USD 453 Leavenworth Board of Education Meeting: Monday, January 12, 2026

001We will now call to order the monthly board meeting of Levvenworth USD USD 453 um board of education. The date is January 12th, 2026. Time is 6 o'clock. Okay. Roll call. Miss Murphy >> here. >> Miss Wells >> here. >> Overbe here. Miss Price >> here. >> Mr. Darling >> here. >> Miss Wilson >> here. >> And Miss Brown >> here. So everybody's here. All right. Please stand for the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. [snorts] >> All right. Dr. Adams, would you please read the mission the uh district mission statement? >> Thank you, President Overby. Season's greetings to everyone. Welcome out and happy new year

002to the mission statement. The mission of Levore Public Schools is to prepare every student for success in every classroom every day. >> Moving on to item 1.4, scheduled patron input. >> All right. We are pleased you have joined us tonight to celebrate student and staff achievement, hear informationational presentations and reports and observe consideration of policy decisions and administrative recommendations specific to Levvenworth Unified School District. We set aside time at each regularly scheduled board meeting to hear from the public. Comments should address board policies or the procedures our administrators establish to carry out those policies as opposed to individual complaints to investigate and resolve. Please understand that while board members will listen to and carefully consider all your comments, board members will not immediately respond to questions either verbally or through gestures, for example, raising hands

003in response to questions. Nor will they engage in dialogue of answer and response during the patron input time this evening. This is not an appropriate time or place for patrons to make comments of a personal nature about any district employee or student by name. Persons making such comments will which violate the privacy rights of district employees or students will be asked to terminate their remarks. If speakers have concerns specific to an individual student or staff member, please make an appointment with the superintendent. Those concerns will be documented and shared with the board. Each patron is reminded they have three minutes to speak and will be given notice when 15 seconds remain. If a group is in attendance with the same interest, we ask that a spokesperson be appointed to deliver the group's message. As a

004unified board committed to desired outcomes for our school community, we ask that comments not be directed at individual board members, but addressed to the board as a whole. And thank you for taking time to address district business and policies with the board. This evening, we'll be hearing from Miss Sandy Smith. [laughter] Good evening. My name is Sandy Smith, 18-year resident of Levvenworth, retired high school par profofessional and avid tutor and now a proud volunteer in a first grade class at Anthony Elementary School. I am here tonight to express my concern about closing one of the elementary schools. I very much understand the financial aspect, but what I want you to focus on are the students. How will this change impact them? The class I volunteer in already has 18 students in it, ranging in abilities

005from not knowing their ABCs to more than ready for second grade. Of course, in between there are all different skill sets. The other first grade classes are the same. What is going to happen if you add more students to these classes? How many children are you willing to leave behind? Elementary school education is crucial as it as it lays the foundation for lifelong learning, personal development, and social skills, ultimately shaping a child's future success. The students from the more center of Levvenworth have already been impacted with a move already. Why would you make them move again? These are some of our more vulnerable children and they are having being shifted around like furniture. Maybe consider closing the early education center, moving kindergarten back into the elementary schools where they once again can learn the basics,

006and moving the board of education to the Lawson site. Let the adults move. In summary, elementary school education is essential for developing the skills and knowledge necessary for future academic success and personal growth. It fosters a love for learning, equips children with crucial life skills, and prepares them to be active, engaged citizens in their communities. Investing in quality elementary education is crucial for the well-being of individuals and society as a whole. This cannot happen with overcrowded classrooms. Leave the elementary schools accessible to the parents, not having to drive to the other side of the city. There's a sign in this room right over there that says that reads, "Our children depend on student first decisions. Please honor that pledge." Thank you. >> Thank you very much. Okay, moving on to the adoption of the agenda.

007>> I make a motion to adopt the agenda as it's been presented to us. >> Second. >> All those in favor? >> I. 70. Okay, [clears throat] >> now for the best part, student and staff recognitions. >> I would echo that sentiment. No offense anybody else on the agenda, but it is the best part of tonight. I've got a number of them here for you. The first of which is our staff recognition section. Miss Murphy will present here in the audience there in the second row. I think she had to be absent last month is none other than third grade teacher David Brewer, Xavia Kobza. So we are pleased tonight to recognize an outstanding educator whose excellence has been acknowledged at the statewide level. Xavia Kobza, a third grade teacher at David Brewer Elementary School,

008has been named a 2026 Kansas Horizon Award winner. This prestigious award recognizes exceptional early career teachers from across the state who demonstrate outstanding instructional practice [clears throat] and a deep commitment to their students. With only 32 total educators selected for this honor statewide each year, Xavia's energy, creativity, and dedication have a meaningful impact on her students and contribute positively to the entire school community. This recognition is a reflection of her hard work, passion for teaching, and the difference that she makes every day. Ladies and gentlemen, please help me in congratulating none other than Xavier Kosa on this remarkable [applause] achievement. [applause] [snorts] >> Congratulations. This certificate is proudly presented to Zooza in recognition of your selection as 2026 Kansas State Department of Education Horizon Award winner. Presented by Karen Overby and Kellen Adams. [applause] >>

009Congratulations, Miss Kza. >> Well done. >> [cough] [applause] >> All All right. This evening, we are also honored to recognize a staff member whose quick thinking and decisive action made a life-saving difference. While carrying out her regular duties, Taylor Cifford, computer technician at Henry Levorth Elementary, was approached by a student who was choking and unable to breathe. She immediately recognized the seriousness of the situation and responded without hesitation. She performed the Heimlick maneuver, successfully clearing the obstruction and ensuring the student could breathe again. Because of Taylor's calm response and her willingness to act in a critical moment, a student was protected from serious harm. Taylor's actions exemplify our commitment to student safety and care and reflect the very best of our school community. Ladies and gentlemen, please help me in recognizing Taylor Cifford. >> [applause]

010>> courage, professionalism, and dedication to the well-being of our students. [applause] >> So, this is a certificate of achievement for all the things Dr. Adams just said [snorts] to Taylor Cippard in recognition of your life-saving action, demonstrating courage, [snorts] professionalism, and dedication to the wellbeing of our students. Thank you so much. [applause] >> [laughter] [snorts] [applause] >> All right, shifting now to student recognition. This evening, we are proud to recognize a student whose achievements reflect determination, innovation, and the power of perseverance. Everett Rogers, a third grade student, was selected as one of only five students across the entire state of Kansas to receive the Kansas Infinitech Coalition Outstanding Technology Achievement Award. This honor recognizes students who effectively use assisted technology to build independence, achieve academic success, and participate fully in school and in life. Everett's

011commitment to learning and willingness to embrace tools that support his success are truly inspiring. His accomplish accomplishments, excuse me, remind us that when students are given the right supports and opportunities, there is no limit to what they can achieve. We are grateful to our partners from Infinitech for joining us this evening and to help celebrate Everett and to present him with this award. At this time, we would like to share a very short video highlighting Everett's story and this welldeserved recognition. >> Ever is an 8-year-old third grader from Levvenworth, USD4, 53, attending >> Henry Levvenworth Elementary in Levvenworth, Kansas. Ever is known for his bright smile, sense of humor, and most importantly, the excitement he brings to the classroom. Since the age of four, Ever has used augmentative and alternative communication, beginning with Prolquo to

012go and more recently transitioning to touch chat. These tools have given Ever a strong and confident voice, one that allows him to share his thoughts, engage in classroom lessons, and build meaningful relationships with his teachers and peers. Through his device, he communicates needs and preferences, responds to questions, and contributes to group discussions, showing that communication takes many forms, and every voice deserves to be heard. His teachers describe him as resilient, curious, and always eager to learn something new. Whether he's exploring his favorite topic, dinosaurs, or spending time outdoors playing in the snow, Everett's joy for discovery shines through. He loves using his tablet to watch videos, learn new things, and share his interests with others. Everett's story reminds us that technology is more than a tool. It's a bridge to connection, confidence, and inclusion. His

013progress is a testament to the power of believing in students potential and giving them the resources to communicate in ways that are meaningful to them. Everett's inspiring curiosity, motivating determination, and voice truly makes the world brighter. Congratulations, Everett, on being selected as a 2025 Kansas Infinitech Outstanding Student Technology Award recipient. Good evening. Thank you for letting us join and present Everett with this award. Everett, you get [laughter] some pretty outstanding things tonight. And it might become your new favorite. You get the Infinitech Bear. Ready? You also get um a trophy showing your accomplishments from Kansas Infinite. And then we also give our award winners a $50 gift card. Wow. >> I bet you have plans for it, Everett. What do you think? >> So, um, special thank you to Levvenworth. I think that the work

014that your staff has done, um, in support to in supporting Everett really embraces, um, that, uh, mission that you have in every success, in every classroom. So, thank you all. And I don't know, Everett, are you gonna take this or you gonna let mom carry it for you? [laughter] >> Okay. Um, I'd like to present the certificate of achievement. The certificate is proudly presented to Everett Rogers in recognition of being named a Kansas Infinitech Coalition Outstanding Technology Achievement Award winner, signed by Karen Overby, myself, board of education president, and Dr. Kellen F. [applause] Yeah. [clears throat] >> [laughter] [snorts and laughter] [applause] >> Sweet. All right, I fully acknowledge this one is not on the agenda, so I am hijacking that. I do apologize, but it would be remiss if I did not finalize this

015section with this. Before we end our staff and student recognitions this evening, I want to take a moment to acknowledge something being recognized across Kansas this month. It is board member appreciation month. I think it's important for us to pause and name the reality of what board service looks like in Kansas. Generally speaking, this is a volunteer position. It is unpaid and yet it requires an incredible investment of time, energy, and yes, emotional bandwidth. Our board members read hundreds of pages of materials. They attend meetings and work sessions. They respond to community questions. and they wrestle with decisions that are rarely easy and often complex all while balancing careers, families, and personal commitments. And they do not do this for recognition or compensation, but rather because they deeply believe in public education and in this

016community. I see firsthand the level of thought, of care, and integrity that this board brings to its work. You ask hard questions. You push us as a leadership team to get better. And even when the work is challenging, especially when the work is challenging, you remain focused on students, staff, and the long-term health of this district. So, on behalf of our students, our staff, and the entire administrative team, I want to say thank you for your time, for your courage, and for your willingness to serve. and thank you for doing this work with humility and a genuine commitment to the people that we all serve. We're grateful to each of you, not just during board member appreciation month, but every single day. Thank you. >> Thank you. [applause] >> Okay, now moving on to item

017three, executive session for non-elected personnel. >> Right, Madam President? I move we go into executive session to discuss non-elected personnel pursuant to the exception under the Kansas Open Meetings Act or coma in order to protect privacy interest of the individuals to be discussed and that we return to open session in this room at 6:28. The board will invite Dr. Adams, Amy Sloan, Amy Joe Troyer, and board attorney Robert Hangingula into the meeting. >> Second. >> All in favor? >> I 70. >> All right. 628. >> Madame President, I move that we accept the staffing report as presented. >> Second. >> All those in favor? >> I 661. >> That was >> I counted 52 or 52. Sorry. >> 52. I didn't vote. Yes. 52. Okay. >> Okay. I apologize. I got that Mrs. Price made

018the motion and Mrs. Wells seconded. >> Yes. >> And you said 52. Murphy and Brown. Is that correct? >> No. >> Murphy and Wilson. >> Wilson. Sorry. Thank you. >> Thank you. >> Okay. [clears throat] Moving on to the consent agenda. Do I have a motion to accept the consent agenda? >> So moved. >> Second. >> All those in favor? >> I >> 70. [laughter] Moving on to item six, our resolutions. >> [clears throat] >> Due to the new election cycle of board members, this item will be an annual housekeeping action um for each January meeting to move the election of officers and board meeting dates and times to the July reorganizational meeting. All right, Madame President, I move the adoption of the following resolution. Whereas KSA2 2019 supplemental 72-1133 requires boards of education to

019elect the board president and vice president at the first meeting on or after the second Monday in January of each year or at a later meeting date during the calendar year if so determined by the board at that first meeting. Whereas Unified School District number 453, Levvenworth County, Kansas, must act each year on or after the second Monday in January or at a later meeting date during the calendar year to establish when it will elect its president and vice president. Be it resolved that the board of education of Unified School District number 453, Levvenworth County, Kansas, will elect its schoolboard president and vice president at its first meeting of the board of education in July of 2026. >> Second. All those in favor I >> 70. >> Okay. Resolution. [snorts] >> All right. All right.

