001called Mr. Goodman here. Mr. Murphy here. Mr. Powell here. Mrs. Price here. Mrs. Reed here. Mrs. Wells here. And I'm Michael for the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. [Music] Three, the district mission statement. The mission of the 11 public schools to prepare every student for success in every classroom every day. Okay. No scheduled patron input. I'd like to make a motion to adopt the agenda. Second. Got a motion to adopt the agenda by Miss Wells, second by Miss Murphy. All in favor? Zip on both sides. Okay. Item two, the consent agenda. I'd like to make a motion to adopt the consent agenda as presented. I'll yield the motion. Second.
002Okay. The motion to get a motion in a second. Yeah, I know. I know. Oh, yeah. Right here. So, we got a motion by Miss Wells, second by Mr. Goodman. All in favor? Hi. Gift log in there. That's all in there. One. All right. Up first for you tonight is Johnny. Is it going to be just you or both of you? But nonetheless, we got two individuals from Chartwells here. Uh they're going to have a short presentation. I just want to say in advance, thank you uh for the items that you saw as you came in the door. Uh just a short little um a snack from folks that wanted to come in and then there's a presentation they have for you here with regard to uh a student and parent survey that they took
003last week. Is that right? So with that, Johnny, I'll let you take it away. Like Dr. mentioned, I'm Johnny Pwari. I'm director D services for the school district. Alicia here, she's my area manager. We are with Chartwells. I just wanted to share some updates and information what we our experience and students experience we had in this past three months when the school opened up. So a little bit about our team. So since we opened up we had two promotions from uh we had Peggy and Bri who got promoted to be a manager in each of their schools in Henry Elementary name Brewer. Uh since then we had three new hires. I know we are little bit struggling on our staffing but we have three new hires as of today. We have added four more individuals
004in each school. Um wanted to share some shout out. I wanted to from the we have a full service learning shout out to our custodials and facility team. Uh you know they I think we have one of the best facility and custodial team in the district and recently we had a inspection and you know we got we passed with zero citation and custodial play big part of it. So uh so big shout out to them. uh we added some recruiting programs. So we have some sign on bonuses and referral bonuses going on for our new hires uh that we give to them. So that's kind of encouraging them to come on board with us. Uh and you know we do a lot of training so we get people on board. We want to make sure
005they get the quality training to uh provide that service to students. Um getting involved. So um with us coming on board we increased our many options for every schools between elementary, middle school and high school. Uh so uh increased uh entree options and side options as well. Uh we have hosted various catering since uh since we came on boarded with high satisfaction. Wanted to share some meal comparison from last year to this year. You'll see in August there's just breakfast right here. Uh so we had a jump of almost 2,000 plus students from last year to this year. So which is great and we get some we got some good feedback yesterday on survey. Uh this is a lunch to lunch. We had a bigger jump because we do have high participation during lunchtime. These
006are some uh stuff that we are going to focus on since uh we didn't you know we have uh introduced our many programs. So now we are going to focus on some uh programs for our students to some fun things. Uh cook off fun days where every week we'll have some fun items fun menu items for the students. uh mood boost. It's a very cool uh program that we go through. It's a nutrition information plus some culinary innovation uh encouraging educating students on what they're eating and how it affects their mood. So there's some new stuff that we we're going to bring on board. Uh so district involvement uh one good thing about with Chartwells is any big events or any kind of program that we do, we have some great talents in this in
007this district plus we have some within you know Isha's region. So whenever we do something big we do get other people involved in our in charge work. So when they come on board we want to make sure we we do it big for the students and have something to offer more. Uh so so as Dr. Adams has mentioned we did a survey last week uh which I can talk about a little more. Um so we did survey last week from October 2nd to October 6th. Over 6. Overall it was a good survey. Uh we have increased our social media presence. Uh starting next month we are going to do a newsletter. So we are going to uh get some communication out there for the students and parents for everybody. So what's coming what what we
008have done in previous month and I have been doing a weekly food service updates uh of the students and and the group. Uh the other things I wanted to share some obstacles that we go through uh supply chain as usual it's always an issue that we go through. Um so I think recently it has been has been a good uh good flow going on but as soon as we do hear some supply chain issue I might I try our best to make sure it's educated to students and the and the teachers as well and the principal to make sure they are aware of when we changing the menu on the website and things like that. The uh staffing as usual uh it is a it is an issue. Recently we went through an indeed easy
009apply where people can go on indeed when they click on apply we'll get the resume right away. So it's a it's a faster track and that's kind of it's been very I've been very fortunate we like in one day I hired like four people. So it's been it's a good program that we're going through and technology uh last two weeks ago we had our website which crashed. So they're working on making sure our menu is updated regularly. students get their many uh information on time. Any questions on on this? So, what was the information you were gathering from the student student survey? Uh because I saw the parent survey. Yeah, I do. Um if would you mind going through the survey? I can do a quick overview on the survey. Yeah. So the objective of
010survey was to you know our goal is to increase the participation and we did a survey to see where where are the opportunities to increase the participation and uh you know we did it's an online survey. So we did for parents were for elementary and students were for high school and middle school. So this is uh you'll see we had 287 students middle school and high school has participated. This is just a breakdown of which grades 9, 10th and 11 we had high participation on the survey. Within the parents we had 99 parents I think the first second and fourth grade parents got the most participation they got. So one of the question we asked is when they look at the menu what they look for what's the most important thing for parents and student.
011So for parents they asked they look for more vegetables and more vegetarian and vegan items and students they look for they we have enough protein and they want to try something new whenever they try something new. So I think I think we are in a good step right now. So this helped me um I'll go back with the manager and see where we can if we need to add more vegetables and foods if we have any opportunity to do that. So we did a survey just for breakfast. Uh one question we asked them uh in a normal week how many days do they eat breakfast in a week? So you will see there's a lot of students said they said they never eat breakfast and we had parents from elementary they said they um they
012eat breakfast every day and so we wanted to focus on the people who said never and the question was so they they say never why are they not eating in the eating in the cafeteria majority of them was they don't have enough time or the time is too long or they just uh they just come to school too late. So that was the that was the answers we got. Uh so we'll uh uh so I'll look into that and see we can improve uh improve that for them to see if they can come in and eat in the cafe. So you can but you can see that was just uh for the breakfast and one of the question we did asked them if they were in charge of menu designing what they would like to
013see with breakfast. So smoothie and fresh fruit was the top two answers for both parents and the students. So uh so something we'll look at we do have we do have fresh fruit there might be some opportunity to add some more. So we'll I'll look into that and smoothie was the other one. Same questions we asked for lunch service. You'll see we have a lot of uh parents and students that they eat lunch in the in their cafeteria school. Uh we also focus on the people. Uh so it's it's kind of the same answer. they bring food from home and rather bring food from home or they are just uh you know the lines. One of the answers we got from high school was the line is too long. So we'll work so something that
014we can control. So we'll look into but as you can see majority of say that they cafe. Same question if they were in charge of many design what they would like to see more of and fresh fruit was the top answer from both groups. Uh there were some uh little things here that they would like to see. Uh perception uh the other question we asked them. So we categorized and asked them to grade us on over to excellent and we got some great a lot of people gave us excellent on friendly workers which I really appreciate that regardless of short staff at uh you know all the changes we're going through um we have staff while not compromising on food quality and service. So I'm glad they get to see that. Uh we got poor
015on learning about food. So when I dug into that you know some students are asking for they would like to see more nutrition information or some want to see where do we source the food from. So um I got some suggestions from the group about uh there are some opportunities for me to directly get involved with student in the meetings and stuff like to get some more feedback so we can if I can provide more information our newsletter is one of the uh step that I'm going to take to add some information on that. So basically that's that's the survey. Yes sir. I know that we had done the grab bags uh and there's a school that my kids went to that for breakfast they did grab bags. Okay. Uh are we doing some program
016similar to that because that's where those kids that came late or walked in grabbed the bag went in and it had certain things that wouldn't spoil but sure kids would eat you know based on your selection. And my grandkids loved it. I mean it was because my hate says it but my daughter always runs late so they were always grabb kids. I see. I can I can I know one of the school we do do grab bags. I might uh get with the managers and see if we can add that to other schools too. I have a question. Yes. One of the plans that we had originally had when we were refitting uh Lawson Elementary into the pre-K kindergarten center was part of the uh education of the children was for them to eat uh
017family style um so that they can learn table manner sharing and everything like that. Have we been able to incorporate that yet or are they just getting a tray with their food on it? So last uh I believe we did that last year that was our stone we Yes, we are working on it. I believe uh I was told in January we let the camp start. So it is it is in place. It's just I think there's some uh process that need to go through but we still have the plan in place. So currently we are doing the trade service but we are we are going to okay thank you that's a loss you said right? Yes. And it's not really a question, but I have a high schooler who loves the new lunch selections.
018Her only complaints is that she doesn't get to choose necessarily what she wants to eat based on what you guys are offering. She just goes through whatever line she can in order to be able to eat in a longer amount of time. So, because of the long line. Yeah. But everything that she's had, she's loved and she really likes the selection. I know we uh we added TVs in high school next to each line so they know and they can go to the website and see but uh I do agree on the the long line too but yeah something that we're working on yeah I've got nothing but compliments from from my kids. They're like this is this is like night and day dad. So much better than than what we were doing before. Yeah.
