when I saw this, I was originally thinking from a teacher's perspective, and I know that when a teacher is replaced, there is no overlap. Um, and this a Elaine and this other person has already been working for a couple of weeks now, I think. >> Um, last week. >> Okay. So, last week and then for the remainder of this this month. Um, so
076I'm I'm happy to hear that it's just a couple of hours for her to come in just at certain time periods. Um, because I I really pushed back because we don't we don't do that for teachers. It's if there's someone out for maternity leave, you've got maybe one day of overlap and then that person is pushed into the into the fire. So, yeah. Any other questions on that? Okay. Thank you. >> All right. Moving on. Uh transportation Doug. >> Okay. Thank you, Mr. Stein. So, a few months ago, the board asked um requested us to start um the process of the uh request for proposal, otherwise known as RFP um as we're talking about the uh transportation timeline. So, what I did was I worked backwards from the um from the contract ending date of
077that June 30th um 2020. Yeah, June 30th, 2028. So, a new proposal would start July 1st, 2028. You have that timeline working backwards. Um and um and that timeline begins with u us moving forward here in the next couple of months. As you can see, they're working on uh proposals to put out a request for proposal for um future transportation contracted services. Um is there any questions I can answer as far as the timeline or the memo? My only question is what whatever happened to Christ purchasing the land and is that a dead issue? They're not moving forward there. >> So the land that's um right beside the what I would call the uh storage facilities. Um they're looking at selling that. Uh they were in contract talks with Wraid u to purchase that as
078another as another potential property. Okay, thank you. Any other questions? Very well. Uh, moving on to curriculum, Eric. >> I'm going to hand this over to Steve. He's got a lot. >> Yep. Thank you very much. Um, the first thing on the list is a um a memo um about targeted school improvement. Um you can see in the memo um we've been notified by PTE that our high school um has be has been designated as uh TSI which stands for targeted school uh improvement. Um you may remember Paradise was designated a couple years ago. Um it requires us to do a special plan uh and um jump through some hoops to get that taken care of. Um this particular designation came from um a a group of students an at risk uh student group um
079our students with disabilities subgroup um for their uh lower achievement and growth as well as graduation rate and attendance. So it hit that subgroup with lots of things. So those will be the things we have to focus on in the plan. Um we just met with uh we will partner with the LIU to make sure we get the paperwork done. Um um we met with them last week um and found out that the plan is due September 1st. So we have between now and September 1st to uh put it all together. Um you may remember um as we went through the entire comp plan process last year. It's essentially a mini comp plan just for the high school focused on these this group. So we're going to have to get a group of people together.
080Um we'll ask some of anybody board members who want to take part in that. um get all the you know participants together and start working on that um and get it in place um to hopefully get it approved by September. Um then we'll start the year with the plan. Um the interesting part is most all no all of the data that that got us on the list is lagging data. Some is two years some are threeyear lags. So, we could have already improved enough to remove ourselves from the list, but we will do what we need to do to make sure that we get, you know, everything done and then um you'll we'll bring it back to you when it's finished. You'll have a chance to look at it and we'll get it approved by
081the state. >> Can you summarize as to like how we got into this because we were good for a very long time. How did we get into this position? Yeah, the the what this TSI is early warning system. So they're taking our data and they're really drilling down for every group and they specifically when they did that for the students with disabilities group looked at um our achievement and our growth dipped below a threshold that made them then say, "Okay, we're going to look at the attendance and graduation rate." and all those things lined up right and we ended up on the list. So in in years past, if all those things didn't line up correctly, then you're okay and you move on and everything's fine. So that's it. It all stems from um lower
082achievement and growth in with the subgroup of the students who are in that subgroup at the high school. And again, I'm going to say probably two or three years ago by the time they catch up with the data. >> Let me rephrase my question. the did we create change in the high school in some way within our special education department that created this issue or not not that I'm a no not off the top of my head no we'll get into it when we look at putting a plan together and if anything pops up and you know surfaces we'll address it I not no we didn't change any things structurally if anything the changes we're making now with block schedule and intervention periods and all that will all only helped to support things we're trying