020Resolution to establish board's regular meeting dates. I apologize. I did not read the resolution number on the prior which was resolution 2526017. This is resolution 2526-018. Madam President, I move the adoption of the following resolution. Whereas KSA72-1138 requires boards of education at the first meeting on or after the second Monday in January or at a later date during the calendar year if so determined by the board at that first meeting to adopt a resolution to establish its regular board meeting dates, times, and location as well as the alternative date and time of any meeting if the regular meeting date falls on a Sunday or a holiday. Whereas the board of education must act act each year on or after the second Monday in January and before February 1st of each year or at a later

021date during the calendar year to establish its meeting dates, times, and location. Be it resolved pursuant to KSA 2019 supplemental 72-1138 that the board of education and unified school district number 453 Levvenworth County, Kansas at its meeting on January 12 of 2026 does hereby adopt this resolution to establish the day of the week, the week of the month, time, and location for regular board of education meetings and any alternative meeting dates to be held during the 2026 2027 school year at its 20 July 26 school board meeting. That's fun. [snorts] >> We have a second. >> Second by Miss Wells. All those in favor? >> I. >> 61. >> Okay. [clears throat] Moving on to item seven, board policy updates. Okay, this one is separate and away from the ones passed in the consent agenda.

022I just wanted to offer some clarity there. So, these are again a first read tonight. I want to stress we are always open for questions. We would slate these for February regular meeting. So, if you have questions, please don't hesitate to reach out anytime up until then. uh but both of them are specific to graduation requirements and specifically those were initiated I would say by KSD's changes which go into effect with the first class of 2028 correct okay so I will pause for any questions you have tonight but again I just want to stress these are first read any questions off the cuff tonight >> any discussion Okay, >> thank you. >> All right. Um, moving on to item eight, strategic plan highlight. [clears throat] >> Good evening. We're going to talk a little bit

023about capital outlay again. Since I was here last time, we've had a few new projects and I'm bringing a couple more projects to you tonight. So I apologize if this seems familiar to recently but so we're going to talk primarily in the section of finance and operations to maintain safe secure and welcoming facilities supporting positive student outcomes through fiscally sound decision making and efficient operations. So I'd like to do a quick reminder on the difference between the capital fund and the general fund. Capital fund is used for things like replacements of systems or equipment, purchase of new equipment, construction and improvement to sites, new furniture. Uh this is the first year that we've included it for some salaries specifically. This is the maintenance team only. It can only be staff that are working on physical

024building. Uh as opposed to general fund, u most of the salaries are paid for that. um administrative grounds and custodial have to come out of that. But that would be repairs and upkeep could be uniforms, recurring services and expenses. So for this year, the 2526 uh large capital projects um we have about $2.1 million uh planned out. [clears throat] I would say that our priorities document is kind of a living document. I'll come back to you repeatedly saying that it's always changing depending on the conditions of our systems and our buildings and also the strategic plans of the district. So, it's going to include things like rooftop units, roofing, concrete and asphalt repairs. Um, we've got some uninterrupted power supplies. So, that's like when the electricity goes out, those battery backups jump into place. Uh,

025security system updates. We've got a couple projects this year that we're um looking at. possibly an intermediate school parking lot expansion and a high school culinary classroom restoration. So, here's a list of those items. Um, we had middle school tuck pointing that was done early in [snorts] the year right at the beginning of the school year. That's been completed. Um, we recently got approval for eight RTUs to be replaced at the Anthony School District. That will happen this summer. We've got two projects that I'll be presenting right after this. One is a roofing improvement at David Brewer and another one is a roofing improvement at the middle school. Uh we would like to get those uh uninterrupted power supplies upgraded at the high school this year as well. And then the parking lot expansion and

026the high school culinary remodel. And I did update these numbers a little bit because our eight units were a little bit more than we had been originally planning. So it's 2.19. So this is a list of all of our current deferred maintenance projects essentially. Um we've kind of tried to group them in priority of the most at the top and the least important at the bottom. Not that they're all important and like I said, it's a living document. It's always changing depending on the plans of the district and the conditions. If we have a boiler go down all of the sudden, it rises to the top. If we have a problem with a roof, it rises to the top of the list. Um, I won't go through all of these, but I'll show you. There's

027boilers on there. There's hot water heaters. There's parking lot uh, you know, asphalt milling and uh, refinishing. There's um, restroom remodels. There's a number of different items in there. Um, there's furniture replacement. Some of these we can defer for several more years and some of them are going to be more urgent. Altogether they total just over $2 million. Estimate very clear those are estimates very rough estimates. So a lot of our most pressing issues are going to be in the area of HVAC needs or mechanical needs. We have over 70 different units that have been in service since 2010 and before. most of them 2009. Anthony was or Henry was built in 2010. So all of these are 15 years old or more and we're beginning to have quite a few maintenance expenses on these

028as they break down and have issues. Um we really are trying to be aggressive with a replacement strategy for those six to eight a year every year until we get them all um cycled out. Um, we also have boilers, chillers, air handlers, very complex systems, and there's quite a few of them that need to be replaced. At Anthony Elementary and David Brewer Elementary, many of the classrooms have kind of an interior wall AC units, and those will need to be retrofitted, too. They're getting old as well. So, over the next several years, we're going to have to come up with a plan to to [snorts] cycle those out or retrofit those with replacement. So for the chillers, air handler units, boilers, rooftop units, [snorts] we estimate it's greater than $5.5 million. For the interior wall

029units, we estimate that it's greater than a million. So collectively [snorts] over the next 5 to 8 years, maybe a little more, 6.5 million. Well, so [snorts] it's quite a bit, but that's not even considering roofs. So, we always need to consider our roofs. We had some rain this last week and we did have a number of small leaks, four or five of them in different places. So, um we use a 10-year roofing plan that we've been pretty good about. Every year we bring to you a roof or two that needs to be replaced. We've got a lot of sections of roof. We're going to cover a couple of those right after this. But um we estimate that over 10 years we've got more than $7 million worth of roof improvements that will need to

030be done. We also can't forget that we have other recent considerations that we've had. It's been brought up fencing around playgrounds. I would also stress that our playgrounds [snorts] are beginning to age. They will need to be replaced in the not too distant future. um JROTC and CTE building was looked at recently. We're always looking at security upgrades, possibly cameras in classrooms or any anything security related that keeps our staff and students safe. Um we are also looking at possibility of the intermediate school parking lot expansion and the high school culinary remodel. Jumping to next year, many of those items from the deferred list are my targets for next year already. Um, high school roofing. Um, we've got quite a few sections of high school roof that date back to the 80s. So, we've got

031quite a few areas that are going to need to be replaced in the next several years. We have a boiler at Lawson and a boiler at the middle school that will need to be replaced. We would like to replace six more RTUs. I feel like we need to be aggressive every year replacing a chunk of those to get to the 70 in a reasonable time frame. Um, we have deferred vehicle replacements for a couple years. I think we probably need to look at doing that next year or the year after at the latest. We've got concrete repairs that have been deferred for a year or two. I wouldn't want to defer that again for another year. So there are some sections where you'll see damaged cracking uh concrete. I think we need to address that.

032Um water [cough] at Henry and Anthony as well as I mentioned those interior wall units. We do need to look at those at David Brewer and Anthony. And there's enough of them that we won't do them all in one year. We'll do those over several years. And then uh one that I did add to the list that was not here recently was the high school track resurfacing. I think we need to look at that because it is two layers. It's got a base layer that's a solid black color and then it's got the the red surface coating. Um you can definitely see the black coming up through the red surface layer and if you wait too long you begin to damage the base layer and then you will have to tear the whole thing up

033and redo the whole thing where a surface repair is much cheaper. >> Just a question on that. When was it last resurfaced? I don't know the exact date. I can look it up and get it back to you, but it's been quite a few years. Yeah. >> All right. Thank you. >> Yeah, I'll get that for you. >> All right. So, this kind of just breaks it down into the different categories. So, we had about 2.1 of planned projects and then about 500,000 that were going to be used for salaries from the team. So, that's a total of 2.6 6 million for capital outlay from facilities. Uh we have about 2 million in um estimated deferred projects. And then essentially with all of these we do believe that the capital budget for facilities will need

034to go up um over the next several years somewhere between 2.8 to 4 million to be able to complete all these projects. Uh, another big one that I would get on your radar is Pioneer Stadium. The turf will need to be replaced within a few years. And definitely, I already mentioned the track. I think we probably have one more season left on the track before we start to damage the the base layer. And then the scoreboards are also aging and we're repeatedly needing to do repairs to keep them operational. Um, can't forget activity support for things like JROTC, CTE, work experience, band, theater. Um, this year we replaced the um, stage curtains at the high school. So, you know, we we do support all of those as well. Um, like I mentioned, we do prioritize

035this list. We rep prioritize it. Um, there's definitely adjustments and changes throughout the year. I would warn that long deferral cycles uh make it difficult to catch up. We're not asking for a bond or expecting a bond right now, but if over time we are struggling to get to that, you may have to consider a bond in the future. And definitely your strategic plans, especially over the next couple months, will impact our prioritized list. We will definitely change that according to those plans that are made. What questions do you have? >> Do you keep a building by building how much it costs and how much maintenance is required per building? Like do you do you do it for the district? Do you do it for the building? How do you keep track of that? >>

036It's a great question. Um, I would have to probably get with Beth to pull some of those numbers for you. Um, I don't currently keep it by building. Okay. Um, [clears throat] I know we have um expenses that are like utilities and things like that we track pretty well by building. Um, I would say that we can pull that for you. >> I think it would be helpful for us, especially in this planning phase, looking at possibly closing one of the elementaryaries to know how much each elementary currently cost us to run. Sure. >> And what projects are planned and needed with them, knowing all the different HVAC systems, the roof, playground, fencing, things like that. I would say the the good thing on the mechanical systems like HVAC is they're all the same age.