019I did have a question about the menu being posted on the Lawson website. Uh when we tried to look because our grand my granddaughter um my daughter's daughter, we were looking to see what she was eating. She never could remember what she was eating and there was nothing posted and said it was not available. And I did ask the district but I haven't gotten a reply back. It has been it is corrected. uh we had a crash our website crashed one was two days and I wasn't I just didn't pay attention I was not aware but as soon as it was brought to my attention we had got people in your menu should be on regular basis now okay we saw it on all the other schools we just couldn't find it on lost yes
020I won't give you your right answer but got very good correct okay thank you I appreciate that anybody Move on. Stay up there, guys. I got a bent little certificate here for you. Oh, well, first I want to tell a little story real quick. When I first found a board for a lot of these kids that were born, I was on committee with the nutrition and fitness committee and I didn't get reelected the first first time around. So when I went to the hospital, so it kind of died. But I'm just glad that we finally got somebody on board. Been a lot of issues over the years pretty soon whe dedication to providing excellent customer service and nursing our students and medical care for success and increased access to a variety of breakfast and lunch
021options. 19 October 2023 Michael [Music] Mr. Murphy. So, Miss Anstein. Yep. So, up recognition number two is LHS teacher Liz Anstein. And I think they have a short presentation here for you as well. One one request. If you can make sure you talk directly in that microphone, so pull it out if you need to, but we want to make Yes, sir. There we go. Much better. Thank you so much. Okay. Well, good evening everyone. Thank you, Dr. Adams and the rest of the board for letting us present tonight. We are this year's DECA chapter. So this year, this is our executive council. Um we have five vice presidents and one president, Brady Waters. He unfortunately was not able to make it tonight, but we have our vice president of recruitment and membership, Lily Keane, here
022with us today and our vice president of finance, Caleb Bosar, here today, as well as myself, vice president of public relations, Julie Hale. Um, our other two officers, our vice president operations, Avery Denny, and we have a vice president of communications, Gracie Bachmann. So some of our recent accomplishments that we have this year, we had competed in the international career development conference in Orlando. We took all all three of our studentbased enterprises, Pioner Perk, Pete's Prince Stitch, and Pete's Place. Pete's Place and Pioner Park actually made top three that slide is wrong. Top 3% out of more than 300. 300. and all three of our SB SVES retain their gold certification. We also hosted a summer leadership workshop where we invited our incoming leaders, so this year's leaders to a summer intensive where a few
023of our CTE adviserss had hosted a few like a conference some presentations to help us develop our leadership skills. So this is a hierarchy of our school-based enterprises. We have three this year. Our first one is the print shop, Pete's Print Stitch. I'm actually the head manager this year. And we have Pete's Place, our school spirit store, which our president, Brady Waters, he's head manager of. And our coffee shop, Piner Perk, which Lily King is manager of. So, we have a student CEO, Avery Denny. She is in charge of all all operations under all three businesses. And then we have the head of managers who are in charge of the operations within just their business and their employees that follow. We also have Caleb Alazar who's our chief financial officer. This year he is managing
024finances for all three of the SBEs trying something new and I will let him explain that to you guys next. So these are the quarter one revenue reports uh for August, September and October. So, first, uh, Pete's Place represented in blue. Um, we've had a substantial increase in revenue that month because of the two home football games where we also sold special event apparel. Military appreciation hoodies and homecoming shirts. Pioneer Park represented in red also had a substantial increase. In September, we had backtoback or back to school bash and two home football games where we sold drinks and other other products, piece print and stitch represented in yellow. Um we printed and embroidered more than 600 garments as well as printed more than 200 banners including several external clients. Right now we are diligently establishing
025financial accounts for each business following IND industry standard accounting procedures and utilizing the accounting software provided for by our financial sponsor into it IT for education. We are excited to establish these accounts so we can begin to create formal budgets and sales projections as we continue to replenish our inventory. Thank you. Hi guys. So, um, our fundraising fundraising does a lot. It builds community, but it also helps build us as leaders. So, DECA runs all these community events such as our military appreciation, which we had a t-shirt online. We also did a miracle minute to help with fundraising and we decorate the stands trying to get our students involved, but also help them understand why we do it. Currently today, um, if you see my outfit, I'm all pink. We are about to go run
026the miracle minute for Pinkout. Um, and then again October 20th, make sure to come to our Pinkout game where once again we'll be raising awareness for our KU survivorship center. Um, and then also in whenever the basketball game season starts, we'll do another military appreciation for them. our leadership developments. Um we've done all sorts of different things for that. We have multiple people come to speak to us yearly. We do games. Uh we ran games at Casey Current and Sporting KC. So both the men's and the women's soccer league um where we got the opportunity to go and raise money for our DECA chapter management experience. all the marketing to people learn how to run a business which not many people get to do at many different schools but as you can see like Jelita
027Caleb and I all start and then as you continue through the class you get to become a manager and then you train through the ultimate DECA power trip um we go and all we don't we don't compete at this one but um we meet with all different types of leaders who teach us how to be better leaders and how to be better managers of our stories And then the international career development conference is once again um we travel and we learn how to become better leaders and it helps prepare us for our future. So some of our upcoming DECA and student based enterprise events are we have our grand opening on November 15th. So we are working with the chamber of commerce and they are giving us a really nice ribbon cutting for our print
028shop and our coffee shop. We have our Deca Power trip coming up November 17th. Um, we do leave the day before, but like Lily had said, it is just a conference that we go to. We learn from a lot of different financial and business leaders from across the nation. They'll come and they they will speak to us in a conference. Our state competition is March 3rd through March 5th which where we go to after we do our local competitions if we advance we make it to state and from there we would make it to ICDC which is nationals but more like internationals because we compete with students from all across the globe. We are planning to open some new SBE. So, one of ours is we're hoping to expand Pine Perk to a downtown area
029and we're also working on a bank for the students here at the high school. But that is the end of our presentation. Are there any questions from you guys? Do you know the time for the uh ribbon cutting on November 15th? I'm sure I think it's at noon, but I'm not sure. I can get back to you on that. Thank you. There any other questions? All right. Just stay there. And if Miss Ellenstein can come up there with you, she saw her a minute ago. Hiding behind the pill. You're hiding behind the pole. Our teacher of the year. Yes. All right. Congratulations teacher of the year. But also here I have a certificate of recognition. The Levvenworth Unified School District hereby presents Levvenworth High School DECA and Miss Liz Enstein for demonstrated school-based enterprise knowledge
030mastery in the areas of marketing, finance, hospitality, management, and outstanding achievement in local, state, and national competitions. And this is awarded on this day, the 9th of October, 2023. And I want to add, it's not just DECA where she touches people's lives because I've had children, three of my children go through classes with her since we've lived here. And in those classes, she also teaches marketing and other things that makes them further on to be successful adults once they leave. So I thank you for that also. So um you all get over here, come over here. So you have the little logo. I'll come up over here. Thank you. [Applause] I like Oh, Liz. Liz, thank you. [Music] All right, moving right along to item five is the uh high school building report. As you
031will see on your agenda, up next is the building report, but we're going to do it a little untraditionally here. instead of a presentation this room. We think there'd be great value in Mr. Vanic taking you on a walking tour where he's going to hit some high points and I want to welcome anybody in the audience to join us as well. So Mr. Vanic, if you're ready, we'll let you get it started. Mr. Carana, that was your favorite last year, so I had to bring him back. But one other piece that I've added uh a layer to this year with what we do here at the high school before I get started. First of all, James Bennett, thank you all for giving an opportunity. Thank you to the board. Thank you Dr. Adams. Thank you
032community for coming out tonight. Appreciate the opportunity to speak to you all this evening about some of the things here at Leth High School. Uh before I get going into my presentation, I want to thank I know Johnny just stepped out, but Chartwells is unbelievable. I know we talked about the long lines. This year they're serving over a thousand meals per day. Last year they were under 450 per day. So there's the difference and disparity that probably you don't see other than maybe the complaint about the long lines. They're more than double the number of meals on a daily basis. So it's pretty phenomenal what they're doing and getting those things all done. Also, thank you for taking the time to recognize um our DECA program because they do a lot of great things um
033in our school here. So we're the first high school in Kansas. We're first all we do. I'm going to give you a little quick overview before we hit those hallways. Like Dr. Adams alluded to, uh my administrative team has not changed much this year from last year. Um one new person is Mr. Chuck man who has joined our team but everybody else um is still in place and still back from last year and I believe that makes a lot of continuity and we're a pretty good solid team here at the high school. Our focus is still the three A's. Those are the things that we still believe are valuable and important for kids to focus on every day and try to improve upon those three AA as you see there are attendance, attitude and academics.
034some data that we have back. Um the state of Kansas doesn't release unfortunately all their data until usually end of October and November. So we haven't gotten everything back yet. Um but some things we do have back I want to highlight before we go on that walk. Um it's our state assessment data from last year. Uh there's a lot of rumors out there and sometimes some untruths, but I want to make sure those things are clear here tonight with the data that we have at the high school level. Anyway, um last year language arts grade 10 took those assessments and as you can see we're the lineup at the top in green and the state is actually one at the bottom. As you can see the numbers, we beat the state. Our language arts team
035exceeded the state scores. So something I want to highlight for them and highlight for our school. Math also tested in grade 10. Unfortunately, they fell a little bit short, but I will say last year with our math staff, we were two staff members short last year, so we had to absorb a lot. Increased class sizes wasn't necessarily the most ideal. We kind of have a full math staff this year. So I'm looking for different results hopefully this year and hopefully they will beat the state scores this year as well. But you can see they're not too far off the state score um with being short staffed last year. And then our science team, uh they take that assessment in grade 11. And as you can see from the numbers up there, our science team also
036beat the state average. So in two of those three categories, we're exceeding state. That's how great of a staff we have at Leworth High School. And I want you all to hear that this staff is phenomenal. They go above and beyond every day to do the best they can for our kids and our community, sir. So, I appreciate the work that they do. Our end goals, we focus on those three A's, but what are we trying to get out of our kids in four years? Hopefully, we get them all across the stage and get that thing called a diploma. But what do we have as goals for them? Hopefully, it's one of those three E. We want them to be employed, enlisted, or enrolled after they reach that high school diploma. So far this year,
037let's talk real quick about a snapshot of how we're doing so far with our senior group this year. I think we're off to a pretty good start. We right now have 52 seniors that are slated to graduate semester out of a class of just under 300. So we've got three actually fifth year seniors that did make through graduation requirements here so far late in the summer, early fall. So we don't quit on those fifth years. We do everything we can to try to get them through because it increases the opportunities they may have in postsecary life. We've got right now roughly 120 seniors that are on early release and scheduled for early release. um which means they come here for a partial day, not a full day and they end their day and they either
038go to take college classes or they're in the working world and doing different things for career experiences. We've got 92 students enrolled in our Pioneer Career Center which is our local tech school. We partner with KCKCC. So they're in all those trade schools trying to get certifications as well as that high school diploma. And we've got four community internships. You can see we've got a large number of our seniors that are already doing things to get ready for post-secondary success. Obviously, a couple things that we kind of keep talking about and and try to focus on improving and making better for our kids in our community. Number one is attendance, and we certainly can ask the help of everybody in this room to help us um get better attendance, getting your kids to school on
039time, getting them here every day, ready to go. We we certainly want to keep improving that because that is definitely one of those things that postsecondary career, that's one of those number one job skills. You got to show up every single day. And then those attitude and behaviors along the way. Not every day is necessarily the best day, but it is kind of what you make of it. So, trying to change those attitudes and those behaviors to try to have a positive outlook in their daily lives. All right, having said that, if y'all will entertain me, we'll go on a short building tour. I'm going to get kind of miked up and we'll head back out that door you probably came in this evening. Mr. Carney, are you good? You did great. I hope you