083to improve before we knew that we had to focus on it. So, I think we were a little bit ahead of the game there, but we, you know, we'll figure it out as we go. Any other questions on that one? >> I apologize. I have somebody that Good luck. Uh the next thing on the list um is a memo regarding um summer school for this coming summer. Uh you may remember uh last time we talked about it. Uh we had a memo and some questions. Um I followed that up with a um more um intense memo that dealt with all the pros and cons. Um laid out four different options for you. Um the administration is recommending option three. Um, but I can answer any questions and you can really what we're looking for is
084which option we can move forward with for next meeting so that we can vote on something so that we can figure out what we're doing for this summer. Um, the the options range from everything from uh cancelling all summer school activities, which would be option two, um just doing them at the high school and the middle school, which is option one. Option three would be just doing uh summer school this uh time at the high school which is what we are recommending. Um and then um option four I didn't see a difference between option one and option four but maybe I was missing something. >> Yeah, there's it's slightly different at some point. I forget which one which one it was. um all the along with the options that don't cancel all summer school. We're
085looking to up the the participation the fee. Um we charged 125 I believe. Uh we're looking at a $200 uh fee. Um if we if or something else if you want to go with that. So I can answer questions or you can discuss it, but really we're looking at what we want to what the consensus is to move forward. Well, first of first of all, thank you for giving us options and the way you have it presented um makes a lot of sense. Um have we ever thought about charging more and then if they pass it, they get part of it back. I think there we need some incentives because I'm not sure that the students that we've seen in the past years have finished the course or have completed all the work. >> Mo
086I I hear what you're saying. Most do historically and we I usually every um at the end of every summer I present that to you. A majority of the students end up do earning the credit. So but I have heard of other districts that do that. you pay, you know, $300 and you get $100 back or something like that if you pass. Um, so that the board could decide to do something like that as well. Yes, I've heard of other districts or places doing that. Correct. >> I have a few questions. Um, one is what the middle school the the recommendation is to eliminate middle school. Um, the do we know how many on average eighth graders end up not having credits to then move to the high school? like how what what how many
087people is this going to impact at the middle school level? >> It it's completely random and different every year. Um typically it's more seventh graders and eighth graders that tend to struggle. They tend to more figure it out in eighth grade, but there's anywhere from a handful to, you know, 10 or so eighth graders that could be in this situation in any given year. Now, do those students have outside of the district opportunities to get credits so that they then can move to the high school or are they >> No, they would what would the way it would work is we would go back to to the way we used to do it before COVID when we didn't we never had our own summer school options. So, rewinding before COVID, we did not offer middle
088school credit recovery of any kind. We just never did. So what we would do is at the end of every school year, we we would identify students, two groups of students, a group of students who needed to do some summer school somewhere. To your point, we didn't offer it. There are other districts that do or they were going to be retained. Then we would also identify another group of students who it's not required but recommended. and we would offer the the information to parents to if they would they could benefit from doing some extra work over the summer. There are usually and we don't know yet because other districts are doing the same thing that we're doing. Other districts that offer summer school, they'd be more than willing to let our students pay for summer
089school. Um we know for a fact that Lincoln Edge, who we partner with, um is going to be offering it. So, at the very least that our middle school students and their families would be able to get credit recovery services through Lincoln Edge, probably some other districts as well. Okay. Um, okay. This is an online health question. Yeah, some questions are online health. Um, how much? Okay, so I know that a lot of the students who took advantage of that were students who schedules were filled with a lot of other things. Um, and I know that we're in a bit of a wait and see because we have the semester and we went to move to block scheduling. Um, do we know how many students it's going to impact if by not offering online health?