037We have had a lot of expenses on those and they've been fairly evenly distributed. We've had maintenance have to be done at most of the schools. So I would say Henry being [clears throat] the youngest has had the fewest amount of um HVAC concerns, but they have had some as well. >> Is it feasible for you to be able to get us that information by the work session? >> Yes. >> Thank you. I would like to expand that not just to elementary but all of our buildings [clears throat] that information. >> Yes. >> And um with the proposed uh roofing and AC units, is there a warranty or how do you work around not getting back into the same >> it it does have a warranty. Many of our roofs that are not past a

038certain age are are warrantied by Trimco. Um the ones that we are replacing completely are are well past to that warranty or um we're restoring one. So we don't have to tear the decking off. It's not a full um replacement. It's much cheaper because of that. It will bring it back up to warranty, but both of them are out of warranty. >> And one additional question, are you o are you personally overseeing the projects or is there a consultant or someone that you work with? Um we do work with Trimco as far as um helping to get bids from the contractors, but yes, we'll we'll be working with the contractors and Trimco ourselves. Yeah. >> Thank you. >> On our five to six leaks that you uh mentioned that we just had, are they most

039of them at the two buildings we're going to be doing the roof on? [laughter] >> Um no, it was it was spread around. We had some at the high school. Uh it was probably four or five and they were most of them were small. They were around flashing or around pipes, the kind of places you'd expect to see them pop up and um we have a local roofing contractor go up and make those repairs. >> Okay. >> Now, we had um all that water damage in one of our elementary schools. I believe it was Anthony. >> Mhm. um that cost a considerable amount of money even with insurance. Was any of that related to a roof or was it just the water main break or >> that was water mane break? Yeah. >> Okay. >>

040That was several years ago. Um but I remember hearing about that and kind [clears throat] of seeing the repercussions of that. Um yeah, that was all water mane. Okay. If there's no other questions, >> I do have one more question. Talking about the 500,000 um to pay maintenance, is that additional to what we're already paying maintenance? >> No, that's just it's just pulling from the capital fund versus the general fund, >> right? So, >> which they've um >> And where are they pulling every time we pay JF Denny? What funds that coming out of capital as well? >> Um I believe that's general funds. We're paying JF Denny to do maintenance work out of general versus capital outlay. >> Any anytime it would be them or design mechanical or any of the other contractors that

041we would have to call in. Yeah. That would come out of um operational funds. >> So it does kind of hurt not having trained people to do some of those things that we used to have them do >> at times. >> Thank you. >> There are two action items in front of you, both of which Mr. Varville alluded to. The first of which is David Brewer. That's item 82. The second of which is Richard Warren. That's item 83. Each is well over the $20,000. Hence why it is on this agenda. But we are kindly requesting action to move both projects forward. >> May I express a concern or a comment in regards to wanting to do the roof on David Brewer right now? >> Absolutely. If we're sitting here and have not even had a

042study session date on what schools we might even consider to close, why would we want to put that kind of investment in a roof when it could possibly wait knowing that we could actually be offloading that one school versus another one? Why wouldn't we wait till after our study session to where we could clearly vet this better rather than saying, "Okay, go spend the money and oh yeah, we decided to get rid of it anyway." I know if I were selling something, I wouldn't be investing 10,000 or 120,000 into offload it. I would say the reason for that is at this time, none of the recommendations are to fully get rid of the physical space. I also want to make it clear that just because the roof is on here from David Brewer, that is

043not somehow um indicative that the decision has been made or that the recommendation is already lying in weight. Uh, I do realize that may be perceived that way, but the reason >> Yeah, I've had a lot of phone calls came out. >> The reason this is on here is because it was next up in the rotation. So, I don't want folks reading any more into it than there is. It is simply this is next in the rotation. Uh, andor is the roof needing the most love right now. >> I will say that that section of roof was one of them that leaked this last week. [snorts] How many sections do we have at that building? Is it all one section or is it in parts [clears throat] like our high school? >> David B David

044Burr has a lot of sections. Okay. >> Um there's an image here. >> If you look at the image, you can see there's [cough and clears throat] about 12 sections at David Burr and they're multi levels. If you're up on top, you can see they're they're staggered. They've definitely added on over the years with remodels. It's over the cafeteria where the 2A is just south. >> Yeah. So, two is I believe three is right over the cafeteria and I think two is over the uh the kitchen. Yep. >> Yep. It is right over the kitchen and some of the classrooms. >> And you said that was leaking. >> It was last week. Yes. And in regards to the question [snorts] that Alisa just asked, um I had asked a similar question about that back in

045November when we approved the um the Anthony. So I mean we're still >> putting money into these buildings because we're still >> we will still own and use both buildings. We'll still need heating and air conditioning. We'll still need roofs that are intact. >> Students are still >> regardless of the decision that's made. What's that coating that uh Mr. Dict DKI used to um utilize on these buildings that used to stretch the life of them? >> Uh he might be talking about the one on the Warren Middle School, the AlphaG Guard bio that is a liquid polymer reinforced coating. It's a a white finish. >> Yep. And that's that one. And it's a restoration. And it's a similar coating already that can be replaced where the David Brewer one needs [snorts] a a full replacement.

046>> Okay. >> All the way down to the boards. Yeah. Tear out. >> Okay. Thank you. >> Okay. So, these are two separate actions. >> These are two separate actions. I'm also realizing that this is potentially confusing if you're thinking about we're hearing about a bunch of budget reductions and some really big decisions yet here is administration proposing almost a million dollars. That would probably be confusing to me as a lay person. So I think there is value in understanding these are paid for from the capital outlay fund. We cannot pay for teachers from the capital outlay fund as much as we would like to. Okay. we cannot pay for a majority of the expenses. So our budget related issue is very much an operational issue. It is not a capital infrastructure fund issue. So

047separate revenue streams have to be used for separate expenditures. >> And I I do understand that. But when you sit here and you have a list of million dollar and if we don't do this by this year, we don't do this by this year, we're all risking that capital outlay is not covering all that. So there will be a deficit in capital outlay eventually. >> I would agree with that statement. I do not see how your capital outlay will ever fully cover the needs of the district. [clears throat] That's the prioritized plan. Plus, if there's known issues with the buildings, the price someone's willing to pay for them is going to be reduced by, you know, X plus. >> I will also add that I have yet to see invoices uh or let's say quotes

048or bids, whatever, that are going down in the next fiscal year. So, I have reason to believe that the cost of square footage of roofing will only increase in the next fiscal year. >> Oh, absolutely. I'm fine with replacing it because I don't want one of our school buildings to go down anyways for elementary. So, >> is this is this the um only bid place we used or did we accept any bids from others? >> We we received four bids from >> three other organizations. >> Yeah, it's a slide there. American, Cornell, Delta, and Kerberg. Cornell didn't submit one for David Brewer, but they did submit one for Warren. Um, I believe there were six total that were invited. >> Okay. I know in past I've always appreciated being able to see the other bids,

049not just the one that was pulled up. >> Are they not on the slide? I think they are on the slide. >> Well, this is a teeny tiny screen and that's not much better. Thank you. [cough and clears throat] >> Or are you asking to see the physical bid that maybe typed up or handwritten? >> Sometimes they've done that where it's just listed this one. No bid, this one. This one. I mean, there's another little sheet right here. >> Is it these four companies that bid? >> Correct. These four companies submitted bid and we had an open bid opening here, public bid opening with them. >> Okay. Any [snorts] other questions or discussion? >> So, um I I would like to mention that collectively the the estimate was 725,000 for both projects. collectively together they

050were 152,789 less. We got favorable bids this time and by um purchasing the uh the materials a little earlier in the year also leaving uh the window with which they can perform it a little wider so they're not locked into just the summertime um helped us to get better >> better bids. >> Oh, that's good. Okay. Okay. I'd like to make a motion to approve the purchase of the Trimco materials from AA in the amount of 58,974 and the installation by American roofing in the amount of 247,773 for a total cost of 36,747. >> Second. >> All those in favor? >> I and [clears throat] >> the same >> the Richard Warren Middle School improvement >> question discussion >> same verse >> second verse same as the first >> yeah the the Warren Middle one,

051like I said, was a restoration versus a full replacement. So, it um came in quite a bit less than they had been estimating. Um its total was 265,463.71. >> I'd like to make a motion to approve the purchase that Mr. Barble just expanded. >> Yeah. The Trimco roof materials were >> 16297371 and the installation by Kerber Roofing for 1,00 I'm sorry 102,490 for a total cost of 26546371 >> second. >> Miss Wilson second. All in favor? >> I 70. >> Okay. >> One question for you, Mr. Arnold. Sure. Since we've now approved the bids, when do you anticipate [clears throat] um a construction? When do you anticipate construction? >> Um, I believe one of these wanted to go maybe as early as the spring. Okay. >> Um, I believe we allowed until October. >> So,

052some of it might happen after the start of the next fiscal year, but we'd encumber it right now. >> Okay. Thank you. >> As long as it doesn't interfere with um active school going on, they'll be able to complete it. >> We need to make sure it's not disruptive or blocking any kind of >> Yep. >> things. >> Yeah. You don't want roofing right over your classroom. >> So this bid this bid is sealed that it will be this price in October. [clears throat] My thing is should labor supplies go down, we just got a bid that is this right now. >> In theory, yes. They they generally go up over time. Um, if we waited a month or two from now, it would be likely that they would be in the rush for doing

053everything in the summer. Um, we would likely get it at higher, but it's we we don't know until we actually put it out and receive the bids. >> Okay. Thank you. >> Okay. >> Item nine. Thank you. uh board work sessions. >> All right, item nine is on here. I'm going to say after popular request from a couple of you. So, here's what I think I have heard that there would be value for all of you in having some form of a dedicated work session separate in a way from our regular meeting schedule. Have I read the room correctly? Okay. >> So, tonight is about coming to maybe grips with the logistics of that, trying to manage of course eight calendars, eight individual needs, family needs, all that fun stuff, right? Uh but maybe also

054establishing what your vision is for that so that we can appropriately shift the regular meetings to be more business focused and the work sessions to be truly within the spirit of what we're after, which is those deep dives. Does that make sense? >> For clarity, item Seven, sorry, six, keeps with the board meeting dates that were already established through June. Okay? So, you're still on the second Monday through June for your regular meetings. You could start work sessions as early as this year if you want, or this could be something that starts in the next fiscal year. We truly have that flexibility. [cough] >> Um, I'd like to start work sessions. >> No. right away. >> Okay. >> So, maybe the first question I would have for you is frequency. Right now, we see each

055other on the second Monday of each month, >> which is the the minimum by the state, right? How often would you like to see each other for the deep dive? >> I think as we need them, I don't think we should just have a work session to have a work session. There needs to be a purpose for that work session other than getting together and having conversations. It needs to be a directed conversation. I would agree with that. Um, but I think with all the things that are coming up, I would like to see it monthly. And I'm going to propose we go second second Monday and maybe fourth Monday or something like that until we hit July and then we can >> I know you expressed an interest of not having Monday meetings [clears

