001Crystal. >> Yep. >> Matt, >> yes. >> Nikki, >> Kurt, >> yes. >> Dave, Tom, >> go ahead. >> Yep. >> Here. >> Yep. >> Here. >> Verific. Verification of agenda posting. Stand for the pledge of allegiance, please. Allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> We will move right into the public forum part of our agenda tonight. gives the opportunity for the public to come up and uh and engage in dialogue with the board. Anybody in the audience that [clears throat] would like to speak at this time? We will also have that opportunity at the end of tonight's meeting as well. Last call move forward. Okay, we're going to move right into
002consolidation planning. Yes, there we go. Hi. Hey, welcome everybody. Um, so Becca from your consolidation study team, Tim from the consolidation study team, we were told that we were tasked with making a SWAT analysis on pathway 2, three, and 8 and come back with you. Maybe this was homework you guys also did. You can compare, you can listen to us, talk amongst your peers about that sort of SWAT analysis is what we are here to to do tonight. Um to start to kind of back up what a SWAT analysis is is a strategic planning tool to identify core internal and external factors that impact the success of a project. You can use it in all sorts of different business applications vetting out a project or a purchase or lots of big things. So it goes
003through its strengths, weaknesses, oh I thank you opportunities and threats. Sorry, I said this in front of me. So anyway, that's what we're going to go through tonight. This is our analysis of those three pathways. I know you did this homework yourself. We're not more right than you. This is just what we come from our perspective. >> All right. So, we'll dive into uh pathway two. Um pathway three and eight uh overview. Uh what we're going to do is just talk through two and then we'll have open for conversation here um as we keep going. Um pathway two just to remind yourself um is uh all actually all three pathways require no investment um as part of the planning and all three of them do decommissioned or repurpose Greenland Elementary in this planning. Um so
004all three of them have that consistency. Um they also all have the same uh projected savings um as kind of a baseline. Pathway two um is the east west campus model. Um so this is uh basically a pathway um that was reviewed as part of the task force. Um and what the strengths of this do I won't read word for word by by a stretch but uh really this is a collaboration and partnership model of communities working together to deliver stronger opportunities than neither could alone. Um it truly is um the basically a a compromised approach to taking both communities um and taking the strengths of each one of them. Um it does leverage um the facility strengths in each of the buildings. So some of the strengths of the oil facility here is the
005family consumer and culinary spaces, the art, um some of the parking and it also leverages the Greenwood facility, maybe some of the techad spaces, the commons and eager effectively. Basically, it allows for effective use of greater utilization of the strengths of each of the facilities. Um and it does maintain a high school in each location. um really just reinforcing that trust and shared ownership between the two. Um some of the weaknesses of this is it does require some more operational complexity. Um there is more scheduling and coordination across the two campuses that will be required as part of this planning. Um there are some logistical upfront hurdles that will have to be reviewed um as part of this and the challenges of that is just the student shuttles and staff travel between the two facilities.