090Because that was the I guess best bang for your buck of the three things that we were doing before, we got most of that money back. >> We got more money back. >> More of it. That was like oneird as opposed to >> basically nothing. Um, so for that one, I guess I'm if it's going to allow more students to take additional classes that are the higher level classes, the the high school is confident that it's it's not needed at all anymore. So, as the reason we needed it before, that problem has been solved with block scheduling. So, the short answer is no, it won't impact student schedules anymore because of the way we have the schedule set up. So, It was a a wait and see. >> Yeah. I mean, obviously they they we'll
091have to see, but they he he he uh Mr. Art was confident that we we don't need to offer it anymore. Um is there a reason why when we discussed this, was it in budget and finance that we discussed this? Like felt like most of us were headed down the road of we're okay with this being offered as long as it has no cost to the district. and we bumped it from 125 to 200, but there's still a significant cost to the district for students who chose to not apply themselves during the school year. The the the the comment that I've heard multiple times is that we should charge them 100% of the cost. And the problem with that is there's no way to know what the 100% of the cost is until you >>
092do not it's not 200. >> Correct. Correct. No. and and that that was a reasonable number that we discussed as admin. You can decide to raise it. Um the the problem is we don't know how many students are going to need the the to take the course. So you divide by how many kids are taking it to determine how much the 100% of the cost was. So that's not really an a model that I think we can offer. People wouldn't even know what they're agreeing to until we we don't have any kids. We don't know how many kids are going to need social studies. It could be five high school students who need to take social studies. It could be 10. It could be 20. We don't know until then. So, two questions to that
093that piggybacking on that. One, if someone demonstrates socioeconomic need, is that a like is this a legal requirement that we then don't off like we just don't have them pay? Is that a like our district decides to do that that we've done in the past? How did I know that we've given them discounts or given them free due to that situation as I don't think >> is that a district policy look to Michelle >> I know is it a requirement through the homelessness mechan or any of that >> but is it required >> for the district to pay I think if there we We would have to cover that. >> Majority of these students are not Mckin window. >> So, but if they fell below if they're on free and reduced, we have not charged
094them previously. That's a decision I believe that you can decide to change. >> So, that's something of mental math there. If we're moving forward with this and a percentage of those like we're gonna have to eat that cost if we would do this. Um, and then the second question is if we were, this is hypothetical, but if we said we're going to charge a default $750 per per credit that these kids need and we end up having 30 kids that need to take in 10 English 10 and then we'd end up making we'd actually make a profit at that just because we didn't know how many we didn't know how many kids and then it being a glut of this one particular class is how does that work with again legalities like is that something
095we can we can because we we could absorb that. >> Um do we >> we ever anyone intended this to be a profitm? >> No, we don't be profit. >> I don't think you need to refund money back to children. That's not >> Yeah. So that and so because I'm just thinking I would again I I still I very much I strongly think that this shouldn't really come as a cost to the district because we offered all of these students an opportunity to pass this course once and so I'm just trying to I I don't know what that reasonable number is. I don't want to make any money off of students but I also don't want to pick a number where we absolutely know this is never going to pay for it. That feels like
096it's also short-sighted for us to do. >> Yeah, I agree. And I think that in the chart it kind of shows you what we what we think it will what we cost last year are the estimate numbers you see there. You see what it costs last year and you can see what it the savings. >> Yeah, we're Yeah, we're trying to we're it's our best guess. Again, you don't know how many kids are going to need it. Do we our best guess do we know what our best guess number would be per credit to cover our costs? Again, I I know that we don't know the actual number, but we do know that 200's not enough. >> Yeah, it's all it's all about the number of kids. So, I don't know. I don't know how
097to even guess. And it varies from so much from year to year. It I and subject to subject, you know, we have changed. So, um during COVID, we we let students take up to four credits and we broke stopped that and we've been going that they can only take two, you know, um in the summer. Um, so my last question would be for all of you. This is for this is for this area. It's my last question. Why did you recommend 200 knowing that it wasn't going to make up the difference? But why why was that number picked? >> So we increased it from last year basically like >> I feel like there's that was the number like I'll take your other number 750. I can tell you we won't make a profit because we