056throat] >> but yeah but here's the thing and I went and researched this because when I was running in 2017 to come in this seat in 2018 this board met on Wednesdays And I watched where it affected another board member and they were bullied off the board because their work would not change them to Mondays and was publicly humiliated in the papers. I know the eight years I've been on this board, I made the Monday's work purposely and to try and switch that to a different day now could put me in the same position of what I watch this board do to another board member and I wouldn't go down quietly on that. Well, I think we are on based on our resolutions, we are at least on Mondays through July. >> Yes. >> The

057second Monday. Well, not >> the second, excuse me, second Monday >> through July. >> And you knew when you were running that this board met on Mondays when even though it's scouts, >> it's also an item for discussion to change it to another day. >> And that's why I just opened it up. What I just know about the history of what this board did to another board member publicly in newspapers and restaurant conversations to get them to resign. >> But that's how Mrs. Wells got on her board seat initially. >> I think I'd like to clarify it's not this board but a prior board. >> It's this USD prior board. >> USD board. >> This board. >> Just want to clarify this. >> Well, there's one member and a former member that's back on that

058was there when all that happened. So there are two members here now. So that that's a little >> so >> but but again we could open that discussion because it is a new group of people but not until July. So I guess my question is is what >> regular board meeting >> right >> straight through June. [clears throat] That is accurate. >> Correct. >> For the regulars, >> but work sessions are >> could be anytime something else. >> Work sessions don't have to be I mean I just made a proposal that it's second Monday and then maybe fourth Monday, but it doesn't have to be a Monday. I mean, this is what the discussion is. So, >> yeah. >> So, like the the proposed one that [clears throat] we have before us now to do

059the the last week of the month is Monday during the afternoon or Tuesday during the morning. Um, I mean, I personally work a Monday through Friday job, so I would have to take off of work to be able to do this. So, I would ask that it doesn't happen super frequently during the daytime. Just I don't know how many others of us work during Monday through Friday 8. Well, 7 to 7. >> Well, let's pull. How many of us have a paying job that pays us to work Monday through Friday? So right there we work. How many of us still take kids to school and can't get here before the school bus drop off? There's two of us. Three of us. >> Well, not school, but I mean, >> you know what I'm saying? There

060there's obligations with parenting and taking care of too. So that's when we get times of 3 to 5. >> School doesn't even let out till 3:35. By the time you get out of the chaos of the pickup, you're not going to get here before 4:00. if you're lucky. Um, same thing with uh come in here at 8. Doors don't open till 7:55. You're lucky if you get here without a speeding ticket by 8:30. So, I I also ask and I had submitted it in an email that you know that we we put it forward that we think conscientiously about that as well. Then it's trying to rush home, get them down, get next person to take over them to come back in here. But if we had one work session a month, because there's going

061to be an issue with [snorts] eight people always, could we arrange our calendars, our schedules, our obligations to do it one time a month? >> I was almost thinking by monthly, but I can make it work monthly. I'm just saying it's almost impossible with anybody that is taking care of whether it is um dependent, we'll just say dependence, um to get them to school or pick them up from school to meet these timelines of three or eight. >> So shifting the times would be >> so we can >> shifting the times is ample. I can always ask for a [clears throat] couple hours and then pick those hours up on a Saturday or something. That's not what I'm saying. It's almost impossible to get here. And I I'm I proud I've been proud of myself

062eight years and never missed a meeting. Not late to a meeting, not missed a meeting in eight years and one month. I don't want that messed up either. I've taken it very seriously. >> Okay. So, what I'm hearing is [snorts] >> Shift the time. Yeah. Shift the time. And um and could we do it once a month? I mean, I would go for once a month because I think we've got a lot of things coming up that are going to require deep dives is my thought is my thinking. >> And pardon me. Um we're strictly talking about the [clears throat] um >> study work sessions. Now we we've shifted off of changing the meeting. Yes. Um and just in the interest of building our pioneer culture, our strong board and transparency and just really uh

063parent engagement, I think, you know, showing that we can work together and agree. I do want to make sure everyone's voice is heard on that and um you know, I I certainly understand time constraints and working, but I am I do want to be flexible as well and I'm willing to work with whatever we decide. >> Well, and and speaking of parent engagement, how many parents work They could never come to a study session to listen. So now they got to relay on an audio recording, not even a YouTube to watch later, an audio recording. They can't participate as being present. And we keep asking, inviting the community to come in here and sit in this room and then they work nineto-ive jobs or 8 to four jobs or whatever it is depending on where

064they go to work. And we talk about having these study sessions when they're at work or they're taking care of their small children. At least the evening hours allows some additional parental >> saying you would like to shift it to evening. >> I'm just saying if you're really wanting the community engagement involved with it, it's not going to be from 8 to 10 >> because the parents are going to be with small children. The parents are going to be at work. you have a better chance when we're doing things in the evening to have more in community engagement. >> I'm just thinking the I mean I hear what you're saying. Um but I'm thinking about staff also. And I mean I I'll make it work. I'll make it work. I mean I'll I'll rearrange and

065make it work. Um whatever we want to do. My I I just feel like it should be once a month, one one day, one work session a month. >> I agree. >> That's Do we agree on that at least? >> Yeah. >> so then our first one, if these times are not good, I know we've had responses from um two or three board members. So, >> yep. We uh maybe we finish this first. So, I'm hearing monthly frequency. What time of day is good [clears throat] and what day of the week is good is the next two questions I have. >> Correct. I think I'm still good with Mondays because I think that's our habit [clears throat] for now. But I think the times and I've mentioned this before is that those who work, I

066don't think mornings are going to be great. I don't think early afternoons are because school and and work. So, the earliest maybe is 4. I don't know. 4:30 did this from like instead of 3:00 to 5:00 4 to 6 >> 4 to 6 >> on the on the [snorts] 26th be easier for folks to work with >> the fourth Monday I won't be able to come to the fourth Monday >> I have other obligations on the fourth Mondays of every month >> it doesn't have to be a Monday but I do >> during the day and the evening yeah the evening time is [clears throat] good >> either 4 to 6 or 5 to 7 would be good. >> Does anyone oppose the four to six time frame? >> I would like five to seven

067just because Tuesdays and Wednesdays I watch grandkids down in Shaune between roughly 12 and 4. >> Okay. >> Get back up here. It's five. >> Okay. >> So, what if we did Monday, January 26 from 5 to 7? 5 to seven. >> What does that do potentially for folks? >> For who? Sorry. >> Staff. >> Um, it's just going to require them to be away from their families another evening. And I'm sure there will be arrangements that they'll need to make with their spouse. And otherwise, we can make the 26 work. This is more about what kind of cadence do we want to get into long term if we're going to do this. What we've been doing, correct me if I'm wrong, is we've just been kind of scheduling work sessions as needed. >> Yes.

068>> And my whole objective here is to create some type of predictability. >> Does that make sense? >> Yes. Yes. [clears throat] >> To your point, if there's nothing to discuss, you just don't have the meeting. Does that make sense? >> Right. >> And I'm okay with that. But at least you create placeholders so that people can make personal and professional. So >> the 26y [clears throat] old need to talk about >> something. >> Yeah, I am not struggling to find content for you right now. So I want to be very clear about that. The that is not an issue. [laughter] >> That's why I feel pretty strongly about like going once a month at least for >> Okay. >> Uh [snorts] at least for now. >> Okay. So what I still haven't heard is

069that day of the week that's maybe um across the board unanimous. Since you have commitments on on Monday night on the both Mondays once you hear obviously Tuesday an option [snorts] >> um Tuesdays could be doable but what he said >> 5 to 7 on Tuesday is fine >> so what if we did calendar >> 5 to 7 on Tuesday for Tuesday >> is that because that's about midway >> good good okay there'll just be there will need to be an acknowledgement I try to attend as many student activities as I That would be one night of student activities I will likely either be late to or not or be absent from. >> Understood. >> Okay. So, Tuesdays, >> if it's just one time a month, >> one time a month. >> So, >> okay.

070So, for clarity, we need to set and Beth needs to take care of some peruncter items for the work session. This the next one. So, now that we kind of have this, this will help us publish, if you will. Okay, but let's circle back to January 26th. Is everybody good with the 26th specifically? >> For this first one? >> Yep. For this is for the first one. >> That's going to be a problem for Jessica. >> Tuesday. >> It'll be the Tuesday because she can't. >> Okay. So, we're going to start with the 27th. >> Yeah, we start with the 27th. That is the fourth Tuesday, right? >> Yes. >> I don't know. Sorry. >> That's the fourth Tuesday. And then you just keep that cadence. [clears throat] >> 5 to 7 on Tuesday. Does

071that work for your calendar, Lisa? I don't have it in front of me, but [snorts] >> I'll get it figured out. Any more questions, discussions? Okay. Well, I'll make a motion to um establish our work session on the fourth Tuesday of each month from 5 to 7. And I get a second. Second. Second. Second. All in favor? >> I. >> 70. Okay. All right. Okay. Moving on to item number 10. Superintendent report. >> Can we have a bio break before Kellen starts? >> Oh, how about a bio break? [snorts] Uh, you want to make a motion or >> I can I'd like to make a motion for a fiveminute bio break to come back into [clears throat] this room at 7:26. >> Second. >> All those in favor? >> I >> Okay, I'll return to

072regular session >> with the superintendent report. >> Okay, thank you. First, I want to acknowledge what we're about to discuss and arguably continue discussing is a heavy topic. Uh, Mr. Darling and Miss Brown, you could not have probably come in at a more difficult time for some major decisions, but I have no doubt you'll be ready to make [cough] decisions when the time comes. By no surprise uh this really in my opinion not just affects our middle focus area but I would argue it affects all five >> right >> these decisions will transcend into the classroom without hesitation staffing and personnel they will have impacts on our families and without a doubt our student engagement. All right. So, I think first maybe some contextual background that is warranting here is how exactly did we get

073here and I would argue it is convergence of a number of different factors. The first of which is clearly our enrollment loss. As a reminder, Kansas schools are primarily funded by the number of students enrolled in your district. We are an enrollmentbased finance formula. [snorts] We like many households in this city, county, and state have had the inflationary impacts to our household budgets. [snorts] And then finally, I will tell you that within the school school finance formula, there is actually very few u or very little flexibility that you have with regard to those revenue streams. So unlike the county, city or some of our other municipalities, we have very strict statutory caps on our taxing. And like I said earlier, the majority of our dollars are directly tied to the number of kids sitting in

074seats. You've seen this before, but I think it bears repeating. It was five fiscal years ago that the system had just under 3,700. We turned in 3,300 and change. So you will see we have lost an entire 3A district in five school years. I will stress we are not the only school district going through enrollment decline. The state itself is down about 50,000 students since 2019. We were approaching 500,000 and this year we're just under 450. So certainly not a trend that is specific to Levvenworth. With that said, I do think that the Levvenworth enrollment drop has been greater than several of the other districts. So, while they may be seeing singledigit decline, we have unfortunately seen that double-digit decline. I'm going to come back to this in further detail, but this gives you the