040all enjoyed the tour. Um, certainly was a small tour. I could I love this place so much. I'm a graduate here. I could have probably spent an hour and a half tonight um taking you on an entire building tour just because I love this place. We have so many programs in place for kids and opportunities for kids that I can brag and bra and brag all night long. Um, but hope you enjoy just that short tour and some of the few of the many programs we have here. I'd like to always close with our students every day. Usually they get make it a great day or not, but for you all, make it a great evening or not, that choice is yours. What questions might you have? I have a comment if I may. Yes,
041ma'am. I want to say I really do like the uh culture uh award rewards for the teachers, the students and staff. Um because one thing I have known and and watched and noticed the minute you reward good behaviors and positivity like that more and more people do it and it always does go further for those students to continue to grow and live by leading by example instead of with such negative things that we do know happen at sometimes. Uh so I do like seeing that so that that's getting reinforced rather than a negative. Thank you for that feedback. James, I'd like to also make a comment that, you know, we talked about our the staff as far as our educational staff, but you look at the size of this building and how often it's been
042modified and changed and look at these floors and look at the area that you walk through. It was impeccable. I mean, we've been into schools that are just a wreck. And that goes back to the staff that you have here also on the maintenance and support side. And so I I just applaud them as well because that tells the kids that what they're important because of the, you know, quality of the environment that they come to school in every day. So I would ask that you, you know, tell them thank you. It really, you know, showed tonight. Uh and uh we appreciate it. You know, when we had CO, if you're in this building anytime during CO, you saw a couple key staff people that were they were dedicated to spraying doors and wiping uh
043contact areas, and it was almost a religious zeal for them. And that just shows the quality of people that you got as well as our educational staff and I thank them all. Well, I'll echo that and I'll recognize a couple of those individuals because they're with us tonight. Um, they have as much pride as me because they're also Leworth High School graduate. Mr. Dicki is our director. Um, he does a great job of facil taking care of all of our buildings. But then Matt Bart is our lead custodian sitting back in the back takes care of our they do great work and they're always big. They do great work. But anytime I need something, I can call either one of those two guys and they're there to figure out what what we can do to
044get that problem solved and get it fixed for the benefit of kids. Thank you. Great job. Keep it up. Thank you all. Appreciate the time tonight. Thank you, Mr. Vanic. Okay, moving along to item six, consideration of capital outlay purchase. Who's that? We got two under section six. 61 is regarding the Netty Hartnet roof replacement. So, Mr. Dicki will take it away. Good evening. [Music] I provided the board a summary of uh the Netty Hartnet roof replacement. At this time, I take any questions you have. I'm happy to summarize again for the public uh what we're doing. any direction. So I guess so is this this part of the roof? Correct. So Netty Hartnet roof. Um I'll give you a brief summary. Uh the roof is over 30 years old. Uh it is a limited
045access roof. So this is a three-story building, limited access, no equipment up there. It has a good pitch for a flat roof, what we call low slope roof. um it is aging and because of the age the material is becoming uh fragile. So the natural movement of the roof the substructure is causing it to rip. Over the past probably three or four years we have continuously been patching and patching and patching effectively chasing leaks. So it's been on our radar. Uh if we continue to be there or not we still need to take care of it. It is a historic property. So what we are looking at is one of our least expensive roof options. Uh it is still a Trimco product. So staying within the realm of uh warranty that we've maintained for over
04620 years. Um we would be purchasing the material directly through AA which is a Green Bush cooperative. Then we bid out the labor to install that roof. We sent it to four reputable biders. All of them are uh capable and certified to put this type of material on. uh we received those back and the low bid lowest responsible bid was American roofing uh who is a local loveworth company has been a good supporter for us. The other companies have also done work for us over the years uh just this was how this bid came out. Uh they bid the labor at $211,973 in that pre-bid. They did have a square footage cost for wet insulation. So part of the process is also that we evaluate that with another party. They came in and found about
047100 square feet of wet insulation. So we multiplied the 100 by that 1350 per square foot and we're going to add an additional $1,350 to the uh pre-bid or low bid base amount. Uh that gives us the total of $213,323 in the labor portion of the bid. We add that again to the $152,726.95 uh material cost and that would give us a total of $366,49.95 to put on a TPO single ply um roof on Tenetti hardet. What's the warranty on that? That should be a 25 year. I can double check and get back to you, but it's a 20 or 25 year on that. I'll check back at the end. I can find out by the end of the meeting. Matt, when do you anticipate installation of it? Uh, honestly, we would like to try
048if we if it is approved tonight, the anticipated start date would be before November 1st. It would be dependent on delivery of materials. I have spoke with the principal, Lisa Cross, at that building. Uh, we have an agreement as long as they can have their haunted hallways on the 26th of October. Uh, and we don't interfere with that. She said we can have some of the parking lot to stage. Uh we have a plan for access. They will have a crane on site. We will keep things uh managed, but it would be uh hopefully by the 1 of November provided material shows up. Have it completed probably within a month. This would also include new capping that goes around uh all the parapit walls. So we would have a completely sealed good roof. Uh this
049would also be including some new roof hatches uh as well, so it's a little easier to get up on the roof. Okay. May I ask for that? I I want to reinforce the haunted hallway. Yeah. Needs to be protected. So, Al also, um, how much distraction is this going to be while the kids are attending class during that month? They're going to be putting that on. Sure. Great question. Um, I don't think it'll be too much distraction. Uh the way that building is built, there is a about six se six foot attic space between the uh actual ceiling and the roof deck in the main hallways. Um it'll be pretty much just screwing down a coverboard over the top. So they may hear a little bit of noise from some screw guns. Um but there
050will be no like ham hammering, that type of thing. Uh we've worked through a process similar to this at Warren Middle School in some of their renovations during classes. if it becomes a problem, we can work with our construction crew and try to get them to work on the other side uh or adjust classes. So, it's more of an inconvenience based on parking, whether it's for staff or parents coming in and out of the building. I would say be it would be not it would not be an inconvenience for a day-to-day operation because there's a chunk of the parking lot that's not used. Okay. Um I think we should have plenty of parking space. Again, the 26 being the important date, right, to avoid for parking. Uh I think we should be able to support
051that with minimal. Uh again me and uh the principal we have uh spoken. We'll continue to speak make sure that she feels they're using the right protocol coming to enter and exit the building. Uh we've talked through that what it looks like. Um once the construction crews on the roof they're going to be up there for pretty much most of the day. They'll take all the essentials up with them. U be there till the end of the shift and then come back down. Matt, since you do have the space, I'm assuming uh you guys have done a pretty good evaluation of the deck. Are we comfortable that we're not going to have any surprises uh underneath the old roof based upon what you're able to see? From what we can tell, yes, I think we
052we should be in good shape. That's what we did. The uh they did a device to to it's a radiation device to see what's in the substrate. That's how they discovered the 100 square feet of water. Uh typically you can use a thermal. Uh this one because it had a reflective coating on it, they had to do the other style. So unless we get into some rotten wood, but again this being a hundred-y old building now this year. So that's the first thing to recognize. It's 100 years old this year. Um it's in great shape and it is a wood substructure and uh it has good good water flow to a few drains that are on the roof. So, I I don't anticipate a bunch of rotten wood or anything. Sideline to the topic of
053of replacing this roof and us getting ready to hit its 100th anniversary, have we thought about doing a rededication for the building for its 100th anniversary being in in existence? Sorry, was that directed to me? Sorry. We have not, but certainly can stepping up. So, that's okay. Um actually um Lisa Cross has been talking about this and working with different um departments within the district to get something to recognize that 100th year. So Okay. Yep. Thank you. Yeah. Hey Matt, were all the were all the biders going to use Trimco products? Yes. We were going to purchase we would purchase the material. Okay. So they will use our material. So we don't pay a markup on the the material by buying it through a co-op. So every bidder had to be um capable of putting
054down the Trimco product and meet their specifications. Um so we're we're buying the material separate. Have we been watching prices on that particular material? Is it going up, going down? Um we are buying it directly. I have not been watching the market for roofing materials, but like everything um we're seeing exclusionary costs on a lot of the things we purchase that by the time you submit a purchase order and by the time it's delivered, if there's too big of a gap, they're putting disclaimers in it that indicate that there could be a markup for uh certain products. This is a uh it is a thermoplastic um so it does have petroleum in it but it is not a typical um asphaltic uh based material. So I think it's a little bit more secure and less
055subject to the vulnerable market of petroleum. So I don't have a direct answer for you as far as I've watched it and it's gone up or down. I think it's a pretty stable cost but uh Mr. President, I move that we accept the Nittyhart roof uh replacement recommendation of 366, $49.95. Second. Sorry. Who won the race? We got a motion by Mr. Pal to accept the bid and seconded by Mr. Murphy. All in favor? Looks like 70 to me. moving right along. You staying up there? I am going to stay up here. Okay. Before Matt moves away, I I would like to comment that we've discussed this roof for several months now. And it was starting out at half a million dollars. And I say that so that uh Matt and the work that his
056team does to get us into a more reasonable financial position is again, you know, Matt, thank you so much for your and your team. Uh and this is just evidence of your hard work. Appreciate it. All right, tell us about the elevator. All right, so are we good, Brian? All right, so David Brewer, we have a Otis elevator that was put in in 2010. Um, couple things have changed over the past few years. So, last year we did uh what we call modernization of elevator components or the cabs. It includes the pump station, all the controls and lights and some buttons in some cases. Uh, so it's doing several things. And then there's a major change for the state of Kansas this year where the Kansas State Fire Marshall now is over elevator inspection. So
057we added a couple layers of um inspection and code compliance things that we have to to follow. This would do what we just did to three other elevators. Um at Netti Hartnett, at Lawson, and where's my third one? At LHS here. Um so we just completed these last year and u it's going to bring us up to date for ADA. It'll help us be code compliant for the Kansas State Fire Marshall's office and it will bring um our elevator into a serviceability for the next several years. So, one one of the biggest pieces is the uh the control boards that are in here are proprietary to Otis. Uh they are obsolete at this point or on their way to obsolescence. If it were to have a failure today, it would be doing essentially this in
058a quicker fashion and we would have an elevator that is out of service for several months. Um this process by itself takes about a month to a month and a half. So, the elevator would be scheduled out of service through the summer months. So, this would be a summer project. Um, that's that's about the nutshell of what this project entails. And so, there are some subcontractors that would be working under MEI to do some of the code compliance pieces for the fire marshall. And we are uh making this purchase or making the recommendation to have this purchase through the KU contract. Again, we did this the last time we brought these to you. and it is a piggyback purchase through KU's public bid. And that amount is $177,611. And that will set us up with
059this elevator and complete the four elevator renovations and modernization that we have in the district. Matt, how often are the elevators inspected by the fire marshall now? So, they'll be subject to an annual uh inspection by the Kansas State Fire Marshall. We have quarterly inspections by MEI which include cleaning and then minor adjustments and then MEI is also on call if we have any issues and we do have those. They are very quick to respond usually within 24 hours and they do have emergency services. Thank you, man. How does uh liability fit into this at all? Because I mean if this is not upgraded then it leaves three that are upgraded and one that's not. So I we're gonna we need to do this. Um, so liability. I don't know if there's a real liability.
060If if it were to fail, we still have access to the second floor at David Brewer by going around the building. It'd be an inconvenience. Um, the only thing kind of in your direction would be if the state fire marshall came in, we would be deficient uh upon an inspection and we would start to see deficiency notices. Uh, so we're just trying to get ahead. I will say that we're probably ahead of most school districts at this point, having three of the four taken care of and working on our fourth one. This is brand new out to all the school districts. I've been to several uh Kansas State Fire Marshall presentations regarding this. Um it's going to take a while for it to get caught up, but the intent is to make sure uh that
061the elevators do fall under stringent guidelines under the office of the state. So that's why we're seeing this change, right? and seeing how we're kind of trying to keep an eye on how costs are changing. Yes. How does this 177,000 uh correlate back to the three that we've just got finished with? Um I don't recall. I I want to say the three combined were over 300,000. Um but they're all different elevators. So I don't know if we can compare them apples to apples. Okay, fair enough. I'd like to make a motion to purchase the elevator modernizations in the amounts of $177,611 from MEI Total Elevator Solutions. Second. We have a motion by Mr. Wells to accept the uh the bid from MEI. Second, second by Mr. Goodman. All in favor? 70. Thank you Matt. Sorry.