098won't have very many kids who can afford to do it. Like, so we might actually lose money on that. Like, because we could have a teacher who we need to have available for, you know, however many hours and they have two kids. Um, they're we could lose money on that. Um, we're trying to pick a number that is reasonable. Um, I believe it was similar to what Lincoln Edge was chargingish in the ballpark. So, we looked at what they were going to charge. Um, >> and is that where they would if they if we didn't offer it? They don't offer it at all. I I I Lincoln Edge has already notified us and said they will take our kids this summer. Now there, as I said before, there may be some other districts that they
099they could choose to go to and I don't know what those costs would be, but I I I feel confident. They already told us they will take us >> two for 200. >> Yeah, ballpark. I'm not ish I forget what it was, but that's where we kind of came up with that. >> Right. And and I guess I feel like if we have if Lincoln Edge or some other school districts are are doing these types of programs, maybe it does benefit us to not do it so that we can bring more students to those those other districts so you know to bring down the cost because they have larger larger amounts of people taking classes, right? So >> yeah, I don't Lincoln they could make money on it. I have no idea. But like yeah
100to your point option two in the chart cancel you know cancels at all. We don't offer it at all that you could >> and have we ever not offered credit recovery at all in the district? Not since not that I recall in the last 20 years the high school has always had something some version of it that we didn't used to charge them even before covid we didn't charge our students anything like before co rewind before covid high school always offer every year offered credit recovery and it was free to our students during covid we expanded it offered it to middle school and high school for free because it was cut all of it was covered for over co and then since co since after that we have started last year started charging them something
101I put a little bit of little bit of skin in the game um and now we're here talking about it all right I'm a liar I'm asking another question is there a reason why you would not recommend aside from we've historical precedents like we've always done this aside from that is there a reason you don't recommend two and you recommend four or or three. Three is what you guys recommended. Why why keep it as opposed to just >> eliminating it? >> Option three versus option two. Is that what you're asking? >> Yeah. Then historically, I was offering it. What is the benefit for us to >> keep it? in discussion with the high school admin and the middle school the middle when I spoke to the middle school admin they felt very comfortable in go
102reverting back to precoid times and figuring it out high school was confident that the lock scheduling would help and we can take care of it but it is still the first year so a compromise would be to offer it one at the high school one more year and revisit this at this time next year and see what it looks like. So, it was a compromise. Um, we think block scheduling is going to be a positive thing and reduce the need some. Um, but we'll see. So, it was a compromise. Is that something we can if we approve option three is that something we can put in there as it's not a permanent standing. It's a >> it's to you every year like we bring it to you every spring to you know get ready for
103the summer. So yeah, it's we have the same conversation next year. >> Yeah. And I kind of like the idea of let's outsource it this year. Give it a whirl. Um create the savings this year and see how it goes. See how you know see how our families feel about it and then if if if necessary we could bring it back >> online >> next year, right? So see how it goes. outsourcing both the middle school and high school. >> The question the question I hear you the question over here is >> edge >> Lincoln Edges it's it's completely online. Ours ours is specifically >> in >> Oh, it's a hybrid. No, we do both. We have them come in um two days a week and it two days a week they're at home. So,
104it's a hybrid. We have our teachers here available but it's a it's a hybrid. >> So, we have the option for them to go to Lincoln Edge and we just cancel. But it says here graduation risk is high. Why do you think that is? >> There there may be students who can't afford the the Lincoln edge price and or won't pay. So they won't, you know, wouldn't be it'd be off the table for them. And there may be some students who don't do well with that delivery system of completely online without the face-to-face teaching that we include in our we don't know. We haven't done it. So, >> but if we're charging them and we're only not charging them if they can't, you know, if there's other extenduating circumstances, it'd be the same consideration. >>
105I do not think that there's an option to not pay at Lincoln Edge. And we we do that. We've done that historically here, but that we don't I don't think we're required to. So because we know we know our students and we know that there's some and there are I guarantee you there are students who don't have the means to take so they wouldn't they would that's where that comes from. >> Okay. >> All right. Well take take it under consideration. >> Oh go ahead. >> Um I'm struggling with both of the the the gym classes or the the physical education and uh the remediation. Uh I think the remediation I'll talk about that first. I think many of the students that get into that situation are students that are at risk. Uh I know
106I asked for some feedback from the guidance counselors uh which I don't think I ever saw as to how they feel about that. But I think the first time when students start failing classes that's probably a great an indicator that they're going to be not graduating from high school. uh the students that flunk here and there a class that that they're they're the at risk kids and I'm just really concerned about the situations that many of those children come from uh the family situations uh the just all the situations in their personal environment. So I am very concerned about that. I'm concerned about whether if they we even offer it, they can go to other districts that they will get the transportation to get to other districts and get the ability there. And if they