075actual impact. Think about this with regard to what I just said where you have the impacts from inflation. you are looking at both a general fund as well as a supplemental general fund that in the next fiscal year will allow you to expense less than you did this year for most households and most businesses that does not work very well. I would argue it is the same here. Your expenditures are capped statutoily. So you'll see there 30 million and change becomes 298. There is a true drop in the cap to your spending. some of our key constraints that I think are really important to keep in the back of our mind as we approach the next weeks and months. Okay. [snorts] A significant portion of your budget every single year is tied to one single

076category, people. The majority of dollars you spend are tied to people. The majority of your dollars are contracted by either May or in some cases earlier through continuing contract law and otherwise. The second caveat I would say that's important is if you cut something last year in as much that you didn't bring it back, you cannot realize that savings again. So if we frosted a position and we never unfrosted it, there is no savings to be had in the next fiscal year. [snorts] I do believe you're now to the point where decisions you're going to make are going to transcend well beyond just the next fiscal year. We've been doing this, when I say doing this, this budget reduction process now for a couple of fiscal years, but last year, as you recall, the decisions

077did not have, in my humble opinion, the weight and the depth that they do now. You're now to the point where decisions will transcend probably into arguably a decade or longer, [cough] depending on how deep we go. I do think our three goals that are worth repeating are very important here and that is to not only be remain fiscally responsible but also focus on program stability and finally in my opinion the number one the student experience. All right, so let's look at what we did last year. Hearken back here for a second. I know several of you were in the room but it bears repeating. There is what you did at the end of the year and ended up being right at a $4 million gap that had to be closed. If you recall early

078in conversations, I think we were using a $5 million number. Again, that had some blue sky built into it because, of course, you're projecting what those expenses will be. We were able to finalize those. Thankfully, we were able to get that down to 4 million. But for context, there is now six and a half less administrators, 25 less teachers, and 10 less classified staff on the payroll. I highlight those three because they are arguably the biggest amount of savings, but you'll see that [cough] last year. I'm happy to say no pink slips ever occurred and we still were able to give staff raises. To my earlier point, what you cannot do is cut something or count the money twice. Okay, so to hearken back to last year, many of our decisions were very much personnel

079and I would argue efficiency based. We were able to absorb positions, transfer certain individuals, etc. without having classroom sizes of 40. [snorts] However, I would argue that the majority of those were deferred. They were not entirely eliminated. Right? So, we do this frost versus fully absorbed. The idea always being, hey, we can frost a position. You can always bring it back. You're now moving into arguably a period where those decisions will become more permanent. And then the bigger thing for me is to look at this conversation. I think in my opinion looks a little different than it did at this time last year. That's again Kellen's opinion. All right. So where are we at today? In round numbers, we need about $3.3 million. So a little less than last year. You might be asking why.

080The student loss is less. Okay. There are two primary numbers that go into that. The first of which is the actual loss of revenue that I alluded to earlier. Less bids equals [laughter] less dollars. And the second of which is the proposed or expected I should probably say impacts that revenue or impacts that inflation will have on expenses. So i.e. the regular cost of doing business. You will see there there is a little bit of new revenue on the table that is again in alignment with the final year of the school finance formula. The base estimate is already out. We are looking at our final year for that automatic base which again is tied to a three-year index set by the state. And then what's been happening so far in the background so to speak

081there is another five administrative positions that we have chosen to absorb. If I'm counting correctly, that is now 11 administrative positions that have not been filled in the last two fiscal years. Seven more teachers and two more classified staff. I do apologize, but I'm going to leave out names andor positions for purposes of confidentiality. >> Kellen, on the impact aid dollars, how do we receive that? How is that calculated? >> Sure. So, impact aid is on a per student basis based upon students that one qualify and two complete the paperwork requirements. Beth, I'm looking for you to confirm. Is that a February deadline? Is that accurate? >> That's correct. >> Okay. So, we are in that season, so to speak, where those potential revenues are out there. >> Thank you. >> Round number is about

082400 students in the district last year were military impact aid eligible. >> Is it only military? Is it all federal? >> Sorry. Yeah, I guess that's probably the better terminal >> because I know we have lots of folks that aren't adjustable [clears throat] here. >> So, if if we're going to go ahead and have this little conversation in on this impact. Um, you're discovering that you may have had about 400, but there could have been more, but not everybody filled out the paperwork. >> Yeah, Beth, I'm looking for you to confirm. I don't know what our fill rate or completion rate was. >> I will have to get that. they had to ask him and we've had this discussion on and off over the years, but it was just within the last year that we

083found out it was all federal employees and it's on-site foresight. There's so much more that could have been there. Um, as a district or as a board, are we going to come up with a plan to give them that with them? What's in it for me so that they will pursue filling that out? >> I'm not familiar with that. So, you send that letter home or you email them and bless you, you email them and say, "Fill this out or it never pops back out of the backpack or whatever it is." Are you going to provide or have the board come up with a plan, some sort of incentive to drive them? That's with them. What's in it for me? An incentive to turn that in. >> I'm not sure we can legally do that.

084So, I would want to check on that part first. >> Right. I mean, nobody's saying everybody's going to get $50 if you turn it in, but I'm just, you know, type thing >> does for the district and you fill out the paper. >> If you fill out the paperwork, you know, there's a coffee party or if you fill out if your classroom fills out the paperwork and we get 100% in the classroom, there's a pizza party for the classrooms or >> Except it wouldn't be 100% though >> because it doesn't apply to >> 100% of the participation of the parents that are supposed to be doing it. >> But we don't know that. Well, the teachers probably know a whole lot more than a lot of other people know >> possibly. >> To explore ways

085that we can lean, >> and that's what I'm asking. So, we can lean in. If you got 20% [cough] more, >> if you got 500 instead of 400, what would that do to your budget? >> Sure. There is arguably unrealized revenue out there with students that did not fill it out. >> Okay. Thank you. And I can understand why Miss Murphy's pressing the issue because if you're asking for dollars and you have dollars available in our community um just from someone filling out a form, why not reach out? Why not follow up? So I I think it's a valid question. >> Noted. Thank you. >> Thank you. >> All right. So where we're at today is the gap if you did nothing [snorts] else is 1.5 million change. Okay. All right. So, what I think

086is key takeaways at least from my seat as your chief administrator is even after accounting for our known adjustments, even if we realize and maximize that impact aid, you will still not have fully closed the gap. Okay? I do believe, for what it is worth, you're going to continue to have people separate from the district. data leads me to believe retirements and resignations are far from being done. Here is the caveat though that I will offer. It is not going to be possible to frost slashf freeze every single position. Okay, [cough] I'll just use the high school math department as an example for the purposes of this illustration. This is not to indicate who has left or otherwise, but there is a certain number of teachers that that department must have in order to satisfy

087the section requirements needed at LHS. Does that make sense? So whether that's six or seven, I would let high school administration determine that. But if we had every single high school math teacher resign, we would not frost every single high high school teacher math position. Does that make sense? >> Okay. To the point earlier, I think you're approaching this issue where you're going to be faced now with more and more permanent decisions and less and less of those that are arguably reversible andor those that could be repealed the next year. Again, I go back to just because you frost a position this year does not mean you cannot unfrost it next year. Right? Building closures like what are on the table are much more permanent in nature. And then again, just a reminder, I think

088this is for everybody in the room, but specifically for me, we've got to be not only strategic, transparent, but also aligned with a long-term vitality type of mindset. All right. So, nothing new is under the sun here tonight. I want to make that very clear. But tonight maybe offers some clarity where it hasn't existed yet as things have be begun to demystify for us. Okay. So, you heard these options last time. I'm going to hearken back to these for a section. Option one, we're going to call for all simplicity purposes the closure of an elementary building. Okay. Option two is to repurpose intermediate center. Option three was the closure or repurposing of Lawson Elementary and option four was the alternative school. I'm going to dive more in tonight with options one and two. Again, just

089going back to December, our administrative team has eliminated option three from the table. So, we have not moved that forward. To be very clear, we have not put one more hour of research or otherwise into that option. We are very much recommending that you leave that current configuration alone. Here's what I want to tell you about option four. It is still on the table. However, the caveat is with option four is it does not become plausible and possible until options one andor two are fully executed. Okay, there is a physical space component that is largely the limitation until option four uh is able to be executed. My recommendation is for option four to sit in a parking lot so to speak, right? And then if and when option one or two are considered to be

090final then we can move forward with option four. Make sense? >> I have a question. >> Oh >> just on capacity. I mean this might be crazy but could you do both option one and two? >> You can. I mean, do we have enough space to do that? So that you could you could maybe fifth moves down, sixth moves up, you still close a building, consolidate >> options, >> have room for your alternative. >> Options one and two can be seen in singularity, [clears throat] but they can also be seen as the ability to combine. All right, some other options that are maybe I'm going to say less of an impact to our community, but I want to recognize these would absolutely have an impact. I also think it is important that we discuss these

091now and that these are not revealed until after February 9th. Okay, option five represents a hiring freeze and we begin to really truly absorb a number of our open positions. You will see there our estimate here. And I want to stress that as an estimate is about just over a million dollars. Option six, you would move operationally our BOE and our child nutrition into one of the existing buildings as there is space right now. And this is just a reminder. These footprints represent a savings operationally from utilities, insurance, etc. If and when you sell the building that is one-time revenue it is the monthly expenses that we are after that uh is the true operational operational savings. The third is to restructure the intermediate by itself and I'm going to dive into that one more

092but we wanted to separate just by moving just those fifth graders. Okay. And we're going to get again to option two a little further. Then option eight, it becomes pretty drastic and I would argue it is at the end by design and it is salary freezes across the board. So no increases to wages. You will notice that there's not an option nine on the table. You might be asking what is option nine and that would be to actively enter into the reduction and force process. It is not my recommendation to place that as an option at this time. >> What does that mean? >> Good question. >> A reduction in force would effectively follow the negotiated agreement for purposes of our certified staff. Okay? >> Meaning you would have not only less teachers in classrooms

093next year, but you would be following a process that is spelled out that is not entirely tied to who necessarily resigns, performance or otherwise. Right? It would, I would tell you, be a large cultural killer in an already culturally challenged district. >> I have a question on um moving the intermediate on the I know on the fifth graders, we've already discussed like we do have room in the elementaryaries to move fifth grade and their teachers and their students. Would sixth grade also have the same um adjustment at Richard Warren Middle School? Do we have enough empty rooms for that. >> Yep. You have enough room to move sixth grade to the 7A campus. I do not [clears throat] believe you have enough room to move fifth and sixth grade to that 7A campus. >> Right.