006Um you're operating two high schools and there is going to be logistics to effectively operate those. Um you also do have a divided campus. Um that has potential impact on student relationships. um up until that point until high school the students at that point would be all together. Um and at high school they would be split up. Um so that is a weakness of this um path that way. Some of the opportunities um it is a community investment or dual community investment. So both towns are getting um combined getting a high school. um it is a scalable um plan basically that you grow into. Um it allows for the specialized programming um based on uh student staff um at that point and allows for incremental growth into that. Um it does take uh strong leadership
007um but it demonstrates a unique model not previously explored in prior studies. Um and it does really open itself to long-term adaptability as well as expanded access um for students in particular to offer more programmatic solutions. Some of the threats to this pathway are it really does require cooperation um between the two communities um for this to be successful. Um that is not only upfront but long term as well. um both communities uh need to have a mutual goal of success and that is a um to make this successful um there is a threat of possible inconsistent experience for the students. Um if there's a student in one district versus the other district, they may not have the same experience because you have two different facilities at that point. uh there's a threat of transportation
008costs um and the logistics of that um have to be reviewed and kind of put forward and then this also does require a mind mindset shift. Um this is a different educational plan um than what you currently operate and it does require um input and consensus from all stakeholders to make it successful. So those are the strengths, weaknesses, opportunities and threats of this overall plan. Um tried to take uh you know a very comprehensive approach to this and just really understand all the strengths and really weaknesses of this. For that I'll for conversation. >> So I think one of the So I think one of the um the cost things for transportation is estimated around 800,000. >> So their total transportation budget was 800,000 50,000 basically two shuttles >> and that doesn't teach One of
009my biggest concerns is that the school year is over winter time travelers. >> Oh, sorry. Thought it was loud enough. But you know the transportation and I'm just concerned about the safety of the students and teachers. >> I think the goal this would be to minimize that travel especially here today that really be strict about that travel. Um so it's not as frequent as typically work. Yeah, we estimated high as well on the travel costs. I think there would be opportunities if it's um we did assume if it was a full-size bus going back and forth. Um obviously if the student numbers are lost, it could be a van or something like that too. >> Could you repeat the cost so people online can >> Yeah, we estimate about $50,000 of cost um for uh
010basically two shells per day going back and forth between the round trip. Thank you. >> I guess the question I have been thinking about is loss of talk about educational time. I'm thinking 30 minutes by the time you shuttle back and forth there's possibly 2 hours a day. How well is that going to connecting me up? that have done days, time of day, how you look at and >> yeah, I think the logistics of that would have to be reviewed further. I think the goal would be um to do more of a schedule based um conversation within that. So say you have alternating days where you have Monday, Wednesday, Friday within one campus and a Tuesday, Thursday and then another campus. Um and that would alleviate some of those travels back and forth. Matt, Matt,
011you do it how many hours a day did you say for travel? >> I was thinking if you're doing it four times four times. >> I guess I was thinking if you're going to do four times a day possibly in the block because that's previously thinking it's 30 minutes in between each one walking the green. You think by the time the bell rings, by the time you get out, get your locker, get your results, and then by the time you get your code in the winter time and drive to the other school, get out of it, go into the classroom, that you're not talking 30 minutes. >> You said 25. So, I'm about 5 minutes. >> Well, that's what >> Yeah. Okay. That's what I get over there. >> Yeah. I think it can obviously
012be something you want to get student possible. >> My thought in the travel time if we could extend the lunch period so there won't be less loss of class time and then just only that would be the only time to move and then at the end of the day of sports or whatever then that could be possibly get at the end of the day. I mean they're getting out early for sports now so what's the difference if they're getting up to go back to school? That's a great starting point conversation. >> So with that comment was get that's what I thought we put in place for when kids needed maybe some help or wanted to get some extra instruction from the instructor. So we would take away that time away from I just don't think
013that's we want to keep that time. So that's why I guess I get coming in. If we have snow days before we went virtual, we had to make up hours or times on the end of the day put extra minutes on where we had to make up extra days. That's what I wonder if DPI is going to say that best for kids to take away instructional time. So that's my concern. I think instructional time is a fair um threat. >> Yeah. um to this I would say right now there are kids moving back and forth and it's about a 15 minute um about 15 it takes about 15 minutes um to transition back and forth and and stuff. Um, the other thing as far as DPI units go, you when we report when we report