062So number number seven. So item seven is justformational in nature but again it's a reminder if you are interested in the NSBA annual conference that will be held in New Orleans. So NSBA again is the National School Boards Association. Dates are April 5th through the 8th 2024. and you are to contact Brenda if you're interested in attending. We are trying to realize the discounts for early bird registration and otherwise. So happy to take any questions but just a reminder is the district presenting at nationals. Uh we are not that I'm aware of. Okay. We'll move on to number eight. Uh enrollment update. Who's on that? Yep. So, this is your update that I believe has occurred probably the same school month each year. As you're well aware, we count all of the kids annually on
063or about September the 20th. And then with that comes several different reports that feed directly into our funding otherwise. And so, uh, tonight is an update after the 920 headcount. Miss Sloan, take it away, please. Yes. I would like to share with you our enrollment for this year. It is headcount. It is based off of September 20th of this year and so it's just a snapshot. So it's the information is only as good as that at that time when I uh took a snapshot of the enrollment. So it is subject to and it is only headcount not full-time equivalent as we go through this. So Miss Beth and the will in the spring we'll have our audit through KSD and then I'll be more exact with regards to uh funding. So, unfortunately, I have to
064report to you that our enrollment is down 124 students. Um, we have over the last five years, our enrollment has been declining at a rate of 74 students per year. So, we're down 370 students over the last five years. On a positive note, uh the we're down in every building. However, the high school is up 47 students. So, as you see in the presentation, all of our uh buildings have a decline in enrollment. Here is the actual average uh class sizes as per the request of the board. In previous years, you wanted to know how many students per class at the elementaryaries. I can tell you prek is only three section or three teachers, six sections, which is AM and PM um and so forth. And so kindergarten, we had one less section, so we're
065at 18. And our goal is per the guidelines that you've given me is to stay in that 18 to 20 uh range for a primary. That's going to be your kindergarten through 2. And then for third and above, we try to stay in that 20 to 25 range. We really try to focus on the 23 being our cap, but you can see we have a couple grades uh classes that are a little bit higher. Here in our district, we only have three elementaryaries that have the same makeup. So, David Brewer, Anthony, and Henry all have grades first through fourth. So, we can only have in district transfers at those three schools. So, this year we had 95 in district transfers. That equates to roughly four classes that moved within. Most of the time the requests
066are mainly honestly for child care after grandparents uh daycare things of that nature is when we have those in district transfers or if they would purchase a home and they've if their kids have gone to David Brewer for the last two years and they want to finish you know their um enrollment in David Brewer we will allow them to finish. It's all based off of if we have room within the classrooms, each class. This is our five-year trend. Um I believe it was uh Mr. Pow maybe asked for this. I'm going to give you uh with regards to out of district, but this is in this is actually trends across our out of district transfers. You'll see we have 149 um out of district transfers. I will tell you 85% 85% is secondary. 85% specifically
067is the high school. 5% is the Warren campus or that's grades five through eight. So 90% of all of our out of district transfers are at the secondary level. Okay? And in order to be a non-resident student, you live outside of our district, our school boundary. So we just talked about in district the three elementaryaries you our out of district is outside of our boundaries. So breaking that down just a little bit more. Our elementary out of district we had 10. We had 10 this year and you can see there where they came from. Predominantly at the Lancing Elementary and then followed by we had one from Fort Levvenworth and then one was from other secondary out of district transfers. We had 127 obviously at the high school. You can see that has gone as
068high as 181 back in 1819 school year and this year we're at 127. So it does fluctuate. Um but on average you're around the 120 125 mark just at the secondary level high school specifically. Where did the out of district transfers come from? The secondary out of district for you can see this is just the Warren campus on the top table and then we have the high school on the bottom. Predominantly again it's going to be Lancing as far as out of district for the high school as well as for the Warren campus followed by Fort Levvenworth. When I mentioned Fort Levvenworth they are our students grades 10 through 12. ninth grade, they have their own uh patent junior high. And so a lot of our students that are going to be here more than
069one year will choose to come to the high school and or they choose because of the options that we have as far as activities, sports, clubs, and of course our JOTC program. This is just a little bit more about the secondary specifically to the high school. Because uh this is headcount only, I wanted to kind of break it down even more. You can see how many of our students are actually coming just for JOTC. This year we have 22 from the various schools. And as always requested by Mr. Carney and other board members, this is a breakdown of our Pioneer Career Center. I'm happy to report that that number is up. I do want to note that the there on the top table you'll see fall spring. Um you could have duplicates there. You can
070have a student that's enrolled both in the fall and spring or you can have a student only enrolled in one or the other depending on their uh case load. You can see as a focus this has not changed for some time. The preference or the highest uh attendance enrollment is the culinary arts and then the C uh CNA student source. As far as new and returning, um we have 632 brand new to USD 453 as uh Miss or Dr. Adams kind of reminded us as we were were reviewing this um this morning. That's basically a uh if I'm not mistaken, Dr. Adams, did you say that's equates to a 5A high school or 3A 3A, excuse me, a 3A high school of brand new to our district. Um and then of course returning we have
071200 or 2,858 students returning. Questions on enrollment. So the very first slide that you showed the loss and third the three-year program. Why are our numbers so small? So those come from our community. So I can't speak as to why we don't have more participating. Uh, Miss Marvel, do you have any additional information? The only thing that we can think of is and based off of the reports that I've been running is that we have less interest from the community in getting services. We have kids that qualify and then they decide that it doesn't it's not convenient to bring them for their speech services or those types of things. And then those kids resurface back when they get to prek at age four or when they get to kindergarten. Those kids resurface back. Yeah. This
072doesn't show the prek I don't think on here does it? It does actually. You're they're your four fouryear-old. So I guess the question just directly is are we seeing fewer of the prek? Our prek if we have three sections. Previously we had four sections. So we're down one section, but we're still servicing all of our students that did apply. Our prek it does require it's at risk. So you do have to qualify. Um, but we took all the students that could qualify because the prek is up 27 students this year, right? It is up. Yes. Okay. Thank you, Dr. Varble. Yep. Why don't you talk a little bit about what qualifies a student to be able to attend that both the three-year-old, four-year-old, ECU, etc., please? Sure. So, in order to qualify for that three-year-old
073um status, a student would have to qualify as a student with special needs. So that would come from either tiny K referrals or your count your kid in or just um community referrals of students that they have concerns with. The students would go through a special education evaluation and then students who are identified as a student with a disability then will qualify for those services. And so that's where that three-year-old column comes from. So then when they move into that four-year-old column then you're combining our special ed identified so our early childhood special ed along with at risk side by side. So, we used to have peer models in the three-year-old program. Do we still have that as well? Yes. So, we still have peer models. In fact, I just accepted another one today. I
074believe we are at five around five to six peer models um this year that we're we've floated in between the three and four year old program. So typically in order to qualify for that we have to a have the slots available um and then two that we do a count your kid in screening to make sure that there's no um deficits and if that child tests well within that then they qualify for that at risk programming or uh that pair model. The other thing I just wanted to mention to you is that three-year-old number grows throughout the year. So we start off typically every year we start off pretty low and then we see that number grow throughout the year depending on the number of tiny kid referrals and count your kiddo uh count your
075kid in referrals that we get. Dr. Barbara, what's the typical Keeping that in mind, what's the typical growth over a year? Um, the typical growth, it depends on the year. Um, some years we get anywhere between 30 to 50 referrals. We've had as many as 100 referrals and evaluations. Um, I I believe I'd have to double check our numbers, but we were sitting at around 80 um evaluations this last year. Okay. Thank you. You're welcome. And I'll say out of those um referrals that we get between Tiny K and Cinder Kidden, usually at least 90 to 95% of those kids do end up qualifying. I just want to make a comment about I think a big part of the problem with our numbers is Leworth is not growing. If you ask the realtors in town,
076they're not building any new houses, not very many. everything's going to baser out and I I think that's impact on our numbers really a lot. I would agree. And also I always give the description we're landlocked. Yeah. We've got the the east is the river to the south is Lancing to the north is Fort Levvenworth and the only way that we can grow is truly to the west. It's no growth. And then we have that whole section that's Levvenworth addresses, but it's still Lancing School District. Any other questions regarding enrollments? I think we ought to have to take it back. Oh, I've been talking to people. Be pretty easy to draw a white line down the middle. We just don't want another bloody border war. While she's preparing for I think it's item nine, if
077I'm not mistaken, which is directly related to this uh just know that we're going to go through then several processes including an audit with the state. So this is very much preliminary in nature. Uh the audit then is anywhere between January and as late as May. And so we'll have what I would call micro adjustments to the final FTE. Uh the best team will facilitate. But the number you saw on the screen tonight will directly impact funding as early as next year and potentially for the next two years. So remember in our finance formula we are living off of the highest of the first or second preceding year. So uh just suffice it to say that the loss of enrollment is certainly at the top of our list of concerns as it relates to that
078loss of funding. So with that that ushers in item nine which is directly related to uh enrollment and specifically out of district enrollment or I guess what we're calling non resident students. So Amy take it away. Yes. So last month Dr. Adams shared with you, just kind of gave you an overview that this would be coming and kind of explained what the uh new state requirement was. And so what I've just shared with you is a physical copy of the JBCC just because of the parameters that you guys are kind of restricted. Some of you do have your devices, some do not. Thought it might be helpful for you to follow along as I kind of talk about this new policy. So there's two things tonight that we hope to accomplish. Number one is that
079you had an opportunity to review the attached uh proposed draft of JBCC. Um we will take any feedback or questions you have once I go over it and then we would ask that you allow us to public do a public notice of a hearing for the November 13th. We are required by law to post this for two weeks and then have a public hearing at the November 13 board meeting regarding the new policy of nondist um JBC C JBC. So I'm going to go ahead if you'll just follow along. I'm going to give you just a little bit of information and then I will be happy to answer any questions. But if you go ahead, there are no changes to the original document that was provided and recommended by KASB until you get to the
080last page, pages five and six. I know you've had a chance to review this uh last month and then again we just posted it last week, but I want to bring your attention. We made some recommendations to a few changes um what deems a student to be in good standing. Um thanks to the help of Mr. Potter and Dr. Roth. They helped me acquire lots of different um JBC policies and what everyone else was kind of doing across the state. And then we looked at ourselves and what we wanted to do. Um and so we made the following recommendations and I'll go ahead and unless there are questions about the policy anywhere else in the policy, I'll go ahead and talk about what it means to be deemed as not in good standing. We added
081instead of 90% attendance, we said you needed to have 95% attendance. And please note this is 95% of attendance rate. It it does exclude excused. So this would mean a student would be able to still miss 9 days unexcused to be at 95%. So that's why we bumped it up even higher. Otherwise, they would have been able to miss 20 days of unexcused. We didn't feel like kids have to be in school in order to learn and to be effective. And so we increased that as did many school districts across the state are recommending. We did add number two, the second bullet there. And that just aligns with state statute along with attendance as well. And it also aligns with your current board policy JVE that says if you're absent three consecutive days, five days,
082or seven within a school year. So, we felt that was important to align with our existing board policy as well as state statute. You'll notice in the uh next blue section, everything in red was KSB. Everything in blue is what we're recommending as changes. In that next bullet, blue, any student that is a non-resident student has failed multiple classes in the current school year and is not on track to graduate. We wanted something in there regarding academics in order for students to if they're going to come to Levvenworth public schools, our focus is academics. We want our students that are coming into our district to also have that focus. If you notice, there was nothing in the KSB recommendation. So, that's why we added that. It does give us a little bit of gratitude as
083far as being able to um allow a student might be struggling in one area, but they still have to be on target in order to graduate. Are there built-in like quarterly checks or what? They would follow the same guidelines as far as quesa if they're participating in activities. Um at the end, this will give us the autonomy at the end of the quarter or end of the semester to allow us because Dr. Adams will assign somebody from the district office to evaluate everyone who is on a non uh nondist um out of district transfer. We'll have to evaluate those. So then at that time they can go all throughout the school year though. And then the of course the next one we just moved one of the bullets so it would be a line closer
084to the discipline. So you see that next one crossed out. I just moved it down. But if you turn over to your uh next page you'll see they were recommending that a student could have multiple out of suspension out of school suspensions. We added language in the area of discipline where the student has had three or more inschool suspensions or two or more out of school suspensions. Still allows a student if they make a mistake that's okay. But if they make multiple mistakes or anything that is of which would result in two or more out of school then they would not be uh allowed to return. And then finally um with the suspensions the student is uh that last bullet you'll see is just where we moved from the previous page as far as the
085order. Something I want to go back to to two questions that were back last month. The first one was from Mr. Pal regarding the priority list. The question Dr. Adams asked that I go back and review and make sure I answer all the questions and there were two that stood out. One from Mrs. Murphy and one from uh Doc or Mr. Pal. the priority list that allows those students to be selected prior to the lottery. And that was your question, Mrs. Murphy. With regards to the priority list, those students would be selected first. They would take any open seats, then the lottery would begin afterwards. Any student that is on a out of district transfer, they only have to fill out the application once, and as long as they're in good standing, they will not
086have to fill out the application again. Currently, you have to fill out one every year. Once you are on a non-dist or non resident out of district transfer, you are automatically our student until you graduate. So, there's a simplicity for the families who fill it out um as long as they remain in good standing. Questions about the policy? Yes, I I think that the question still is out there about uh the rank ordering of the list of who gets chosen because when when we have students that come from in the district, we have to accept them. But there's a finite quantity. You know, the good news would be is if we completely had more requests to transfer here, then we actually had slots. So let's assume that okay if a student uh submits it on