094Which Okay, that was separate. >> I think fifth grade would do better in the elementary school anyway. >> Absolutely. >> I just want to clarify. >> My baby's going to fifth grade. >> I want to clarify. I think we have room for the 200 kids. >> I do not think we have room for 400. >> Absolutely. And then my second part of that question is um would we be able to move the board of education and the child nutrition over to the intermediate with an upstairs and a downstairs? Do you guys think that would be like doable? >> Could you? >> Yes. Should you is probably the question that I have and we're going to get to that here in a little bit. But Kellen's opinion that building was sold during the latest bond issue

095>> 2018 for my historians in the room. Correct me if I'm wrong here and it was sold under the opices of you didn't have enough room at Richard Warren and you needed a separate campus and you need a room for students. Right. >> Right. >> But now we went down in students. So there's a difference. >> I just I'm not sure I'm ready to make a recommendation that adults are the first ones to occupy that space. [snorts] >> Well, the other thing concerns me that Levvenworth has attracted a star bond. They're trying to track star bun bonds to bring the Kansas City Chiefs down the road from us. There's the hopes that people will locate to the area. No sooner and we say sell another building like we've already gotten, you know, Netti on the

096burner to be gone, now sell another uh building to have five years from now to have the population shift again. And it's going to be, oh, we need a $50 million bond. We need to build another school. That worries me. >> Sure. >> Especially when the other bond's not been paid for. >> Other questions here. >> Okay. All right. So, let's dive in tonight. This is ahead of January 27th where I'm confident we'll get into even more robust conversation, but maybe providing some clarity on options one and two. Okay. Option one is either slated as one A related to Anthony or one B related to Brewer. I spent all Christmas break coming up with those pairings. Okay. 1 A would effectively include the closure of Anthony Elementary. The caveat here is that Anthony is small

097enough currently you could take all students from Anthony and place them into the Henry campus. Conversely, you could draw officially a line somewhere in the city. I believe it's probably a north south split based upon what that area looks like. Students that are north of the line go to David Brewer. students that are south of the line go to Henry as an example. The idea there being to split [snorts] the students more evenly. The first part of the recommendation I want to make clear is possible. I'm not sure it's what's in the best interest of students and maybe some of the other decisions we had to make, but for purposes of transparency, it is plausible and possible. On the estimate financial part, is that including what we're thinking our transportation for those students would be

098or is that not? >> Yep. And what I have for you, not tonight, is a transportation specific analysis coming. I just don't have it for you. But there's two things to realize. One is you would have more bus routes. So, we are going to have an increased cost. you will actually reap more state aid because you will now have more students qualify for transportation that don't currently qualify. >> Okay. And we were waiting for more buses from the district of um the apartment complex that are down there. What I know they've reached out like several people for high school. >> I'm not sure on elementary, but what does that look like? >> Sure. [cough] I would say based upon your current policy where you just bus above 2.5, you have a number of students that

099would now automatically qualify. >> Right? Now what we have is these students that live in that belt of about two to 2.49, right? And unfortunately until we decide in the district we're going to bust them, they are left with a really long walk but yet don't qualify by our current practice. >> Does that make sense, Miss Wilson? So there are additional things that I would like prepared for us to be able to discuss. Do you want those now to come to us or do you want them in an email like >> Sure. I actually have a slide at the end. Okay. >> Yep. So maybe hold that thought in the parking lot [snorts] if you don't mind. >> But then I also want to see who's going to be willing to take notes for me.

100Kathy has been nominated. All right. Okay. >> So we welcome. Thank you. 1B is essentially the same exact concept. The caveat here is that Brewer's student population is too large, so it must be split. Again, just in Kellen's mind, I think you probably have an east west, but to be very clear, you can draw that line, that area, however you want it to. Again, the idea would be half the students theoretically would land at one site, half the students would land at the other. We are looking to balance the student load for a couple of different reasons as you can probably imagine. Okay, savings is estimated right at or near the same. I want to make a caveat here with the savings. These are not looking at specific people right now. What they are looking

101at is averages across classifications. So we have an average for a classified position. We have an average for a teacher salary. So I just wanted to offer that very important misnomer there. >> Okay, >> real quick question. So we do that. We say we have room to do this and move the students into one elementary school or the other. Let's say our classroom size is 18 right now. What is that going to make the classroom sizes then? >> Sure. You all set those classroom sizes. >> So it would be really important for us in my opinion to maybe move up that decision point and we decide what is that absolute non-negotiable. At the end of the day you all set those classrooms. I think we did in April or May last year. Don't quote me

102on that. Uh but those were what impacted. We added for example a section at at Anthony Elementary this year because it had reached that threshold. >> Right. >> So, >> and I know smaller class sizes are more easily managed especially when we do maybe have um some chaotic issues in the classroom. >> Fully agree. >> Several behaviors. Yes. >> Yes. And then I'm hearing a lot more too that kids that may not have ever suffered any trauma now are suffering trauma because of the traumatic chaos happening in the classrooms. >> Absolutely. >> So that's you start packing more kids in, you're going to start seeing more of that unless we buckle down on some um real consequences. >> I've used this example a couple of times, so I'll use it here because it relates to

103this. If we right now have two buildings and they both have 70 students, let's say it's third grade, how many sections would you expect us to have? >> 70. >> You mean classrooms or sections? Classrooms. Okay. >> I heard three or four. Yep. >> Yep. >> You're correct. Probably at third grade going to be at three. It might be at four. Right. If it's at three, that's 23 kids per class according to my quick math. Right? If it's at four, now we're in the neighborhood of 18 if I'm not mistaken. Right? >> There's a difference in that without a doubt. Five kids, right? >> What if you took those two, 70 and 70, and you combined them together and now they're 140. The math becomes a little cleaner. Now I can have seven sections and

104I can have 20 kids per section. You with me? >> I just went from four and four. or if it was three and three was these kind of unpalatable numbers. What's happening is you're not realizing those full economies of scale as you begin to have these multiple campuses. So that is where some of those reductions can happen. Right. >> What I'd like to see is is some of the science. What is your largest third grade class >> right now? Today. >> Yeah. Today in any one of the schools, what is your largest third grade class? >> Sure. I don't have it in front of me right now, but we could get it for you. >> Guestimate. >> My guess would be 23. >> 23. What I would like to see >> is what the behavioral

105issues are and the manageability of the classroom in third grade between the third grade that has 18 kids and the third grade that has 23. >> Sure. >> I would like to see the scientific dynamics of what's happening, how often it's happening, and how it is affecting the other children within that class. Okay. >> Thank you. All right, option two, which is again the other one I would say we have actively put the most time into, is to repurpose the intermediate. Again, a 2A, 2B moniker here. 2A is to shift our fifth grade students, i.e. repatriate them back to their home elementaryaries. This one to me arguably represents the number one anecdotally requested issue by our parents. Tell me if you disagree. >> Absolutely not. >> Okay. >> Could you take that fifth grade and

106put them back into two buildings? >> Yeah. You can take them to their current three or you can take them to their current two. And this is where I remind you. So, we've had some friends that have said, "Hey, I don't understand how we're going to get all these kids into Henry or Anthony or wherever. We're using every single inch of that school already." Right? For context, before the 2018 bond issue, those were prek5 centers. >> Yeah. With more students. >> What's that? >> With [snorts] >> with more students per class, right? So, and those footprints have not changed. What may need to change is how some of those spaces are currently occupied. Does that make sense? >> Yes. 6B then looks at the idea of shifting the sixth grade students again to the war

107on campus. [snorts] I recognize this one probably has less of a savings, but it's couched with when you pair it with 2A is where the savings comes in. So when I look at 2 A and 2B, it is hard for me to see whether or not the juice is worth the proverbial squeeze when they are just done in isolation. It is when they are paired together that you're approaching 800,000. [clears throat] An important caveat down here at the bottom. Um I think that when we do options 2 A and do 2B if if and when we execute those that that building has an immediate plan for usage. I do not think it is politically sound to leave that newest building unused or largely unused. And to your point, Mrs. Wilson, it would be my recommendation

108that kids are in there before adults, >> but we do have kids in the other half that we just remodeled, right? They still [clears throat] remain. >> Yep. >> Yes. They would still remain there. >> Correct. Currently, no plans to to move the third out of your program. >> And I think that's a great use because they still have the playground equipment because they have all age groups there. So, the playground equipment still is suitable for them. We've already adjusted the school building. So, being that we've went in and done a tour, me as a parent feel like that's a great use still and we would still be able to get rid of two buildings that don't affect our children as much if we were able to take fifth grade back and sixth grade up.

109And um I know that's one of the options, but then also if you wouldn't want to do that, I know there's a lot of parents that are concerned about the intermediate anyway. So I don't think, and this is just my opinion, I don't think they would care that much if that one was gone. On that note, um I've had several complaints from people that I know on [snorts] all kinds of levels from students and bullying and just the teaching environment, all the things. So, we've had a parent come up here [snorts] about the teaching environment in that school. Um so, if we didn't do that, we still have the Netty Harden building. So, what would it look like for the two buildings to move over there? or we would I know >> where sorry >>

110the um board of education and the child nutrition and I know we've talked about the maintenance building too but I don't know that that one would be >> feasible financially with all of our equipment storage that we have. >> I would agree that will probably be the toughest central service site to to move. >> Right. >> Okay. So what I'm hearing from you is move the adults [clears throat] maybe before we move the kids. I mean, still take fifth grade back. Okay. >> If you want to keep sixth grade upstairs, keep them upstairs. But >> Well, isn't that where you also talked about putting the alternative school? >> Yes. >> So, you said that we have capacity if we only had the two buildings to bring fifth grade back, sixth grade up. >> That is

111accurate. >> That leaves an empty elementary school. >> That is accurate. >> That you could put the board office, child nutrition facilities, um technology, all centrally located in that place. technology >> and then >> yes technology >> heavy >> I mean I'm just throwing that out there but you have the capacity you have this space like you could use the ele the empty elementary school for all of that plus if we if you've now emptied out one side of that the intermediate school >> you've got the 18 to 21 program still there >> correct But then you've got space for your alternative. >> That is accurate. >> But that don't save money either if we do the alternative school, >> right? That was going to cost us more. >> Yeah. I I want to make

112clear if we move forward with the alternative center, I am going to approach it from it is a costneutral or budgetneutral decision. meaning current positions FTEES at each building would be essentially repurposed. I'm not worried about who the people are, right? >> But Anthony, for example, would have one to two less FTE and those FTE would now be dedicated towards the intermediate or wherever the location is. I think part of the problem with the alternative school is we don't have any kind of baseline on what is going to qualify a child to be in an alternative school. What the timeline the child would be in the alternative school whether it's half a year, a full year. And if we're suddenly dedicating something for 20 kids within our district, how coste effective is that? And that's

113where we I [clears throat] mentioned in the previous board meeting, was it a consideration of where you were open up slots for other people's behavioral problems to come in and getting that state money because you took but is that something the district would want to do is taking on other districts behavioral issues. [cough and clears throat] >> I do recall that conversation. And I would not say we are ready to move forward with the recommendation either way just because we have not spent time exploring option four. Here's why. If none of these move forward, I don't have a site for the alternative center to go. And so I didn't want to have as a bunch of staff time dedicated to exploring this option and then then it was never plausible or possible. >> Well, if

114you have kids that are basically alternative kids now, how are you handling them? Ex. Exactly. just the regular suspension. >> Okay. >> Do they still get offered the online program or no? >> So, we do have the online program. That is accurate. But to her point and yours, I would argue that we have a current section of our student population whose me needs are not being met. >> Okay. And are most these behaviors >> I'm sorry, >> most of these students that you're referring to, are they behaviors? Yeah, you've got some that are I would say everything from absenteeism to those chronic disruptions that we hear about from our teachers and otherwise, right? But you also have some and I'm thinking specifically of my experience in in the high school section where they just do