014to DPI, we report it on the general schedule of the the buildings, not on the individual classes or individual students that may take a class in one or the other building. So, it's on the general schedule. So, it likely wouldn't have an impact on the minutes that we would report to um DPI cuz I mean there's kids now that leave for other, you know, certain things. They have senior privileges. They we don't we don't count their minutes separately from everybody else. It's the general uh high school, middle school, elementary schedule that dictates the minutes reported to DPI to meet their requirements. I don't think that would be an issue. So we do look at that right now. Transportation and loss of instruction time. So uh I we have strategically placed it. So they're either at
015the beginning or at lunch or something like that those classes. So they have a buffer whether it's with a break or lunch things like that. So that has been addressed. It is not perfect but it has been addressed. Um, and it is one of the concerns that we've been looking at. >> One thing that I did think about that I saw as a threat was a possible inconsistent experience. I want to talk about that a little bit. So, um, I'm just I just want to make sure that I'm understanding where you guys are coming from on that. So, um, are we talking like let's just say a junior or senior would take a upper level math class maybe here, any math class for that matter here, and then maybe one would take their core math
016class in Greenwood. Are you saying that like they would have maybe different experiences with that particular teacher or different expectations? Is that kind of what you're alluding to during under that inconsistent experience or is that one of the things that fall under >> I think it could be one of them. Um, but anytime you offer two you know options there's a chance that they don't align. >> Sure. >> Even from a you know peer group kind of inconsistencies as it's up to. So more generically you're running basically two high schools at that point. They have to be very closely aligned to minimize that. >> Sure. Um and I guess this is maybe just more of a question or just a thought for administration or um our guidance counselors who are going to be taking on
017the task of scheduling. um just that are we going to allow the students to choose like let's just say there's a a math class in Loyal and a math class in Greenwood and they're the same but let's just say a Greenwood student really likes the math teacher in Loyal or vice versa are we going to let them choose which campus they want to go to for that math class or is it strictly going to depend on where they are just prior to that let's just say last year you had Mr. just met for math and you really loved him and then next year your schedule has you over in Greenwood just before that math class like are we going to allow that student to say hey I want to come back to see Mr. this
018I want him to be a math teacher and probably don't have that answer but that's just something that I think that needs to be taken into consideration. Are we going to allow the students to pick and choose who they have their teachers or is that going to be up to the scheduling of the guidance counselor? >> One of the reasons why we're looking at this is I don't know if you would have two teachers teaching the same exact class. The idea would be [clears throat] one teacher would teach it and then using an opportunity to have the other teacher teach something else. So now that's me talking to is that working a schedule and how things are. That is something that we'd have to take a look at. But that is what we were talking
019about talking about opportunities and and not overlapping on different >> items like that. >> That makes sense. Um I just know that when we were looking at the east and west um campus model and again that's just an rough idea. There's nothing set in stone, but it does say um you know you would take your c your core courses at your base campus. So that's where I'm just a little bit confused about what that might look like and maybe we obviously we don't have those answers yet. Just something to think about. >> Yeah, I think it would depend on a lot of things like shuttles and when the shuttle would run if there's not a shuttle running back and forth in between certain hours and counselors and principles and students together would have to make
020decisions on what's best as a whole. Is it best to take that class now um in even though they may or may not be able to get back to a certain class or do they schedule that class that classes in a different district later when it does align with a class that they want to take and and a shuttle that comes back? We just heard it cost $25 roughly $25,000 per time of shuttling back and forth. So you have to you know that'll all play into a into a scheduling situation on what is affordable and practical. um and how much we want to move kids back and forth. So I think that like those are the questions that are um talking about weaknesses operational complexity uh those are all questions that are going to play
021into that. Yeah, Joe. And to that point, can we as boards all agree that the graphics associated with pathway 2 are in no way final? And these are examples placed there for people to get thinking. Okay? And in order for this to go through and to become final, we as boards would vote on that. I think that's important based off what we've heard lately that we need to establish that these are examples and only that. Yes. So, one thing I think about with this option is that you wouldn't necessarily have the kids say, "Well, I want my base campus to be loyal or I want my base campus to be green or based on where they live, but based on which classes they want to take that trimester or that semester, depending on how the