107even if they don't pass our class and they come back the next year, we're going to be paying for another teacher the next year to teach them that class. So, it's not like we're not paying someone. So, I I just have real concerns about the students and trying to get kids to graduate because I think I want people to graduate from school because they're the ones that are going to make our community and our country stronger. The kids who struggle and and don't get a graduation, they're going to be struggling the rest of their life. So, I have concerns about that. As far as the health classes, I know uh we've heard that the block scheduling is hopefully going to solve that. I know uh my grandchildren um on the one some of the grandchildren
108have used that and it's enabled them to take a lot of classes because they're very involved in music and that really sucks up the time. So, it's been very helpful for them. And I will tell you that my one granddaughter who's in ninth grade is still trying to figure out her schedule for next year and they really can't get it figured out yet. I know they're working on it. So it's not a final answer. So I see my granddaughter in the same situation because she does a lot with the music program and I'm not so sure it's going to work for her. So it's going to limit her schedule next year. So I have concerns for our students on both items. I do have something to say. Uh, as far as people that don't graduate,
109there's many people that didn't graduate from schools that did very well. You got to understand the people that were in charge of this thing 30, 40 years ago, a lot of them had eighth grade education. So, that that graduation thing is not an automatic you're nothing. So, I would I I I just I just I don't appreciate that comment. Thank you. I hope all our kids graduate and I understand I have my dad only went to eighth grade. He did very well. So I appreciate what you're saying, but I also would say that someone who didn't graduate, what might have happened had they graduated, it might have taken them even further. So I Yes, I agree with you, but I think it can be looked at both ways as well. >> Yeah. No, I'm asking
110you what what do you want on the agenda for the >> right now? We're looking for what we need to put on the agenda for next week. Which way we're going to vote to I we got we this isn't something we can keep talking about for months and months because if if and if we're going to have summer school, we have to know and if we're don't we have to be able to tell the students what they're going to be doing, too. though it's kind of if a student cuz I'm also concerned about the online help as well. I all of my student all of my kiddos have had the same problem with trying to squeeze fizz classes in. Um if a student would take a fizz class through Lincoln Edge, >> does that count?
111>> We're talking about now we're really getting talking about different things. I think it's >> we're not fizzed is not we never offered fizzed in the summer. We offered online health for because it specific scheduling problems at the high school. It helped it freed up their schedule and allowed them to take other things. That problem has been alleviated and it's we we don't need it anymore. So, I understand why we did it and it worked for a while and it was it was very expensive to do. Um, even though we got more money back from that one um last year, but that it was the most expensive thing we did in the summer. Um, but regardless, like I can only go by what the principles are saying. They don't need it anymore in the schedule.
112We started doing it because they recognized the need and so now we're >> and I I guess it respectfully we have yet to see whether it does fully work yet. We don't know yet. I I my my children are in the same spot with scheduling and they're it's it's it's tricky. Um my question was just that if they would take on if they would take health through Lincoln Edge on the summer, would that count in the high school? That's I I don't know that we've allowed that before. Um >> that would be a separate we'd have to discuss. >> Yeah, I think we would have to talk about are we allowing students it's credit the difference the difference in the discussion is credit recovery versus credit acquisition and are we would we allow students to
113acquire credits somewhere else and then essentially transfer them in to count towards a graduation requirement? That's a different discussion. We Yeah, we've never we've never done that to my knowledge. Um, so yeah, that's a whole another can. >> All right. So, what I would say any further questions just reach out to Steve there. Is there any recommendations of what options >> are our recommendation is option three, but I like I'm not >> right. That's your recommendation. >> Okay. a vote on that or whether you want to put a different option on there for a vote. That's in essence what Doug's asking, I think. >> Yes. So, what I'm looking for is from the board of what option they're recommending, not Steve's recommend recommended. >> Oh, the vote on two. >> I lean on two as