115not do well with a traditional seven period day. Just that current structured environment does not work well for them. But you put them into another environment and they thrive quite well. right now that that other environment is what we are lacking. >> And why are they not qualifying for our third avenue on that level? Is that >> they they may not qualify. Several of these may not be qualifying for those services. >> Could you have a district threshold like two suspensions and you're in the alternative setting? >> For the alternative setting. >> Yeah. Or something like that. The question becomes philosophically, do you want students to be qualified there on their own merits or do you want this to be seen as a last resort? >> Right? >> And those are the philosophical things that

116we have to wrestle with as a team and and as a board table. >> On the third avenue, is that IEP students only or you have to have IEP >> those that qualify for services? Correct. Yep. I would like to look [clears throat] at these decisions through a different lens. I would like to look at them not budgetarily but by student outcome hopes. Um I know that we [clears throat] have the budget problems but we also need to be supporting students. um why why can't it be a win-win? Why can't we see that the intermediate center that we so hope for is not working the way that we thought that it was going to work, >> right? >> Um so student outcome hope putting them back in the elementary not we're we're budgetarily required to

117do this because we don't have the money to pay for that anymore. >> Sure. Why can't we look at it from that lens that this is in the best interest of the students and having them have a more satisfactory experience? Is it possible to I know you've already told us yes it's possible to move fifth grade. I don't want to see the 78 side go on fire again by putting sixth grade in there. Can they stay on that side and still support the program that we have there now from the other and then add the addition of the alternative school? >> Yeah. So 2 A and 2B can be seen again as they could be paired but they can also be seen as being able to be separate. >> Right. So it is possible that

118you could have the Levvenworth sixth grade center. Sorry, I'm just coming up with that moniker off the top of my head, right? Whereby the fifth graders go back to their home buildings and the sixth graders are in this current IC environment. Of course, we'd have some structural issues to work through on where they get located, etc. that best facilitates it. But you would at the end of the day have square footage left available >> because in the end we need to be providing the services for the students regardless of where they are in the capacity that best fits our students needs [clears throat] as well as supporting our families. So I would like to look at it in that and hopefully reap the benefits of a change in budget but also we need to keep

119in mind not just transportation busing the students but let's just say Anthony is closes an attendance center the families at Anthony already have transportation issues the most out of our other attendance centers as [snorts] of right now. How are the families going to get to parent teacher conferences? How are they going to get the students to the summer meals for breakfast and lunch? How are we going to support our families if we're asking them to go further with less? >> I think to your point of how we frame and maybe how the lens that we look at things, maybe it's time to start doing things differently, right? Maybe it's time to start being more proactive about offering parents transportation. We just have to accept the reality of that it's going to come at a cost

120and as long as we are okay with that cost and the cost outweighs the the benefit outweighs the cost then absolutely I have reason to believe that patriot repatriating the fifth graders back to their home attendance centers would be some way of recognizing to families we have heard you and we are doing something actively to resolve this issue. >> I really believe that. I know you have some more slides to share, but could you elaborate just on that point when at the end um and maybe give us an example of what you're talking about at the end >> talking about fifth grade? >> Correct. >> Yep. >> Again, [clears throat] just speaking through my lens of what comes across my desk and into my inbox, I would argue one of the biggest concerns we have

121heard is specifically with our fifth and sixth grade families. And what has happened over the course of however many years is seeing that developmental issue Yeah, >> not being appropriately, I guess, for lack of a better word, allowing those students in a really difficult time in their life. I will add that. Okay, this is by no means an indictment on the staff or the building or otherwise, right? >> Puberty sucks. >> What's that? >> Puberty sucks. [laughter] >> So, during this prepubescent or pubescent period, right, challenges that come with that. A number of families have asked, "We're going to seek other services because we currently feel like it is not being met for our fifth and sixth graders." That's the largest grade band where we've seen students exit. So, anecdotally, Miss Brown, I would say

122that this dovetales well with a studentfamily initiated concern. >> Thank you. >> You're welcome. Shall we? Okay. I want to make very clear, no decisions are being made tonight. And as I stand here today, I mean this when I say this, I do not know what I'm going to recommend to you on February 9th because I am still mulling over the data. And I'm confident you all have questions that are going to inspire more research for our team. So, I'm telling you, if someone believes that the decision has already been made, I am here to tell you I do not have a recommendation that I'm confident and ready to make yet. Okay. What is though really important is that this conversation does not stop because the reality is we've got staff that are resting on

123these decisions and rightfully so. Right. But your input tonight does help shape both our January work session. Thank you for getting that scheduled as well as your first decision point. Your first decision point is slated for the February regular meeting. Okay, so quick primer on that. And I'm realizing 126 needs to be changed to 127. Okay, we're going to have a deeper dive into the four options again specifically on one and two. So you're not going to hear much of anything on three and I'm going to put four in the parking lot just for purposes of limited capacity. RSP is the third party that has done your enrollment study. They are the ones, if you will, that will present that information for you. That is that projected enrollment based on all the data and the

124metrics that they have at their fingertips. Okay? And by the way, we'll probably start the meeting with that. That way they can get out. >> Are we going to receive any of that information prior so that we can have questions prepared or is it okay? [cough] just because of timeline probably right [clears throat] >> um I think Judy you you know there's a couple others that data that they're using is just now becoming available so we were at the bare very front end of their availability if that makes sense so I do appreciate though wanting to get that so as soon as we do have it we will get it to you >> so could I ask this we have a previous study session when we were working on the bond issue I think it'd

125be kind of nice to see apples to apples of the transition between that study session and the one they're working on now. >> Sure. >> Even if means we're looking at it in live and asking questions in live. Yep. >> But I think that might help us. >> That was from like 2018 if I'm not mistaken. >> I think it was right before >> 2017 2018 >> what it's worth. It's the same company. So there's >> arguably apples to apples on the methodology and otherwise. So >> thank you. >> Yep. >> Okay. And in 29, you will have a formal recommendation that I will make to you. You will be the ones that make action. I will be the one that makes a recommendation. I just want to be clear about who is doing what

126and in the respective lanes there. Okay? And without a doubt, that decision, regardless of whether you move forward or you don't, it does align with your budget development time. Okay? So no matter what is decided on the 9th, we have to move forward. As you know, it will just impact how we move forward. >> Okay. >> And on those dates, the 26th, let's move to the 27th. >> 27th. Yep. >> Okay. >> Yep. >> All right. Let's go back to our parking lot. Kathy is armed and ready to take notes, but I would like for purposes of facilitating and making the most out of our time together on the 27th, those clarifying questions, initial [snorts] reactions from what I presented tonight, knowing full well there was really nothing new under the sun, right? Um, and

127you've already kind of surfaced some of them, but where is that initial information that would be helpful for you? So I'd like to make sure that the teachers are currently fifth grade teachers are currently uh departmentalized at Warren have the option of staying compartmental or departmentalized when they go back to school depending upon what they think's best. >> We have not discussed the instructional model should we move to fifth. I will just tell you I have reason to believe it would not be identical to what you see at the IC currently. Right. Because it would go from one building to arguably two or three. But to your point, Mr. Darling, I agree fully. I believe staff input would be critical on what that instructional model should look like. >> Helen, you mentioned transportation. I'd like

128to make sure we see a breakdown if you do a northwest or west and a north south, how that looks for the district as far as numbers and how many routes would be. What if we do an east west? What does that look like for numbers of new routes? If we do north south, what does that look like for new numbers? And then take into consideration How does that impact our families to move for parent teacher nights or group nights or whatever else? >> Say again. >> Yep, I can. Um, so this is transportation related, but really looking at where would the number of routes increase as well as where would students be? I don't know if on February 9th we're going to have a exact line in the sand on where we have >>

129but we will have a pretty darn good idea [cough] of where those students currently split evenly. Right for context has about 300 kids the idea would be 150 kids are on this side of the line 150 kids are on this side. I personally would like to see a breakdown of each of the buildings like their current blueprint >> so that we can have a physical seeing of if we do this scenario. This building would have one through five. This is how many sections based on our current enrollment. if we were to move them tomorrow, >> what it would look like. Not >> what we're thinking about, but like actual physical. So, we can know class sizes based on what we're doing >> for whatever is being proposed for each scenario. >> And then, >> yeah,

130that would be a site plan with >> Yes, thank you. for words that are big that Danielle do not have. >> So, um, budgetarily when we have absenteeism with our instructors or any other building person like secretary or something like that, um, we hire our own substitutes and we pay them. And me just glancing over some things. I'm seeing there's 15 people in one department here in the district office. There are 20 school days a month normally. Whether there's a h, you know, holiday may change it. Study days or professional development days can change that slightly. What if we utilize some of that staff that's not in the classroom but is trained to be in a classroom to substitute two days a month? What would that do to decrease the cost of substitution plus give

131them the real foresight of seeing what's happening in those classrooms? >> I don't know if I have a cost for you. Uh we could certainly give you that breakdown if you'd like >> because it could help with the budget some. I I know with families, let's just say losing the 500 plus students that we've lost over this transitional period. And we'll do it as an example of a household that had two incomes and they lost one whole income. >> That's when they stop excessive spending. That's when they stop the going out to eat. That's when they start cutting and curving back. And um I'd really like us to look a little more closely of us making sure we're going by needs versus wants. I mean, there were 267 Amazon purchases on that checkbook register, not

132counting Walmart or grocery stores or Sam's Club. And I just think it might be time to take a real close look because we do have board by in other places. If we're needing supplies and we're buying them like that constantly rather than buying in bulk, we could be saving money. >> I don't disagree. There's probably savings to be had out there. >> I And we should be looking at that with We should go through that with a fine tooth comb. >> Sure. >> I I know it's a difference between going and having steak night at the Suburban on Tuesday nights versus a hot dog dinner on a Sunday, but that's what you kind of have to do. >> Sure. I just I want to offer I do not believe that would be able to close

133the city. >> It's not going to, but every little bit helps and that might give you some cushion for some other things you want to do. >> Sure. [snorts] >> Thank you. >> Um on one of the things I would like to see is the value of if we were to sell this building and our child nutrition building, what would the value separately be per building? And also looking at our Netty Harden and what we're that one's up for sale right now, right? >> That one should be on sale any day now. Correct. >> Okay. And what the value of that one is. >> Okay. So market value on 200 North 4th >> and Lawson >> service as well. >> Avenue. Lawson Avenue. >> Lawson. >> Yeah. Lawson Avenue. Our child nutrition center. Right. >>

134Or Lawrence. Lawrence Avenue. Sorry. >> Okay. wrong building. [laughter] >> So, those three buildings. >> Got it. >> And if I may, and this is a reach, but um have you thought about asking some of our business classes, our students, um maybe in honors classes to look at this data as well with us, see if they have any suggestions, if they can come up with anything, at least review the data. Um, I would like to see our students thinking beyond high school. >> I think that would be good. Thank you. >> Absolutely. Thank you. >> Any further questions or discussion? Anyone? Okay. Thank you very much. >> Thank you. [snorts] All right. So, upcoming meeting dates or upcoming important dates. Um, first one up is uh January 19th, Martin Luther King Jr. Day, no school.