022schedule is set up. And then the the core classes would be built around the specialty classes that they want to take versus well I I want this teacher for this and I want that teacher for that or I want to be with my friends or I want to be I want to have a closer drive to school in the morning. Like I feel like it some of those decisions could be made based on logistics more so than preference. Just I guess I'm just curious if anybody else when they did this analysis did they come up with the word compromise cuz I did I I do see this as what that would be. that this would be what I would consider a compromise. >> So, I'm not going to lie. Um I think I maybe misunderstood
023the task when we sat down. I thought that we said that we were supposed to um and correct me if I'm wrong. Um but I thought we were supposed to come up with like strength and strengths and weaknesses of each building and not each pathway. So, um, one thing that I had noticed or that had I had noted was obviously I don't think it's a secret that the Greenwood High School's tech program is really strong. And that's something that, um, I know we've talked about, but I I would hope that that's something that our kids here from Loyal would be able to utilize either way. I mean, I hope this, you know, we could come to some sort of an agreement and that our communities agree with us, but I I would think that we
024would be silly to not utilize that facility. Um, the other question I had, two questions, sorry. Um, it didn't say anything in your guys's weakness, but and and again, forgive me. I was telling Derek today that I don't have a lot to say about the Greenwood building because I've literally toured it once. I was not on the task force and I I don't have all the information about the Greenwood building. So, it's hard for me to say pros and cons about it because I'm not familiar. But, what is the current process that you guys utilize for the kitchen there? Um, yeah. And what that look like? I don't I've just heard some rumblings that I'm just curious >> as far as our high school kitchen. >> Yes. >> The fully functional certified kitchen. Um, the
025only thing that the kitchen lacks is freezer and refrigerator storage. Um, which we've we've toyed with the idea of adding. We have the place the space to do it. We just never have because our system works. So, we store everything in our in our very large walk-in freezer and cooler at the elementary school. So, they they transfer the food um daily to be cooked. So, it's it's cooked, prepared, served, everything. We even we even provide services out of our high school kitchen to the day here in town. Um so, it's a fully functional state certified kitchen. Glad that I asked because I was under the impression that when I had heard that food was brought from the elementary school that it was being cooked and prepared at the elementary school and like brought in some
026thing to keep it warm and taken over. So it's literally just stored at the Greenwoods elementary. >> That's correct. And and I've heard the same rumor. >> I just wanted to make sure. My other question is do we do the schools right now have I should know this but I didn't look it up ahead of time but what are our policies as far as um driving student driving? So like Eliza has said you know if a student was like I want a closer drive to school and I just want to start in Loyal because I live here. Um do we have current policies or have we thought about are we going to allow students to transport themselves? I don't I don't think there's a traveling policy, but I can tell you past practice, we've had
027a couple come to mind. We've uh uh an English class that has been offered in Loyal and in the past has been a a first hour class, and we had a couple kiddos that live closer to or in between. I don't know if they're close or not, but in between. So instead of them driving to Greenwood, getting the bus and then ride our shuttle and then riding the shuttle back, we allow them with parent permission and we had a we have a signature form that they signed and and waiver um that they could drive themselves. Um so I would assume that we would continue looking at that and allowing that. And I think that also has been raised as a threat of more student driving um places instead of maybe instead of coming to one
028building and staying put all day. So I think that has been that had been raised as a threat in the past. So with that we have that in our co-op sports already. So the only thing is is they can drive themselves and siblings. They cannot drive friends. So So we aren't doing that right now. The kids aren't moving back and forth on their own by that waiver. You did bring up the the tech facility and I do want to say that we have shared both of our tech facilities already. Um, and I see nothing in our future that would not that would prevent us from sharing our facilities alike down the road. There it the things that we've been trying to do in in Greenwood are are and will continue to be open to loyal
029students. Like it's the right thing to do. Like be a good neighbor. So, um, anything that we have, and we've said that from the start, if we have something that our neighbor doesn't, our doors open. we just ask for the same. And I I think either way, you know, any way forward, we need to continue to be good neighbors and and and uh prioritize our kids and and their needs. And that is one of the reasons why we develop collaboration right off the bat is to regionalize items. Techhead, we don't both all we don't both need to do spend $80,000 on a robot uh drones, but let's regionalize it and give opportunities where we are 6 milesi away and we can have that opportunity and vice versa. They came over here with teacher and students