087one day and a student submits it a month later which of the two do you consider? It's a finite it's a finite uh requirement here. And so the way that this is written right now we have no way to turn to a parent and go well they file theirs first or theirs was from last year content carried over. We don't have anything in here that qualifies that. And as a parent, I would be a little upset if someone got chosen ahead of me, but I was filing from last year. If you follow follow my drift, we really haven't established anything in here that qualifies that. Actually, I believe there is. Let me and maybe I can answer this. So June 1st through the 30th is when you actually put in your application. Then it's truly
088a lottery. So it doesn't matter if you submitted it June, you know, anytime within that time period. Then we select all of our open seats that are available. I'm talking about the non-lottery because that was I'm sorry that was really where the question came. So the nonau if you turn actually I can I think I can identify exactly where you're talking about. Um under I'm going to go to for those of you that are following along that blue page four. Is it page four? Got it. or the back of the second pitch, however you want it, starts with the words any sibling. Okay. Yep. So, under the non-resident student continued enrollment, is that what you're referencing? Are you referencing the priority list? Those who are not competitively having to go through the lottery. So, that
089is your priority list. and your priority list um is is actually on my the second page and I'll flip over open seats without a necessity to be selected through the open seat lottery. So it clearly states that they get selected first. But if you have 19 slots and that's all that we have and you have 20 that are uh don't have to go into through the uh the selection process, you still have one student. You've got to figure out which one doesn't get to uh be enrolled. Right? And that's all I'm getting at is if we just had a simple statement in here that said that the or that the selection process is by order of when the application was submitted, we're done or pretty close to done. You might have to word some some
090of it, but you just have it just would seem that there has to be some kind of process in here where a parent would have an idea of okay, well, we got to get our stuff in because, you know, etc. So, it'd be great if we fill all of our slots. it means that we're doing the right thing. But um maybe we won't see this for years, but I think that it's a it's a let us work and see if we need to add a sentence to that. That that part of this tonight is truly listening to you guys as far as your review if there's anything that we need to change and then if we can uh add a lang any language that you're describing and then we'll get it back out to you
091um in the BOE FYI and then have it ready for you for the next meeting. I I think it's a simple fix, but it's going to happen to us. Okay. But you understood though the priority automatically gets selected. They don't even go into the lottery. They're selected. They take the open seats first and then the lottery. Yeah. It's inside that subgroup. Okay. Thank you. Questions about the actual pol or any other suggestions for the actual language that we have provided other than what Mr. uh Pal has asked that we come back with. Okay. So, the next thing I just want to uh kind of remind you as far as next steps what we will do, we've already started working. We've involved our building administration at every level. We'll continue to involve all of our administrators
092throughout the district as well as the district office. We will come back and we will provide hopefully after the first of the year once we kind of have a good count and we know where we're at, we'll go and we'll give you as uh I believe it was Mrs. Murphy requested before the May hopefully it will be a uh April for sure but we'll be providing you with the capa uh the capacity for the district and it will not be square footage capacity it will be instructional capacity. Matt has already gone through and accounted only classrooms where students are actually in the room learning. So that number will be a little bit different than your capacity as far as uh the architecture. Okay. Then we'll probably uh we will have the number of students expected
093to return because we will survey our families and our students to make sure we have a good hopefully solid number as best we can. And then we'll follow up with the number of open seats exactly by building um and by grade level. And what about when we have the staffing shortages and we don't have the the staff to be in the classrooms that we have available? So that is that is something that we're working you know is an issue right now. Um, we will base it off of what we believe based off of our current policy as far as resignations and our current staffing. Y So, we'll have to base it off of the spring what we have as far as staffing and who we know um is returning. And is it possible that we
094can not accept any out of district um students if our current staff load is exceeding what we consider our educational capacity? Yes. So we'll come back with some guidelines for and then hopefully get your approval. But yes, if we're like for example, we're already over at David Brewer in two different grades. So we would not take have any open seats. Um at our early education center, we're higher than what we want to be and what you've given us direction. So we would not have any out of district or non-resident open seats at that time. Now I know we've given you guidelines on you spoke to them earlier. Yep. on what we want in our grades by levels. Yes, sir. Um, do we have that formulated anywhere in our policy or is that just what we
095provided you as general guidelines? So, previously it's just what you've provided me just like this, but moving forward it will actually be in writing and that's one of the things that you will be approving. Yep. Okay. I don't I don't think our challenges here are with regard to brick bricks and mortar. Not in not we have the physical space. Our concerns here are the human capital and the ability to offer solid education. Yes. And so my philosophy, just so you're aware, is our allegiances to the students residing in this district first. Yes. All right. I think I understand my direction. Thank you. And we will bring this back um for the November 13th, giving you ample time to review. Thank you, Amy. Thanks. Move along to item 10, the strategic plan update. And I think
096you're going to handle that. I am. Yep. You're going to hear far more far far more from me than you probably want to tonight, but we will attempt to hit the high points. So, uh we are in the middle. Do we need a motion to have the uh hearing, the notice of the hearing? Oh, notice of the hearing. Yes. Sorry. Sorry. I'd like to make a motion to put forward a notice of hearing for the JBC enrollment and JVCC enrollment non-resident. Second. Wait, wait. When are we going to do that? It's for the November 13th. Oh, we're going to handle this just like you do your budget hearings. You'll go right at 6 o'clock and then your board meeting will start right after. So, we're going to call for the hearing before we have the
097new language at the new board meeting. Or are we going to have the new language first and then call for a hearing? Sorry. Which new lang are you just referring to the suggestion tonight? We could probably have that to you by the end of the week. Is your concern just having it before the board meeting or having the hearing that night? Making sure I'm understanding your concern. If we if we post it publicly, we're saying this is going to be the wording. Correct. So, we should get all of our little ducks in a row before we post it. Okay. Do we not print this? Do we not issue this as the statement that's being put forth for that? So, we can actually push it back to the December. Yep. If you would like and then
098have the final draft for next month and then do the hearing at the December if you would like or timeline of trying to get this all done would be we could always call a special meeting. We have until the end of this until December board meeting so we have a little cushion so we can two opportunities. Okay. So we'll bring the draft back to you for November and then do the notice of hearing in December. Am I correct? Okay. Yeah. We should we should probably have all corrections in before the next board meeting. Agreed. You had a motion. We never had a second. We we did have a second, but you know, if we need to resend it, we do that. Yeah, sure. Send it. Yeah. Okay. So, want to make a motion? We don't
099need to. It's just I said it send it. I heard that. Okay. No, no motion needed. All right. Back to the strategic point. All right. Where were we? Uh strategic plan. I just want to say thank you to all of those that have had input in some regard. Several of those are probably in this room. Uh but we are in the throws of the final hopefully draft. And so wanted to go through where we're at today as well as next steps with regard to uh the strategic plan. So uh just a quick review of the various steps that we're going to go through. Uh, as you can see, it begins by putting a plan onto paper, operationalizing it then for district administration, building administration, and the people that actually put the plan into motion. A
100really important part then is the measurement component, and then hopefully developing a regular cadence for assessing that and determining where it is that you're at and making the necessary adjust. So, it's something I want to really stress tonight is the draft that you're going to see, even though it may live for six months, is always subject to change. I want us to be fluid with that. Uh, I want us to fall in love with the process, but not necessarily the specific step. And so, really stressing that with staff as well as with you all as well. So, tonight we are obviously in the planning stage, but hopefully here shortly we're going to be moving to the operationalizing stage. So we had five main focus areas for you. Uh the first of which was teaching and
101learning. We employed uh a very uh in my opinion intuitive technology that some of you may have used before. And so what we want to look at tonight is how artificial intelligence was used uh to analyze the comment boxes and develop some main strands. So uh within the teaching and learning were 10 what I'm going to call primary strands that came directly from the comment boxes. I'm not going to read to you everything on the screen, but as you could see um these are going to be appearing in the order in which they appeared on the survey. So we'll have likely some survey fatigue that will kick in later with regard to the number of total responses and otherwise. uh but a few that I want to I guess draw your attention to uh that
102directly aligns with my perception as well as the perception of the team members over there. Item number two which is addressing student behavior and as you will see there it is implementing strategies to manage disruptive students such as alternative placements, behavioral support and clear consequences for rule breaking. Again, not trying to overshadow the other eight. Number five is the prioritization on early childhood education and it makes it very clear a call to invest in early childhood programs and parental and parental involvement, excuse me, for that strong foundation. So, I'll give you a second just to glance over, but again, this is kind of the top 10 directly from the comment box responses questions before I move on. Okay, you're then well aware of the wordcloud technology. I believe that's older in nature, but what I
103want to draw your attention to is the AI summary as well as the themes. Those were not written by staff. I want to make that very clear. Those were the computers analysis based upon the comments that were received. So both the AI summary as well as the five themes did not come from staff and were not written or authored by staff. rather those were written and authored by the AI intelligence. Again, several things that I would argue align directly with what we see on the ground. Uh everything from supports for teachers and staff all the way through engagement and rigor questions. I'm going to keep moving for the sake of efficiency. Okay. Pillar number two was support services to broaden that definition a little bit. This includes everything from counseling and mental health all the
104way for services that are far beyond the classroom. So what are the key takeaways there? Item four, which is establishment of partnerships with local mental health agencies. This is a recognition in my opinion that we cannot service all of our students needs, but knowing full well that as we service them, partnering with outside agencies is absolutely critical. Item seven then is a development of alternative learning options realizing that not every student learns in the exact same way that will require additional investment likely in bricks and mortar as well as staffing and otherwise. But if you truly want to try to reach all 3500 students I believe it's imperative that you think in other ways with regard to delivery models and such. Again, the AI summary both on the written summary as well as the five
105major themes. Again, I would say that those themes align directly with what we are talking about on a regular basis. My favorite part was the last sentence. Overall, the responses indicate a need for a comprehensive approach to addressing mental health and well-being. Focus area number three then shifted to staffing and personnel. And to further define that, this looks at everything from recruitment and retention all the way through salary, benefits, etc. So what were the key strands that stuck out? Well, number one, probably if you don't get that one right, nothing else matters, but it is rema maintaining a competitive environment both with regard to salary and benefits. And then number six, I really want to stress this one because I believe it can be a gamecher not just for our staff but for the families
106of Levvenworth and that is providing on-site child care. Uh we believe and obviously the responses here indicated that this could be not only a service for employees but also to help our families with their responsibilities as well. Again, the AI summary for you, and I'm going to call out just a couple things that are boldfaced, is everything from degree scholarships, on-site daycare, merit-based raises, and opportunities for professional development. And it is doing anything and everything we can for both a diverse as well as qualified staff, five themes, and again the word cloud. Shifting to focus area four, which shifts our focus to finance and operations. Again, this is everything from support and equipment all the way through our safe and secure facilities. So, what did we find here? A prioritization on security measures. Item number
107three, including but not limited to fencing around playgrounds, security cameras, and trained personnel. Item six also stood out to us as well, which was a focus on maintaining and improving existing facilities, some of which you did tonight with the action items you did. It doesn't always include this, but can include heating, cooling, and building safety. The III summary calls for providing budgets for teacher expenses, ensuring equitable distribution, and investing in necessary equipment for supplies, seeking additional funding sources, and a call for transparency and spending, as well as involving teachers in decision making. Again, the five major themes that would certainly align with my perception as well as our cabinet and the word class. Our fifth and final focus area is on family and community involvement which further define looks at the strengthening of the connection
108between schools, families and community members. So what did we hear there? Well, item number one I thought was really critical. It is an increase of community involvement programs and school sponsored events. The idea here is to engage families and community members. Number nine, which is ultra critical and is something I am certain that our principles are stressing, but it's something that is at the forefront of everything we're doing in our daily work. It is making families feel welcome as they come into our buildings, into our facilities, and otherwise. What did the AIA chatbot say? They looked at how to increase participation in parent teacher organizations, parenting classes, promoting respect and collaboration, and finally again familiar theme, a more inclusive and supportive environment. Here there was only three major themes again all in alignment with our
109perceptions as a captain. So what is the summary you ask? There were several that stood out and I realize that's tough to read. So don't worry, I'm going to hit the high points. But on the right is what's really critical for how this software and technology works. There is ratings if you've done this before. And the ratings are five all the way through one. If you see the top response was nearly all fives by the peer rated responses as well as number two. Number three then brings in a little more in the fours. You get the idea, right? So item number two that we think is really critical, it is celebrating your teachers who come to school every day for our children. Further defined, it's important because we come even though we don't feel heard,
110valued or supported. Really important. That was the number two rated comment. Number four is without highly qualified staff employed and at work and without students in attendance, academic and behavioral gains. This directly aligns with conversations I've had with some of our board candidates that are in the room tonight. Thank you for those that are making time to come out. But I have said numerous times already that we have to have teachers here on a regular basis, students here on a regular basis, and make everybody feel warm, welcome, and included in what we're doing. Those two resonated there quite well with me. Accountability is not just for teachers but both for students and parents. That was also a high rated thought. And then finally acknowledgement not just for teachers and admin but also for support staff.