135Um, then we've got the board work session on the 27th of January [snorts] from 5 to 7. Uh, February 9th, professional professional development, no school. That's also our next board meeting. [snorts] Uh, February 16th, President's Day, no school for students. Um, and that's as far as I'll go out right now. So, those are the important dates coming up. Um, do we have any unscheduled scheduled patron input? No. Okay. All right. So, moving along to board member comments. Um, let's start with you, Miss Luffy. >> Uh, first and for foremost, I want to welcome every back from everyone back from the holidays. [snorts] Um, sadly, we didn't have a blizzard to give us two extra days. I was kind of missing the snow, hoping we'd be killing some more bugs [cough] now. I'm tired of looking

136at stink bugs. Um, I would like to thank uh Dr. Adams and Chartwells for the lovely appreciation dinner. It was very thoughtful and kind of you all to think of us in in such a way along with the gifts. I would like to uh thank Miss Price for the literature from the meeting that they attended last week. Um I've had a lot of people reaching out to me with concerns. I'm still listening to you. I'm still hearing you. Um, and keep keep the questions coming because I can send them into or continue to ask them here at the table as things come. I I know things feel uncertain and strange and I know change is not always a comfortable position. Um, I'm uncomfortable with some of this. So, please know I hear you and I

137feel you and will always do my very best to make um decisions that are going to be in the line of the best needs for the students. Um because that's why I'm here is for the students and to make sure the teachers and staff have safe places to be as well. Um and I'd like to welcome uh Mr. Darling back to the board. Um, one thing I can definitely say, I've always appreciated that he is a physical hawk. Uh, he touched on some questions I was looking at and I've touched on some others that I would like clarification on. Um, but I appreciate that. I see things he may not see. He sees things I may not see, but I I think that's something that helps us work better as a district on making sure

138we're spending money the way it needs to be spent. And um welcome Deborah Brown to uh your first day on your board seat here too. I'm looking forward to working with you more. And that is all. Thank you. >> Okay, Miss Wells. Um I would like to echo thank you to Chartwells for the meal [clears throat] and the gifts that they gave us and thank you Dr. Adams for your words. Um they are appreciated. Um, when we're making decisions like this, how can we empower our staff to be able to give recommendations or ask questions? Where should those be directed to? >> Are you answering? >> I am. >> Okay. >> Yeah. >> I didn't have this in the presentation, but probably is about the best time to mention this. Starting, sorry, I want to

139make sure I give correct dates here. Starting the 20th, I will be going out to the specifically impacted buildings first. So, the intermediate, I show you on the 20th and then if I'm not mistaken, sorry, I'm making sure I'm tracking correctly, Brewer on the 21st and Anthony on the 22nd. You might be wondering, why aren't you going to the high school? Right now, they are not one of the options that is largely impacted. So those three buildings are gonna [cough] have an opportunity [clears throat] to engage directly with me before a decision after any decision. There will be other opportunities. The second thing we are looking at is what I call the town hall. And I use that moniker loosely because I know it could look like a number of different ways, but probably something

140that Zoom because getting all district staff together is somewhat difficult. I would invite board members to any of those [clears throat] if your schedule allows. Again, I know full well that some of you have full-time commitments, right? But at the end of the day, you've got um a really good conduit of communication back there with Sharon Miller on the certified side. Classified have their direct supervisors. >> Okay. >> But I meant what I said on the last slide. We need the questions right now, >> right? >> Not only am I expecting them, but we need them to make sure we're not missing something. And so I can also make sure that I'm fully explaining what exactly it is we're doing and why. I don't know if I answered your question. >> I I I think

141Okay. So, as long as [snorts] somebody knows who their direct supervisor is or Sharon and I just want to make sure that people aren't feeling powerless that they think that we are up here deciding their fate without any input from them because they're the ones who are living with our decisions every day. And while some might feel hesitant to reach out to their supervisors for whatever reason, um I'm not getting a lot of feedback. I'm getting some, but I'm not I'm not getting a lot. And what I that what I'm getting is a lot of desperation of I don't want to lose my building. I don't want to lose my home. This is the culture that I've known. I I don't want it to go away. I I would also like to hear suggestions of

142what you guys would like to see. Tell tell me your perfect plan like what what do you want to see happen knowing that change needs to happen for student outcome at the very least let alone budget. [snorts] But um please reach out. Let's have those talks so that our work session can be not just me asking my own questions but having your guys's input as well. Um, Dr. Adams, do you have times on those dates? >> I do. >> You want them now? >> Yes. 20th. >> Uh, so the 20th is the intermediate >> Friday update. >> 3:30 p.m. The 21st is 7:15 a.m. And there's a caveat with Brewer and Anthony. We recognize some people can't make the morning, >> but they can make the afternoon. >> So, a Brewer teacher can attend the

143Anthony session. >> Okay. >> An Anthony teacher can attend the Brewer session. Does that make sense? >> And the 21st building 7:15 will be at Brewer. That's on the 21st. >> 4 o'clock at Anthony on the 22nd. Again, I don't really care what building you work at. It's just a matter of one meeting is going to be at one building. the next. >> Okay. >> Could you put that in our Friday review, please? >> Yes, ma'am. >> Thank you, sir. >> And that's January 21st. >> These are all January. >> Okay. And so, we just mentioned [snorts] staff being able to give input. How can parents be able to give input? >> So, we had I would say that survey at the front end, I think it was a November time frame. So that would

144have been input input uh excuse me input point number one, right? Input point number two is I would argue [clears throat] direct to me. Uh my email is always um on those videos that we put out, but again for anybody that's watching otherwise it is kellen.adamslvpioneers.org. Okay. Number three is you show up here. Uh, and number four is um any and all opportunities to engage with other staff because you may or may not want to email me or otherwise. Our cabinet knows this very well. If folks come to them, they are to redirect those to Beth and myself to make sure that we are properly channeling questions, comments, etc. So, you may say, "Hey, I don't want to email the superintendent." [cough] Right? Okay, fine. email somebody that you know and you have a relationship

145with and one of our cabinet team members will ensure that I get it. >> And then I definitely want to say um it's great to have Doug back on the board. I appreciate the questions that you put out prior to meetings based on either the Friday reviews and or the agenda and I appreciate the responses that are being put out to all of us. I I appreciate you as a board member and I'm very glad to have you back, sir. That's it. >> Okay, Miss Brown. >> Thank you. >> First of all, I um want to thank God for this opportunity to serve our community and support our uh district and [clears throat] uh it means a lot to me and I'm very happy to be a part of this board. I also want to

146thank all the folks that did vote and to put this board together and [clears throat] the folks that are here tonight. Thank you very much. I also want to thank Dr. Adams and the uh school board for the warm welcome that I've had um and and his team. Thank you very much. >> Miss Wilson. >> All right. Welcome to the board for both of you. Um I haven't worked with you before, but I'm looking forward to all that we do do. Um, thank you for the meals that we got served today. They were good. I don't get those kind of meals all the time as I'm a mom of five and I'm usually the one cooking. So, um, my only concern, I've been dealing with some issues, um, in our elementary with some bullying with

147one of my daughters. Um, so I would like to see that we look um, into our board policies that we set for our school buildings um, in general. and that we button down on. I know we've been talking about the behaviors, the behaviors, the behaviors we've said into things and we, you know, they said, "These are getting better." [snorts] The fact that my daughter's been actively bullied eight times and the child still remains in the building absolutely ticks me off as a parent. And I just want to look at these policies. We set them as a whole for our buildings and I want to see that they're being held accountable to those policies that we've set and I understand like each building's going to be a little bit different but the overall the reason why

148we set policies is for the enforcement. So I would like to see that that be taken care of and looked into. Um I have reached out with Dr. Adams and we have been in communication on this. I do appreciate that for sure. Um, but as a mom, I'm not gonna stop. So, that's my heart. And welcome back for everybody who's coming back. >> Mr. Darling, >> I want to thank Dr. Adams and his staff for the great on boarding. Uh, this was the best onboarding in the district that I've had starting back in 95. So, it's was quite well done. Thank Chartwell and everybody for the meal tonight. Thank [snorts] everybody here. [clears throat] It's going to be a rough ride. Buckle up, buttercups. [laughter] [snorts] >> All right, twice. >> All righty. So, welcome

149back to everybody to a new semester, uh, a new year. Mrs. B, Mr. Darling, thanks for being on the board. I look forward to working with both of you. We have so much fun ahead as it is. Uh along with the new year, we've got a new semester for winter sports. So, please pick a team, go out and support our kids and our coaches because they deserve your support. They've been working hard and show your pioneer spirit. Along with that, sort of building on what Mrs. Wilson said, um we always have some new year resolutions and I would like to ask all of our parents out there to take on the resolution to model good behavior for their children because if your children can't behave with [clears throat] you at home, they can't behave here

150at school. So, if you can send your child to school who knows how to behave and is respectful of our teachers, they're there to teach your child, you too can teach your child at home on how to behave. I need your help. Our staff needs your help. Other students in the school need your help. Parents, step up. And if you can't, we can help you figure out a way to do that. But listen, help your kids. Help all of our kids. Be a good human and model good behavior. That's Anyway, [laughter] be a good human. Teach your kids how to behave and be respectful at school. Send send your kids to school to be respectful. Period. I don't know why that has to be so difficult for some. Thank you to Chartwells for dinner. It

151was amazing. I really appreciate what you do and I I know that food service has come a long way in the district. I I thank you. Um what else? Oh, fellow board members, please see Miss Maddox and sign the resolutions. I don't want to come after you. >> Yes, >> I'm on a I'm on a roll. Uh, one thing I have else, too, is that um I do hold a position on the blueprint for literacy and 20 January is the literacy day at the capital. So, if you can support that, you support literacy for our kids and helping every kid learn to read in Kansas, please be there. Anyway, and as I said before, be a good human, but more more importantly, go pioneers. All right, thank you. Very well said. Um, I [clears throat]

152know everybody's ready to go. Um, just want to say happy new year to everybody. Second semester is in full swing and um, we are moving right along. Um, I want to thank Chartwells tonight for the lovely meal. Um, and I want to congratulate um, Everett Rogers and Taylor Cifford and Zvea Costa on their recognitions and awards this evening. We have many great things going on in our district and it's always a pleasure to be able to highlight those students and staff who go above and beyond. Um, as the current board president, I'd like to welcome our new and new to this season or this session, uh, board members, Miss Deb Brown and Mr. Doug Darling. Welcome. Um, I'd also like to welcome back Miss Lisa Murphy. Um, [snorts] I am really excited for you to

153bring your expertise and your perspective to this team of eight. I'm looking forward to working with you as we move our district into a different but nevertheless bright future. Um, thank you to everyone who came out tonight, those watching at home, and everyone who supports Levvenworth schools every day. Have a wonderful evening. And with that, this meeting is adjourned. All righty.