114well to to try. I mean, again, we can revisit this next year, >> right? Try it out. So option two is no summer school >> period. Okay. >> That to be clear, that's what will be the recommendation then on the voting meeting on the 23rd. >> That was only two of us. I don't know. >> I was going to go your thoughts. >> I don't know. I just think that here it is in March and we haven't given the kids a warning yet and the parents that were discontinuing it. Um as there could be some students who are counting on it and you know we're here for the students. So, I I kind of like the administration's recommendation um because we're we're still looking at having it helping the students, but at a reduced cost
115and a reduced um you know, not as many classes and things. So, I would go with three. >> And I ask a question off of Karen, what she said. I'm curious how many because we have one full semester done completed. Do we know how many kids at this point are going to need summer school to figure out how many kids are going to need it in the summer? >> I don't. And I think part of the deal is we the option we could have already had students who if let's say they failed a credit subject would have could have rescheduled a course so that they're already currently retaking it. So that's the beauty of block schedule is that you don't have to wait till the next year or the summer the summer or the next
116year to to make up a course. If it's not an elective or a c like if it's a c course you could already be redoing it. So >> Rodney >> I think too I think number two is fine me. >> Yes. >> Um I'd be in favor of option two. I I also think I mean to Steve's point there's there's maybe a broader discussion here. we're considering, you know, credit recovery if somebody failed. But, you know, Mr. Baringer brought up a great point. What about our kids that are doing really well? Um, that we're not giving advantages to. So, I think that's a broader discussion, but right now I want to vote on option two. >> Okay. >> Very option two. >> Two, Doug. >> I think I'll >> All right. Well, very good. So,
117>> thank you. >> Yep. Thank you all. Appreciate it. Uh, Steve, >> I'll keep going. >> Yeah. The next thing on here is a memo um for an overnight conference request for federal programs. Um, this is a a year annual uh conference we're required to go to. Um, we do we send our uh our people every year. Any questions there? >> It's just one person going. >> Not >> I think it's just two years. >> I believe it's two. Oh, it just said Julia. Maybe it's just one. Maybe she was trying to s determine if it was her or someone else. >> Does Does Julie give a federal program? Like did she do a presentation? I can't remember if she's kind of given a presentation on federal programs. >> I don't think she has recently.
118No, she >> You haven't lived until you've experienced that. >> Yeah. I mean, we >> I don't mean to smart out like it it can be very long. It can be very brief. I certainly it is certainly something that the board would probably benefit from knowing what federal programs even means. >> We do have an audit. She's about we're about to go through an audit. Uh we could ask her to come and report after the audit and a brief >> overview would be great. >> Good. >> Um number four is a uh dual enrollment agreement with Elizabeth Town. Um we currently do not have one with Elizabeth Town. I'm just giving our students another option. to earn credit questions there. All right. And then we have um some major trips. We have the three that
119are listed there. Uh PME Allstate Festival, the DECA International Career Development Conference, um the class uh the senior class trip, and then the additional one which is a rocket trip um that's at your desk. I can answer any questions you might have about them. the class trip, the senior class trip I did have some questions with. Um I like the new form. Um but the how that theirs was filled out was confusing to me. Uh >> confusing to me as well. >> Okay, so one is it shows transportation and then it said zero for meals and then it said total number that was much higher than the price for transportation. I am assuming that is the cost for the trip and the meals and everything but it didn't really explain what that was for. That's
120question one. >> Some of it I mean is it's for everything all in I believe but it's an complete estimate because they have no idea how many students are going to attend. Historically, it's between a third and >> so there's some per person that includes the activities plus the meals and all that stuff >> and and that number will go down dra that all-in number will go down drastically until they know how many kids they're actually going to go. >> Yeah. So, Eric, if you look, that's why it says actual cost to be determined based on the results of fundraising. I I'm aware it's the the way that it is build out. It's like a hot mess. >> And I did talk I did talk to Jen and historically they they they will they do
121fund raise and they've never not had enough to fund raise. So, and to that point, I we may want to change the wording that we have on our form because how it's written is is the Jen and Mark marked these funds are available and have been verified by the business office only to be followed by they only have $5,000 in their budget. So, but but they're telling me it costs around $22,000. So, I'm like >> I don't know if it's a wording thing that we need to fix on what Mark and Jen, but that feels like it's like a blatant obviously not true. We But I can I think where we're getting that is, hey, the difference is going to be made up by above there where it says the students may be charged and
122that's fine. The wording is >> You're 100% right. And as soon as I got it, I ran up to Jen's office and the three things were one, the 22 is not really the number because that's every kid going and that never happens. Two is it says they currently have that much in their balance, but they are continually fundraising and she said historically they always get to where they need to get to and three that they'll adjust the price by to the student based on what they need. So it was I had the same conversation. >> Can we avoid not making a lie on former on future forms or Dave? Do you disagree? >> I'm just saying the the box that says these funds are available and have been verified by the business office is simply