111We have approximately 600 employees in this district. Approximately half of them are not certified i.e. they are classified as far as food service, custodial maintenance, you get the picture. half of the employees are doing that work in a classified status and too often we don't do a good job of recognizing them. I am the most guilty of anybody. So again, I think that was an important theme that stood out. All right. Finally, again, this is not from staff. Just to be clear, this is the AI chatbot that is giving you a direct interpretation based upon the data. They provide both short-term, medium-term, and then finally long-term actions. what they call the insights action. I'm not going to read those, but just capture a few high points. Again, in the short term, it is ensuring all
112staff members, including classified staff, are included in relevant decision-making processes. I will tell you, we have things already in the works in that regard. Developing a plan to retain quality teachers and staff through competitive compensation and a supportive work environment. And then finally in the long term, number three, fostering a positive culture within the district by encouraging collaboration and relationship building among staff members. That's again our five main focus areas. Within those five focus areas, we established a primary objective. And then from that objective, our cabinet met to establish creative action steps which begin to then obviously allow us to address the specific objective within each of the five action step. Excuse me. Yes, within each of the five main areas. Again, I'm not going to capture those action steps, but as you will see,
113there is an objective within each and then upwards of six to seven action steps thus far. uh that we have included. I'll draw your attention to finance and operations and I think that is if I'm tracking number five, sustaining investment in career teched and school-based enterprise opportunities for students. You saw some opportunities for investment tonight that hopefully you are making the connection on on family and community involvement. Again, I think number two, which is elevating a community understanding of issues, challenges, and opportunities. When parents are involved and partner with this work, I believe we all succeed. It is the district's responsibility, in my opinion, to help parents with how they can engage with us. It is a two-way street in which both parties, in my opinion, share an equal responsibility for what is best for
114their student. Finally, on student engagement and support services, again, several, but I'm going to draw your action to, excuse me, your attention to bullet point number four, which is the creation, implementation, and refinement of structures to improve attendance and address chronic absenteeism. I believe if you really want to move the needle, the first thing you need is for students and staff to be here on a regular and consistent basis. I would stand for discussion and next steps. I think the only thing that struck me as I went through this is that um the one thing that was at least number two in about 90% of the data that you provided us was student behavior. Uh, and as I looked at the objectives and action steps, it didn't seem to be threaded in there very strongly.
115Okay. So, I'm I'm curious to see how because the action steps then become how do we fix this? So, a more consistent emphasis on student behavior with regard to the action steps. No, because you addressed the absenteeism, right? Which was the next line of address, but Yep. Thank you for that feedback. Yeah, that that is a consistent feedback that I'm I'm getting from community members is is behavioral issues, especially in the in the middle school. So, just making sure this plan has a hyperfocus on stressing that. Yes. Well, and when we're looking at objectives, I mean, that's that's key to why we're even spending the funding for an alternative school, right? you know, and that then becomes the basis one of our key teaching and learning requirements. So, I just I think I think we
116go priority what we're trying to address these objectives and and uh action steps need to show that. So, I think they're close. Thank you. I think a lot of the minor bullet bullet points would get resolved by that. Now, we implemented, if memory serves me correct, of a type of restorative justice when students are having behavior issues, however they're dealing with the student on that. Is that not working out as well as when maybe um greater disciplinary actions are actually occurring? maybe more in school suspension, more out of school suspension versus just a cool down period somewhere. Sure. I don't know if I can directly speak to data unless somebody else has it handy. But here's what I will tell you. We are seeing more and more behaviors that are disrupting the classroom at the
117classroom level as well as behaviors that are reaching what I call the major level. So students needing to leave the classroom, right? But we're supposedly implementing some type of restorative justice where that child that's had the meltdown is left alone while the class walks away. They're, you know, given a cookie or a juice or whatever to help them calm down. Is that not working? I don't know if I does anybody have data to speak to that. I can speak to the data we saw at the middle school uh from year to year and there is an increase instances at the middle school. So it sounds like it may not be working and while kids can see other kids acting out then it may make another one act out as well. So I can speak a
118little bit to the restorative justice. So not every building in our district is using restorative justice at this point. It's something that we're moving towards and working on training individuals within those buildings to run those restorative circles. Um, speaking to some of that data though, I will say that at uh, Third Avenue, um, and then our alternative school, they are 100% allin with restorative justice and have used it for several years. And the impact that we've seen on those students being able to turn their behaviors around and be able to show that empathy and being able to apologize and be able to restore that environment has been huge. um and has been a huge contributing factor to being able to get about between 60 to 70% or more of our students to be able to
119transition back successfully. Um with that said, um some of our other buildings are working on bringing on those restorative practices. I know Lawson is is a building that uses some those restorative practices with kids and I've seen that work firsthand and we've seen some successes with that. So, we're continuing to build that capacity to be able to do use those practices and ready. So that leads me to another question then. If we watch this escalate at Warren over the last couple of years, is there a reason why we did not decide to be proactive and start implementing some of that social justice then as we saw the next year it got worse, the next year got worse till we see it where it's full-blown an issue. So I I can speak to I know currently
120as of right here in this moment, I know that's something that they're looking at. I know we've had a few students who actually have been transitioning back to Warren who um our facilitator has been working with them on being able to facilitate some of those circles and be able to have um some of those restorative justice conversations. So I think we're starting to take small steps towards that. But as far as why we've not been 100% all in, I can't answer that question. So are the majority of these students at warrant somebody this transition from uh Third Avenue or Okay. So the students that a majority of the students that are having these behavioral concerns are not third avenue students. Okay. And that's they're looking at a very small population. Right. So because it they
121weren't the ones that I was worried about and I didn't suspect they were the ones that were the issue. So I was trying to figure out why is we've noticed this going on and I've been hearing it changing since basically since co um you know going through and it's now it's just gone more of like well it's a little issue it's a little worse issue. Now we have a full-blown issue where we actually did not become proactive. So now we've got a major problem because we did not act sooner. Right. And I'll say that I know at the middle school level they are working on building in those proactive strategies and continuing to um research those and see what works best for their staff. But that is something that they are continuing to look at.
122In fact, I just had a conversation today about that. And I think there's a relationship in here with what we're trying to accomplish that isn't clearly defined in much what you're bringing up. And correct me if I'm wrong, but last year's um issues with the alternative school, we had what it ended up being one student at the very end, but was it two or three? Students, but how many were recommended for the alternative school? Okay. The reason why I'm bringing it up is part of what we had been briefed was that there was a number of parents that uh removed their student or said no, we don't want to participate, which meant that their kid never got restorative justice. They just got to go home because they didn't want them in the program. So, and
123what I'm what I'm trying to get at here is when we look at what we're trying to achieve, we have teaching and learning because we're trying to get these kids back in the classroom. We've got family and community involvement, and then we have student engagement. This goes through all three of those. And I think we need to be careful that as we're designing solutions that restorative justice is part of it, but that covers the parents aren't engaged in this and we're not going to get after the kids. They're going to they might be good for a period of time. They go home, they come back on Monday and they're right back where they were. So, um, I just I'm just offering up an observation here that as we go into building this plan and we're
124saying that student behavior is number two, if not number one in this, we've got to figure out the second one. How do we get the family engaged in this process? Because we have parents that turn down an opportunity to get their kids in a program where they personal almost one-on-one work to prepare them to go back into the classroom. So that that's the observation is that it's not really threaded in here, but you can't ignore one. You can't do one and not take care of the others. So you're saying parents turned down service. Why did that happen? Um for a variety of reasons. Um we had So we had five students that we were prepared to take on. Two of the parents um two of the families decided that they did not want to do
125that. believe one was for transportation reasons um and the other just it wasn't something that they were interested in. So like the model itself or um I I really couldn't answer that for them. Um can you restate which buildings are doing the restorative model? Sure. So you would have um Third Avenue School and the alternative school at Netti. Um we have uh Lawson Elementary that utilizes that. David Brewer has been trained and they are utilizing that. believe Anthony is also trained in utilizing that as well. So just not secondary middle campus and then and then Henry Henry um Henry does some of the practices we have it sprinkled in probably every building but not systemic in every building like the ones that she just mentioned. So what what are we doing majority in those other
126three here and the Warren campus? What do we do there mainly? I'm sorry. Can you repeat that? So, if we're not doing the restorative justice model, what are we doing primarily in those other three buildings? So, we have um I would say probably about three different models that work very well together. Um you may in at Warren, they um are working on VIS, which is a model that's been around for a while, as well as positive behavior support systems. um uh and you'll see um Anthony as well as is using the positive behavior support systems um they are uh of this building as well although I don't know that they are wanting to stay as focused on that. So you have those three models in all the buildings at various different types of stages. So,
127a complaint I get a lot I would say I get the most specific complaints out of Lawson and it's like um you know this specific student is going around out of control towards other students and we keep bringing this up to whoever management is at that at that in that at that time and they just say build relationship and you know the employee doesn't feel like they're lacking in building relationship, but they feel like there's that's not like a um I don't know productive response. They feel just kind of like it's a um a statement that they're told, but they feel like there's a gap in how to actually make it successful for everyone. And so that would be my only concern um that I know of. So, other questions, feedback. So, what are our
128next steps? Next steps. All right. So, internally, we've already began working on both what I call lead as well as lag measures. I know that a measurement is a very important piece of this. And so I think that document's now to two pages. We shared that last week in the Friday review if I'm not mistaken. So would encourage some feedback in that regard. Uh next steps I would say is a presentation of the lead and lag measures. Uh and then Jake, are we still on track for a January approval or December approval? anything on the time based on tonight's feedback. Okay. So, be prepared in November uh for the refinement of what we heard tonight as well as conversation on whether or not you want to have a separate work session just for the strategic
129plan. In the meantime, I would um kindly request feedback on the lean and lag measures that we sent you on Friday. I think that's an important part for helping us annually measure and adjust. Thank you all. Number 11. Before we move on, we have a Sure. Five minutes. I'd like to make a motion for a 5m minute recess and return back in this room at 8:10. Second. A motion to bio a biology break and a second by Mr. Goodman. All in favor 810. We're back in session. Are we at 11 now? 810. Item 11. So item 11, the superintendent report. Okay. Just a coupleformational items and then I'll turn it over to our consultant for the evening. Item number one, it has already been said, but I want to make sure I restate it. It
130is no small task to move a board meeting because you are already set up in several regards, but I just want to say thank you to a number of folks that mobilized and made this possible. everything from our camera crew uh that provided the live stream, Mr. Barttok and his crew, Mr. Dedki, our food service, etc. Uh all of the people that were involved or played a hand in tonight. I just want to say thank you again for allowing us the opportunity uh to come into a building, get out of the board office and see the good things going on here at LVHS. We're going to do it again this spring. I think it's February where we'll be at the Warren campus. So again, just want to extend appreciation in that regard. Uh some good
131news. is hot off the press directly from the commissioner's desk. Uh you may be familiar with the Kansas Can Star recognition award. Uh we were notified earlier this afternoon uh that for 2023 the district has received two awards. The first of which is bronze in kindergarten readiness and copper in with regard to graduation rates. So two more celebrations for the evening. So again, thanks to all that have played a role in that. Yes, it's certainly a round of applause. Fantastic. With that, I'm going to yield the mic to Dr. Marshall Whisman. You have seen her here before. As you are well aware, you are here still in your one-year warranty period with the new superintendent. It's uh we're going to transition now to that follow-up piece that was promised to you when you initially contracted