030and intermixed and I think that has been the launching pad of where we have been working together that and the English class um very well. Anyone else with comments on pathway two before we move on? >> You guys want to start us on pathway three, please? >> Sure. Um, so the way we set up pathway 3 and pathway 8 is they're very similar um in configuration. The red text um that we highlighted are the differences between the two. Um so those otherwise it is basically the same setup. Um the main difference between 3 and 8 is the location of the high school and defining that location of the high school. Um there are some nuances to that and some facilities um that suit themselves a little bit differently and that's really what the red text
031is um within these. So I'll review kind of three and eight together and then I'll open up for conversation and we can talk about the differences. Uh so some of the strengths of these pathways um is so pathway to backup is Greenwood has the high school in this configuration and Loyal um has an elementary and middle school um within the facility. The strengths of that is it establishes a clear decisive consolidation model. with a single high school location. On pathway three, that's Greenwood. On pathway 8, that's Loyal. Um, but it does have all high school students at one location. Um, that is a strength um to this pathway. Provides consistent K12 grade alignment. Basically, both of these pathways have all students together throughout all of the education um grades within here. It does um reduce
032your active facilities um within here and just creates the operational efficiencies between the two. Um pathway three, one of the differences of three is it does leverage the strengths of the Greenwood facility. We mentioned the teched um cafeteria commons heater and it is newer construction areas. So pathway three that is a strength leverages those areas. Um both of them also build on oil's existing use of loyal of lower elementary grades. Um both these pathways take advantage of oil already being set up for lower elementary um grade setup without any modifications. We'll jump to pathway eight on the differences. So pathway 8 um the difference there is that loyal is the high school and that leverages the strengths of that facility um namely being the family consumer art and additional parking capacity as well within that
033facility. some of the differences between the two, some of the weaknesses of these pathways. Um, it is a loss of a high school in one community impacting identity, validity, and local pride in that community. It does create a perceived winner loser dynamic between the two communities. Um, it also does limit the long-term flexibility compared to a multiacampus or phased approach. Um, because you're defining a high school at this location. If enrollment were to change significantly, uh, you have less flexibility um, because you're defining that school up front versus a more phased approach or versus having two different high schools. Uh, weakness for pathway 3. um for Greenwood it does have limited parking capacity for high school use and the other weakness is it underutilizes the loyal facility for high school program right now it's for
034high school utilized for high school it would underutilize that for that capacity um going to weaknesses of eight um the facility constraints um if you were to solely use oil um there are limitations within um teched um the cafeteria economists as well as the theater in comparison. Um the weakness of pathway 8 also is that under utilizes the agreement facility and that um automo differences is reversed. Um opportunities between the two are the same. Um it establishes a defined race structure that supports curriculum, cohesion and consistency. Um it simplifies simplifies the districtwide scheduling, staffing and administration and it provides a clear and compelling uh financial narrative around efficiency because you're defining where the students go from start to finish. Some of the threats of these pathways um there is significant emotional and cultural impact to
035the community that would be losing their high school. um three that would be for um lose their high school in that configuration for eight that would be Greenwood. Um another threat would be reemergence of past community tensions. Um this is in a lot of ways both these pathways similar to what uh the 2006 consolidation study told us. Um so that is a threat that is kind of went down this road already. um you have increased referendum approval risk across both communities. Um we do need both communities to be able to support this. That is a threat. Um there is a long there's a threat of long-term support if investment is perceived in benefits and not equally distributed in between. That'd be equal on both of them. Basically, if one community didn't get or one community
036got perceived investment and the other one didn't, um there would not be equal kind of investment that win. Um you have limited adaptability if future capital needs arise. Um because you're defining the location of high school options, it does limit some of your options if you need to change. And the last point that the threat's the same is due to the polarizing nature of this that pathway um from a lot of different conversations both from staff and community um potentially is how likely to gain majority of both communities potential threats of each each one of these that we can through Tim, as part of your guys's analysis, did you after you toured the buildings, have you developed uh a five-year plan for each district, 510, in terms of what you foresee us having as maintenance