123not true. They're not there. So that I'm not sure how that I don't know Mark if you know how that got checked because the funds aren't there. We only have $5,000 now. We expect them to be there and the 22,000 will be covered. So as Steve mentioned um having conversation of of knowing that historically anything that there any any difference was then going to be charged to the students. So technically we we felt comfortable checking that box saying that um and to Mr. Baron's point I think that we need to just clean up the wording. >> Yeah. Maybe the funds will be available >> funds will be available by either AB or C. Correct. or that the or that the students will make make up the difference that this there'll be a student cost check
124boxes there. We spoke today and said yes, we need to clean up that form. >> Thank you. >> Okay, any other questions? All right, moving on. Management committee Rodney. >> Yes, we talked about earlier about the policies. Uh four of the uh big policies are all have to do with federal funding. It's grant money and and money we get from the federal government and it's uh things they're requiring us to do and follow to be eligible for them programs. So, a lot of them we don't have a lot of choice in them. Uh I don't like some of the wording in them. I'll be up front with you, especially with the title title uh one things. It's it it puts a lot of I think it puts a lot of extra work on our administrators
125and our teachers and things uh what they got to conform to and and it's not only just for the students. It's it goes back into the parents. They got to they got to support the parents and all that. So I'm just it gives them a lot of work but again it's something we don't have a have a choice in. And then the fifth one was the policy for service animals. That again I guess is something we got to do for state regulations or federal regulations. But I do have some I did have some issues in that where it says uh it says the district may not ask some things uh in that. I'm I don't understand I don't understand how we have policies and are going to allow animals to come into our schools and
126not be able to ask some of the things especially like training of animals and things like that. uh up before that it says we will require training but we can't ask them if they were trained. So I don't not I'm not sure I'm not sure which is is which here. So that's just something I had have some questions on but uh Stockland or not Stockland Saxon did look at this. Correct. That's that's one thing I' I'd like to kind of have some clarification on yet. If why can we not ask these things if we've you know it says request documentation needed for service animals or request documentation regarding training of the service animals or request the demonstration of the animals abilities. Those those three things are important things when we're dragging these these animals into
127our schools. And Dan's going to tell me why. Mr. Shear and and I think we talked about this briefly at the policy committee meeting and I'm looking at Dr. Lewig um as she can put her hand up andor tell me no that's not accurate. The service animal would not be considered a service animal eligible to provide the services to the child unless they had been through the hoops of the training. Is that correct Dr. Lewig? So when they bring this information into the school to present for a 504 plan or as part of an IEP and the recommended services needed as described in the definitions which has been thoroughly updated and vetted um they they have to qualify that what meets that qualification piece to be considered a service animal. So it's a little bit
128different. Um service animal versus facility dog versus therapy. So it it >> versus emotional support pet which we discussed at great length. Yes. So to answer your question very succinctly, Stocken Leader, excuse me, Saxon and Stump vetted this language and they critiqued it for that very reason because we cannot discriminate against that child. That's that's the bottom line to all of this. That's the legislation that says we cannot and I know I I understand your frustration, sir. >> Just it's just very confusing. Depends where you read it. And and so many times little things like that I just feel open up loopholes that people can come back on and and how many times do we get lawsuit settlements because we didn't want to argue the point. So I just try and avoid that. That's all
129I had. All right. Well, thank you. Appreciate it, Rodney. Okay. Moving on personnel, Nicole. >> Um, sure. Well, and Act 93 agreement, uh, one-year extension. That's Ben's, and he's not here. Um, I don't know what was discussed. Um, >> just the executive session, I think. >> Okay, we're good that we're good to go then. Um, number two, >> it's a one-year extension, Nicole, as you could as you said. >> Yes, one-year extension. Yep. And then number two is proposed position descriptions uh for budget and finance. Jess. >> Yes. So um as are in your packets um for chief financial and operations officer and director of finance um just open it for questions if anybody had any then we should be good. And then finally a confidential memorandum um proposed personnel actions for March 23rd if
130there are any. All right. Any other further questions? Any planning uh items or agendas anyone would like to see? No. And to everyone's favorite thing. But before we leave, everyone in the audience and at home, thank you for uh coming this evening. Thank you for listening. And we will now have adjournment of our meeting. Do we have a >> on faith?