132with KSB last year. Marcia, take a look. Yes. And it is so good to see all of you. It's been been a while and uh you're settling in. So, uh, and I did appreciate your student ambassadors as I came to the high school tonight. They were very engaging, reflected well on what you're doing here at Levvenworth High School. Okay. So, um, I have more slides here than we'll actually use. U, I chose to go ahead and leave some things in here that I knew your time constraints wouldn't allow us to do just because I want to kind of hit some points. And if at some point if you want uh to schedule a different meeting to do some more of this work or something, we can. But um uh just to kind of go. So
133I'm not going to have you process a lot, but uh having worked with me before, you know, I kind of like to get you into it a little bit. So I want you to think a little bit about uh like working relationships. uh as you're thinking about as a governance team, meaning seven elected board members and a superintendent, your governance team, you know, what are the qualities of a good relationship? Um just and I'm just going to have you kind of keep this in your head for a moment, but think about what are the things that make it work? And I have some different kinds up here. It seems like lately whenever we're talking about uh these we're talking about Andy Reid and Patrick Mahomes and how the allocation of leadership is is divided. Um,
134I also encourage you to think when we're thinking about leadership in this governance way. And what I did not put up here, but I think uh provides an interesting metaphor. So, if you think about an orchestra with a conductor and then if you think about all of the different sections of an orchestra, it reminds me kind of like your different attendance centers. So, you have lots of leaders. you know, you have the first chair of the violins and your first chair, you know, of of each section. And thinking about what you were just talking about with your strategic plan, there's a composer that may or may not even be visible at the time of the performance that has essentially helped to drive the mission and the vision of that work. So, so as we think
135about these things and you put yourself into this role of what what's my piece in the orchestra or or in the Andy Reid Patrick Mahomes uh uh part of providing leadership for an entire district. School districts are complex organizations, you know, with multiple sites. And um my my son who is not an educator whom I'm living with temporarily while I try to find a house to buy uh just said, you know, mom, I think when I hear stuff you're doing, it's kind of like these people are leading small cities. So if you just think about the reports and the work that you've done tonight related to facilities, related to technology, related uh to the pulse of your community, there is a complexity of it. And so thinking about each individual person's role and how that
136comes together. Um so as we go go through this as as we think about how uh we make relationships effective and you all know I'm not very good at standing still here. So if you can't hear me, tell me. Um but these are the components that we're looking at. So I I was really kind of referencing that role piece uh just now as you're thinking through those metaphors. When you think about your strategic plan, that goal alignment, how does your particular role feed with and align with uh the the work and the direction that will come out of that strategic plan as you finalize that work. Um from that comes the expectations. And then we certainly know um individual personalities which in um an ideal sense as you have seven elected board members hopefully all
137a little bit different bringing unique characteristics together to to make the whole. You know you're much stronger with some diversity and then having seven people who think the same way and see the world the exact same way. That also adds complications as as well. And then how do how do you communicate when everybody's bringing their own styles and preferences? So um this is old research, nothing new here, but you know these four stages uh of forming. So anytime you change a board member or you have a new superintendent, you truly are going back to forming again your new team. Okay? And then we all know that after the forming is the storming. So we hope the storming's not too dramatic. uh and then into the norming you know what how how is it that we
138do business and then actually then that performing you know achieving those outcomes those things that you say that you want to do. So when you're at the forming stage, you know, it's exciting. There's often a little bit of a honeymoon as as a new person comes on. There's also some fear of the unknown. Um, if we go back to uh my orchestra metaphor, uh, you know, sometimes finding harmony can be a little challenging as you may have uh some discordant voices, you know, and you're trying to figure out how how do we make those things come together? And so within your team or your relationship, there's going to be a little bit of competition in terms of who is the person that kind of takes the lead on this and who's the person that takes
139the lead on that. And and as I listened to your discussion tonight, I I heard how that emerged that there were different topics that you talked about where different members kind of led in some of that. And and of course, as elected officials, you want to have influence over decisions because you're representing, you know, first of all, the people that elected you, but once you're elected, your entire community, whether whether or not they voted for you, you still represent them um as a board member. And then you know ideally then in that norming people uh can share those differences in a way that is safe because kind of the ground rules have been established and uh there's an acceptance of you know that other board member and I will probably never agree uh on you
140know 75% of what we talk about but we'll find that common ground and together you know we'll will move forward and then ultimately you know understanding and feeling good about the work that you're doing. So uh just for a moment and once again I'm just going to have you do this privately. I am going to have you talk to a partner in a little bit but just in your mind where do you think you might be? Just kind of reflect on that for a moment. I think um reflecting on it and kind of trying to maintain some awareness of it helps you strategically move through those steps so that like if you're frustrated when you're in the storming stage, if you stop and acknowledge, you know, we're still we're still kind of in that storming
141stage of a new team because we have a new member, you know, I think uh recognizing that that's a normal part of the process helps helps you move forward. Okay. So, I'm going to, as I said, uh move you forward. This is where I'd like for you to just take a moment and talk to uh the person next to you that you share a table with. and could be a school board, it could be unrelated, but what is uh a factor, an attribute, or something that you think made a a team that you thought was good, effective, or perform well. So, if you'll just share with the partner for a minute, and we'll we'll see if what you come up with fits some of where I'm going. Definitely having a coupleunication just all the rest
142of it go. That's something I think we all strive to but they couldn't tell you I'm going to want you to come this way. for me. Okay, I'm going to bring you back together. It is unique as as a school board. You know, most of the time when people learn or they go to a workshop or a conference, they don't have people watching them learn. And I think that does add a a different uh sense of the learning process when when people are watching you go through this. So uh what were some things that you came up with that you thought were uh uh factors in the effective team common objectives. Okay. So common objectives that goes back to that alignment with the goals. Okay. What else? Still the strong leadership of the team. If
143the team is just has no joint direction, it struggles to be okay. So, so having a um defined leadership role for the team, someone who takes that lead healthy. Yeah. Important for healthy leadership of the team. So, okay. All right. And something else? say communication. Oh, it's not. That's ours, not mine. Making sure that there's open communication. Okay. So, communication is key. How How about Mike and Kellen? I just said honesty, integrity is a big part of it. Okay. So, honesty, integrity. Often I hear transparency associated with that. Okay. So um as we look at the kinds of things that sometimes create conflicts in teams everything you just said I think you will see uh is a factor of this. So so conflict tends to fall into three primary categories. So the data, lack of
144data, kind of data, you know, how it's interpreted, um values, you know, what what you believe is important. Um and then, um the relationship part. So as you think about the things you just talked about, relationships break down when when there are communication struggles. Um values break down when there's not clear alignment with the goals or the objectives uh of where you want to go. Um leadership as as you think about that common leadership is probably kind of that supporting architecture that that holds these things together. Um, and then in terms of integrity, transparency, I think you see that represented in all three of these categories. So sometimes when there's a challenge, kind of breaking it down into how it falls helps you look at what the solution to resolving that might be, you know,
145if if you can uh break it down. So, and I think I probably I talk I say this all the time. So, I'm sure sometime during the superintendent search I had to have said this because it's one of my favorite quotes in school districts that when the elephants fight it's the grass that suffers and and whether we're talking about adult staff or we're talking about school boards I think or or even uh parent organizations. I think sometimes we can get caught up in our own issues and those roles and we forget that ultimately it's it's the the children that we're working toward. And so it it's important to remember when when the adults are struggling uh who ultimately matters here. And um and I think uh the way you started your meeting, you know, talking
146about why you're here kind of helps to keep that in front of you at all all times. My clicker. There we go. Okay. Um, I'm going to go past some of these since I raised them. This is just kind of was to highlight our differences. Okay. So, um, what I'm focusing on here is that third bullet now of what's key often in this new governance team is agreed upon operating procedures and agreements. So obviously all the other things that we talked about uh become an issue uh if we don't have agreement. And what happens is sometimes there's the way we've always done things and and we assume it's agreed upon because it's the way we've always done things. But it may or may not be if we don't stop and reflect on it. So, what
147I'm going to do through this is just raise some of the practices uh in school districts that uh people boards and uh leadership teams identify agreed upon practices. Um they may or may not be issues for you. So I'm kind of raising them just to kind of peique ideas and and uh create uh interest. So um the first one is on how you receive information, you know, as uh a board uh h how is information presented to you during a meeting. Um, and and I've heard all of these referenced uh already tonight uh between meetings and then when there's some special kind of information um as needed. Okay. What about requests from an individual board member versus the entire board or um concerns or complaints? So, we've heard some of those that are brought to
148board members or information from administrators and staff. So, um right now I'm going to ask you with your partner again, what is your definition of ASAP in the context of your governance team? So, seven board members and a superintendent. Share with the person you're sitting next to what does ASAP mean to you in this role. the goal in the most efficient way possible. normal. So, what were some of your thoughts? What's ASAP? It's depending on the circumstance. If it's an emergency, then you probably should be texting me and not expecting me to take multiple breaks at my job to look at a phone I'm not supposed to be holding on to. Okay. Uh constituents will have a different set of expectations of their ASAP toward us versus than they would themselves. And it's like, we
149don't care. You're taking a shower. You needed to answer me now. Okay. So, so it definitely varies between who who's raising the concern. Okay. Okay. Other thoughts right now. Okay. Right now, meaning within the hour, within 24 hours, within the end of business day. Okay. End of business. Okay. Other thoughts? That's interesting because we're getting definitions of as soon as possible, but the point is it's context. Mhm. Uh you know we may need to reply as soon as possible but it's before we need to make a decision which might be a week away. So but the context might be we have an incident at the school that we might be responding to parents and so that's right now. So it's context driven. Okay. So some of what we'll go through here gives you the context.
150So, um, let's, um, think as we think about the context of these things I'm going to raise, I want you to think about what has it meant in the past. Okay? So, what's the past practice been? How's that worked for you? You know, it it could be that for that point in time, for a period of years, that that was the way to do it. But as technology changes and people assimilate new technologies into their lives, I'm sure you've all noticed um their expectations of response time has also changed. So do you are you responsive to that? Do you push back to that? Um so what do you think would be the best practice going forward? and and are there key points to remember? So, um here's just kind of a simple one as an
151example. So, the this is the context. Um we hear the night before that a storm's coming in. Okay. Um is there an agreed upon process related to that? Do all board members and the superintendent all know what that process is? And what about if it's the night before and it's anticipated versus the flakes are coming down right now as I look out the window. So I'm not going to ask you to respond to this now, but um what I'm trying to point out is within that context there may be variables as well and does everybody on the governance team have have the same thoughts for that. So this is always a good one to start with because it's kind of safe. Okay. Um authorities are called to the school. So, it could just be uh
152somebody's driving by, they see lots of flashing lights in front of the school or it could be authorities have been called but there's no visible evidence of that. So, once again, context that can can vary is does everyone on the team have the same expectation? And this is where again what does ASAP mean? So if all board members should be notified that this has happened. Does it mean end of business day? Does it mean uh within 24 hours? Does it mean within the hour before I have a chance to get out of the shower? Um okay. The next one is um you as a board member have a question for a building principal like you're wondering about how something is being done in their school because somebody's asked you questions about it. Okay. Again, are
153there agreed upon processes for how the question is asked and how the rest of the board is informed? And does everybody know what that is, if there are? So, I'm I'm just filling you full of questions now, not giving you any answers. Um, the grievance has been filed. Is that notify me in the what did you call your Friday notes? Was it Friday? Friday review. Okay. Is it in that? Is it at the next board meeting? You know what what does ASAP mean in that context? Um, oh wait, I guess I should be when it doesn't click instead of pointing at the screen. Maybe if I point that way. Okay. Um, a lot of people were at the basketball game last night and maybe not everyone agreed that the coach's behavior made them proud. Okay.