037issues? I know we talked about it at one time. I don't know if that document ever was produced. >> Uh we did review it and talked about it. Um it's in plary stages. Um that wasn't the focus of consolidation planning mainly because both facilities have um needs or they aren't immediate needs because operating in the facilities and operating very well. Um so they well beyond the 5year time period. Um but there are needs that each of the facilities got for many schools. There's not a clearcut difference though on both facilities would have said that >> I have a question about theater. Um, and I will again say that I don't know enough about it. That's why I'm genuinely asking this question. Um, so used to have like our plays here. I'm not super familiar. I
038just know my son was in one of the plays. It was great. Um I know that at um our advisor had left and we didn't have someone to do it. I don't believe um when we talk about theater being a strength in Greenwood and again I know that our one act play was able to join theirs and it was they did a great job and when you ask those kids from Loyal they know that they wouldn't have had that experience here. My question is, can anybody tell me why or what makes it a strength other than I'm generally just asking other than the fact that they have a teacher? So I mean we have a stage and we had less students interested at the time but if the school like let's just say we went
039with pathway 8 and and the adviser from Greenwood would be here to give these kids theater here. I just want to know why it's a strength in Greenwood like other than the fact that there's there's just an adviser or teacher. Do they have do you have more equipment? Do you have a better stage? Do you have more props? I definitely don't know. >> Coming from Loyal, I would say they are the strength because they have the program. We have five or six, seven kids that are interested in it that go over there alone. We would never have our own one play, much less a three-act party. >> But if we went with Pathway 8, there would still be that many kids interested in an advisor. It would just be in a different building, right? I'm
040just making sure I understand. >> Yeah, I think that's arguable. I mean, that's a fair argument. Um, is this the stage behind us? >> It is. >> Was it used for now? >> Stage things. >> So, multi-purpose stuff. >> I don't I don't know anything about that stage. Like, is it It's I know it's well above where people sit. So, it's just a different it >> it's just a different setting on a stage, right? Sure. So, it's used for like like band concerts and concerts. >> Does it have all the lighting and everything? I don't know. Does it have all the >> Yep. They've used it for like the Easter parade and different graduation. >> So, I say I I would guess that it can be used as a as a stage. Um, I don't
041think it's set up for that purpose like the one in Greenwood is because it has Greenwood has only been used for concerts and uh plays and, you know, it's it's designated just for that, not a multi-purpose space. That's that's what I was going to say. It I would say it's user friendly in Greenwood. Um, this is our multi-purpose room. This room stage gets used for everything from elementary to athletic contests to band chorus concert. So I would say as a user friendly that that is maybe why >> Thank you. Okay. It's good to know. I will say one thing I had written down uh before was gym space. Um [clears throat] I I like the idea. um of having two full-size gyms for our high school kids, which would for me allow not for me,
042but in my mind would allow for all students to have early practice um right after school instead of early late practice. Uh which then allows a couple things in my mind. It allows for kids and families to have more family time um in the evening if the kids are all and and that if it was organized that way in my mind it means that you know the the boys practice in one gym and I'm thinking basketball cuz that's the probably the highest use but any of them I'll just use basketball cuz that's probably when all the gyms are in the highest demand. Um, it would allow the the boys to practice in one full-size gym, the girls to practice in another full-size gym at the high school level. Um, the middle school would have a
043full-size gym, and the elementary kids would even have a gym to practice. Uh, all after school, I don't know about Fing, but I know that uh, our elementary kids sometimes get shoved to 8, you know, getting done with practice at 9:00 sometimes. Um, so I think that's a potential opportunity to capture um in that there would be more family time, less kids driving if we're concerned about travel and and safety of kids driving, less kids driving at at night and at dark. Um, all those things. So, the setup of the gyms was something that I had as a an opportunity. Um, I'm kind of on the same path Crystal was. I went through the PowerPoints that you guys provided. Um, I I really liked your meeting number one and meeting number two notes, especially uh
044for meeting number one. You guys discussed facilities and stuff like that. Um, and if we're just talking about my high school there, it was page 36 through 38. Uh, for Loyal, it was meeting two, um, page 34 through page 39 on that PowerPoint. One other thing that you guys had listed there as the in the oil facility that the weight room does not adequately support certain usage level uh for the equipment. Is that because of the equipment or because it's too small? >> Yeah. At what facility? >> Lo I think really both both facilities are experiencing greater use of most facilities and I would argue why both of those are well beyond my capacity. >> I'll make a comment on that. I would say Boils is small but is well equipped whereas Greenwoods is larger
045and it's not as well equipped and neither of us used enough. Oh, get more kids. Anybody have any more comments, questions for the consultants? Anybody in the audience questions for the consultants? I just had a couple >> I really like your comment, Tim, on how uh together we can accomplish more. And I think that's a great point to keep in mind um as we think about this um all the facts presented going through this task force. I just had a couple questions um that I would wanted to clear up so that we had more facts. Um, one of them being in the current school year, has either district had to borrow additional funds to meet operational needs? >> We have not. We're both sitting at operational referendum. So, beyond that, no. >> Okay. Um my
046next question, looking ahead to the 2627 school year, um will either district be looking at potential cuts to meet uh budget needs. >> We are we are in the process of doing that right now. So Greenwood is not making any cuts due to um financial for financial reasons. Are you able to comment u Mr. Lintner on what those cuts will be >> certain positions? All right, that's as far as I'm going to go into it. So pro we haven't it's not affected programs yet certain positions that it includes. Um and then I know that this was brought up uh during the joint task force and it's not a secret that if we look at consolidation um decommissioning the Greenwood Elementary is a potential cost savings. Um so I know that Greenwood alone has additional properties
047that could be looked at for potential sale or renting for income if needed. Does Loyal have anything like that? >> We do not. Um and then just a a final question. Um has either district, if we can't come to an agreement between our two districts, has either district looked outside to other districts at potential collaboration or consolidation. >> Uh we have talked to Grant earlier just like Greenwood has um post election. We have not. There has been talk about getting together, but we have not at this time. >> Greenwood hasn't hasn't done anything recently. We in in the past year we had conversation with open about sharing, but also I think that you know I want to be clear that the doors open for any collaboration. We'd be silly not to try and open our
048doors to any neighbors that that have need. So, if there's an opportunity for uh anybody any other district or any kids, if they're kids, they're all our kids. I think was clear on that like your zip code doesn't shouldn't determine the access you have to resources. Um, and right now it does. So, I think our doors just need to remain open for anybody. And if if we have something that somebody else could use, come use it. and and all we ask is is the same for every from everybody else. Like let's pull our resources and work together. >> I've said this before in our day and age right now as a county if we don't start working together not only as a school district but as communities uh the writing's on the wall I think.
049Anyone else? This would be the the public forum time. So if anybody in the audience would like to speak, now would be the time. >> Is anybody sorry are the egg departments similar? Is there any strength weakness there? question is are the egg departments similar? I would say very similar. Uh there might be a class here or there that one offers that the other does not at at this time. >> So I don't see a any notable difference in facility or agriculture straight peel on it. >> I don't see I don't see any difference. I know tech has been a big source of you know what to look at. I believe a it could be another pathway cluster that we could definitely look at with what we have in our in our two communities aid
050related businesses and jobs. This actually brought something up for does loyal have an act of greenhouse. It's all the same thing too. My thoughts on that were just some discussions that we had would be to instead of duplicating some of those a classes maybe some of the the classes that are duplicated we would have them be one and then offer more different classes that those teachers are able to teach. So that's kind of just some discussions that we've had that I think people need to keep in mind is that um while those two a programs might be very similar um we could kind of streamline double >> right double capacity offer more and different opportunities so different classes. Good question. Does anybody else have anything they want to add? Um, so one of my questions
051is um, currently I understand loyal since we have K through 12 all in one building, we're able to offer like high school kids interacting with elementary kids in the way of being like teacher assistants. Um, football players come down and read to elementary kids and those kids really look up to their high school role models. Um, and it's a good experience for those high school students to interact with the younger kids because I understand they may be able to receive like some college credits if they're going to go off to college for being a teacher themselves, things like that. Um, I know it's probably hard in the Greenwood district currently having an elementary separate from the high school as far as building space, but I was just curious if um cuz I generally don't know
052if Greenwood has any um programs or how we make that work because that would be my concern if we operate with a high school in one town and an elementary in another because I really think the aspect of interaction is important. I think that's definitely a could be a threat if we don't figure out a way to do that. But like I have a daughter that spends two hours in the elementary school as a as a high school junior. Um and it's just drives her so and it's wonderful and we have we have a number of kids that do that and I agree. I think that's a wonderful opportunity. she does get credit for that and I think that's a could be [clears throat] a a threat if we don't consider ways to to allow
053that to happen and make that happen. They can be great role models. Um and I think but I think that's a threat that can be overcome. We do we do we do that. [clears throat] I agree with and I would agree it is a very positive not only for our littles but our our high school students just to build that relationship. So and and be role models. >> I've heard that as well. Um and as a as a mom who's got little kids in the building got to see their older siblings. It is something that's really cool when they come home and say, and again, I'm I'm going to stay very neutral on which pathway I think is the best cuz I really don't know. But but a strength to pathway two would be that
054if you have a split campus, you've got high school kids in both buildings. Meaning if if the elementary were here in Loyal, you would have high school kids also in this building, whether they're Greenwood High School kids or Loyal High School kids, that would have the opportunity to also go down and see the younger kids. And something that I think is really cool about some of our co-op sports is some of like my younger kids now know some of the Greenwood High School kids. So, they're like, "Oh, hey." You know, so I do think that again pathway to not saying what I'm for steady. I'm just saying that would provide that opportunity for those kids. Anyone else for public forum? If not, uh, next meeting date is the 20th of May, I believe. I think
055we said that last week already. >> And then, uh, we're going to keep the same time, 6:30 start time with a close session call. Everybody all right with that one? Um, as for topics, I think one of the things that uh I would like to start seeing is now financials associated with not only um the pathways that we've looked at, but also if we stayed independent, if if we don't come to a conclusion and were to if we were to go our separate ways and have to pass operational referendums by ourselves, those numbers should probably be available, right? to some extent >> they are right so I think we need to start getting >> they're online >> let's discuss them at the meeting >> we just keep the agenda the same then consolidation planning >>
056right and we just it covers everything consolidation so if if there's certain things If there's certain things that you want to talk about, just [clears throat] like we can bring the financials, but we have all we have all that at our disposal. So, we can just bring those out. Whether it's through the website or whatever, we can bring that stuff out and talk about it. On the financial side, it would also be if we would do equal dollars combined on how many cuts the schools would have to make for referendum dollars. So if you have a consolidated school district and we can cut say 2 million. So if you would cut a million off on projected what you guys been talking I was talking 1.2 to 1.3. If we could only pass a referendum of
057one, two, how many cuts would we have to make? And that be also included in our financials. You want to know how you want to know what the how much we would have to cut or what that equates to in positions if we're only able to as a consolidated district pass a 2 million or a 2.5 million or 3 million you want like layered like is that what you're looking for how that equates to position? No, we know we're going to cut roughly a million to two if we consolidate. So if we don't consolidate, if each district would have to cut say 3/4 million, what would your district look like? >> So if we consolidated and were not able to pass, if we did not consolidate and were not able to pass an operational referendum,
058what would each district have to cut >> for the same referendum dollars? If it was a consolid, if the public is paying the same amount of referendum dollars, if you don't consolidate, you cut the half, that million, you roughly have to be cutting on each school district. What how many positions would that entail as separate districts? >> I think we could give you an estimate, but it would really depend on which positions. >> Yeah. I mean, you know, dollar-wise on how many are, you know, just I mean, this is all estimates. I mean, this is just looking into what it could possibly be. >> Yeah, I think you know, we can come up with something that is in the ballpark. >> It a lot depends with benefits and things like that. So on average, you
059have to take a look at benefits, no benefits or your benefits are full health and all that is close to $30,000 right there. So that makes a difference. So that would be something we would have to take a look at. Really the easy way to look at it is we spend about 80% of our budget on staff wages and compensation. So if we have $2 million less, you have to just take 80% of that and that's going to tell you how many less positions there would be. So that's that's an easy way the easiest way to do that is just use the straight percentage. >> Yeah, that mean that's understandable, but it would be good to see the numbers. >> It would not be good to see those numbersformational [laughter] purpose only. Any other topics
060that you want on for next agenda, the next meeting? I believe consolidation planning would cover everything that we're doing, including our meeting with the tech schools on next Wednesday. Are we talking? >> Yeah, the deadline is passed for next year. So, >> Eliza asked if we were talking about track yet. That deadline pass May 1st. So, we'd have to wait another year. All right. No other agenda topics at this time. I would um entertain a motion to recess into close session. >> Second by Crystal. Yep. >> Yes. >> Gardner. >> Yeah.