154What's the agreed upon process for how that is shared and how that gets to the whole board? um you as a board member or as the superintendent uh receive a a really angry call that ultimately everyone on the governance team needs to be aware that this this concern is out there. Okay, how's that done? Okay, so these are this is just an example from one district of lines of communication. Um, and different districts handle this differently, but it's about setting expectations. It varies greatly by size of district and kinds of positions you have in your district. Um with this um I agreed upon process also includes is the superintendent notified every time a board member gets a call and they've directed someone to the appropriate person or if not you know when when are they?
155Um, this may or may not be the way you would choose to set up your lines of communication. Some districts post this uh on their website um and and board members um try to present if they if they get a call, let's say that's related to transportation, um try to present it in a a way that lets people know that that you want to be helpful. you're not uh pushing them away, but in order for them to get the best response, considering each person's role is contacting this person is going to help you get the best results response because this is how we've structured our lines of communication. Um, so more military presence here. You may call it chain of command. Uh there are different kinds of of labels for this, but once again um
156has it recently been revisited? Is it something that there's been discussion? Does everyone agree that not necessarily this one, but whatever you're using is the appropriate uh way that questions, concerns, so answers or concerns should uh be handled. Okay. So once again just some other topics uh to just say do we have an agreed upon process. Okay, this one is a little more involved and I think we probably talked about this a little bit in the superintendent search process but um probably touched on it but it's uh your process for developing the board agenda. who's who's involved in that process? Um, has that process been revisited recently? Is it still uh the process that the board agrees is most effective? Uh, is most transparent uh gets keeps you working efficiently? Um, and within that process,
157you know, who participates? Sometimes it's just the superintendent and the board president. In some districts, it's the superintendent, the board president, and the vice president. Some districts, it's the superintendent, the board president, the vice president, and a rotating member. Obviously, it cannot be more than three board members in that process. uh how do other board members uh uh request things to go on the agenda? You know, I heard things specifically about your process tonight in terms of first and second reading. So, you know, th those are established. Uh but once again, it's just uh what is our process? What if you have questions between the first reading and the second reading? what's the most appropriate way uh to uh have those questions addressed and um staying informed about what's going on. Um and this goes
158back to an individual board member has a question. How do we make sure all board members um get that information? So, this is a our KSB broken record, Marshia's broken record. of using the fire tower um to talk about the role. So, as as board members um to really represent your community, trying to stay at the top of the fire tower because you can see far and wide that way. Um, when you get down in the weeds and start trying to help put out the fire, all you see is what's right in front of you. And you may lose perspective because it could look like everything's on fire because what's right in front of you is on fire. But if you go up to the top of the fire tower, it could just be a
159little waste basket fire, you know, but you can't tell that when you're down in the middle of it. So, uh, just kind of realizing how important that you're denying your community that perspective if if you get down in the weeds as opposed to maintaining um that because the role of the board is to ensure the district is run well to not actually do the work of running the the district. So which of course statute also tells us that um so um answering questions you know uh having the voice so the board's work is really trying to identify and this goes back to aligning to goals your strategic plan work you're the ones that are deciding you know what you want to have happen ultimately what your goal is And there we go. And then the
160superintendent and his team is the means or recommending the how to get it done. And so and on both sides sharing the the why. So once again our governance clock. So as we look the top is the board's authority and the bottom is the superintendent's authority and um the superintendent's team. So when we say adopt policy that's literal policy that's also directives to the superintendent that's also approving the handbook that's also negotiations all those things by which policy uh is created and then as it moves into the superintendent team that's developing plans. So talked about discipline tonight. It's the superintendent's team that looks at strategies for how how do we address the ends that the board is talking about concerns about student discipline. The superintendent's team uh looks at how that can be operationalized and
161brings those uh recommendations uh to the board along with monitoring that progress. And then that information is shared with you and you evaluate. Okay. Did we get the ends we wanted or do we need to ask uh the superintendent's team to identify some new or different strategies or has not enough time been given for adequate progress to be made? And in school districts, that's hard because sometimes we implement changes that take multiple years, but we want to see the results in one year. And so we never fully implement with fidelity the strategy because we don't quite see the the results um quickly enough. So ultimately um as you're identifying the what um you you know why you want to do that and that out of the strategic plan you can see that this is why
162um we want this outcome and then um the strategies that are recommended. So Dr. Dr. Adams may be saying these are the researchedbased strategies related to discipline that we are recommending for this reason. Okay. Whoops. I'm clicking the wrong direction. Okay. So the answer in the means. Okay. Let me get past this. So um you are going through this through the strategic planning process right now. you're identifying what success means and what you want to have happen. Um, what I want to and what the things on my sticky notes here are just examples. They're not about you. They're just to give you an idea. Um, but what I want to have you um quickly do is write down two or three changes that and and you do this with your partners because it's harder to
163do this by yourself, I think, if you have a a partner to share an idea with, but as a partner group, come up with two or three changes based on all the reports that were made tonight. They could be related to elevators. It could be related to uh discipline. It could be related to graduation rates. But what are two or three changes that you think so near future next one or two years that you think need to be made? And then on a different sticky note, what are two uh critical challenges? Okay. That you think you need to be addressing? So, I hate to do this, but isn't this a superintendent report rather than a board training? Why did Why did this become a board training session? So, this was part of your um contract
164that you signed with us. this was a a service that we added to it. And so um okay, part of it is the uh superintendent's evaluation and the sharing of expectations. And so in terms of placing it on the agenda, we just suggested this as a place on the agenda for it to go. But this is like an actual board training. We've t I've taken it twice within our boardroom in study sessions and I've gone to C. So where we are going with this was going to pull these together and have you share them with Kellen and I asked Kellen to prepare prepare some expectations for the board. So it was just kind of this closing the circle piece on um so the last one is essentially you know within the this year then so
165the purpose of this is to help identify what are the things that you want his primary focus on for the balance of this year. So, so this is was just the processing part of of getting there. So, I I'm happy to have you redirect me if that's the pleasure of the board. Was just trying to quickly go through this to get to that point. It's kind of hard to do it cold. Okay. She said one for sticky but all together. Do it this way. Yes. Could you go back to your slide responsible learning? But for me, they're all the same. That's like overarching. And then here's our subset. Go back to it again. Thanks, This is question two. And so I ask you to think about the challenges because that's also important as you think
166about what's feasible in the near future. Um and and the last one is what are some barriers? So, uh, some of that could be related to capacity in your buildings or something as you think about things that you want to have happen. Is this how you normally present those to boards? Usually, we spend a little more time and do it a little more slowly. I'm trying to do the speed version of one of those things where the board did not get briefed on the briefing before the meeting. That's that's kind of why I'm I'm a little bit concerned about this being in the superintendent. This should probably be a Agenda item because this is not a superintendent report. This is a training session by CASBY. So this would be as you kind of review those
167agreed upon processes. that would be an appropriate topic to say as we look at our agreed upon processes as a team, you know, how how we classify these kinds of activities on the agenda would be an appropriate thing to raise and discuss with the board. So, um I I think that's an appropriate thing to to make note of when you look at those agreed upon. Okay. So just uh in your little group as as partner there as you think about things that are important to do um and the challenges that you listed. Okay. So I I am kind of doing the speed version of this asking you to do this more quickly than we usually would. But just with your partners, think about something that you think is important to have happen and then reflect
168on the challenges and barriers that you're also thinking of. And then let's see if uh if after you've thought about those challenges and barriers, does does what you want to accomplish within the next year or two, does that still remain viable? So, this is where we're going with this in the microwave. I'm asking you to take tired. Um, is somebody willing to share something that you have that you think is important to accomplish and still feasible as you think about your challenges and barriers to finish the strategic plan? Yes. So, completion of the strategic plan process to have final goals identified. Yes. ASAP. Okay. with a common definition of what it means. Okay. Another thing that you want to make sure happens. Exactly. Well, I think one of the goals that we need to go
169after because it's been resident in all of our discussions for the past four years is that we need to um address classroom environment. Okay. And do you think uh when you say classroom environment do you think there's common understanding of what you mean by that across your governance team just the discipline a bit discipline and behaviors of all part we've got three parts under that. Yeah it actually addresses three things. If you don't have the teachers, you don't have the classroom environment. And if you have the teachers and the teachers can't teach, just like what Alisa was getting to a minute ago, then uh it doesn't matter if you have the teacher if they are acting as uh the school monitor, not the school teacher. So then the third part was what you well the
170other part of that would be administration that develops the culture to to be able to assist those teachers so that they can help handle those behavioral issues so that you have a better classroom environment. So culture teacher support well you need an admin that's going to be cultivating and attendance is the third thing we were talking about. If they're not there, the teacher you can have the entire classroom covered and if the students aren't there consistently, they're not going to learn. Or if you have all the students there and you don't have the educator there, And so chronic absences or absences more generally chronic absenteeism is chronic by state definition is 10% where there all right and that's all that's a pretty big ask and I know that but you asked yeah and that's and
171that's why we say look challenges and barriers too. Make sure you know we're talking about things that are truly feasible to to focus on and and accomplish within a year. Okay. Anything else from I can't tell if you're thinking or I've had an eyelash stuck in my eye for over 45 minutes. So, Okay. So, do uh as a board then doing this quickly as you look at um where you want Dr. Adams to focus his efforts for this year in the context of all of the things that we have going on in the district that inform that your strategic planning process. Uh conversations that you have with people in the community. Um this the process that we went through as part of the superintendent search where we had the survey and the focus groups and
172all of those things. Um, well, I think open communication still needs to be there, too. Okay. So, add because what you don't know you can't fix. So, if it's not communicated there, there is no driving force. Okay. Are there specific categories that you want more focation to or anything in particular? Generally, I think it's just generally I think for the most part we haven't had a problem in the six years almost six years I've been on the board. Um, I know if I have an issue, I send an email and then, you know, it may turn around and be sent to the other representatives, you know, within the tree or I may write within the tree. Um, so I don't think that has been or and I don't foresee it becoming an issue, but I
173think at the same time, if it does, I'm I'm sure the board would know how to address it. So as as you think about the bad one the uh areas of emphasis or expectations that you have for the balance of this year and the next year going forward. So the strategic plan is a priority in the area of focus. Um this is the classroom environment. So that includes uh discipline a culture of administrators cultivating teacher support and staffing as a part of that. Is that what I said which is related to this? And then chronic absenteeism in that step and students. Yes. Did I hear that correctly? And then uh open communication is an area of focus not to lose the effective communication that's been in place and to keep an eye focus on any
174maintaining and looking for waste to keep that going. Okay. Does this think each of you? Do you feel like this creates an appropriate list of expectations that you would like to share? I'm not asking for those. I'm asking for consensus if there's something you don't agree with. Could you list them? I mean, it's a good starting point. It's not all compensated. Okay. But as you think about prioritizing this year and the next year, would these be at the top of your priority list, do you think, or is there something? I mean, for me personally, I feel like all of this should come out in the plan of the strategic plan. Okay. Like ultimately all of these things should be addressed within that. So, so really what I what I think I hear you saying then
175this is key and making sure that the product from the strategic plan is well operationalized so that these come out of it. Yes. And this is fluid. It's always going to change just like we're starting in the forming and the storming all the way through all those processes. Regardless of what we do or say today, this is still going to change as circumstances change, as incences happen. So, it's not always going to be still going to need the strategic plan, but some of those other things are can be fluid, can be changed, and other things added as seen. And I think what I heard Dr. Adam say earlier is the focus on this is really that planning process because the the world around us does continue to change and so sometimes what gets operationalized right
176now may have to be adapted to a new context but having something to change is the first step. I I would only caveat what was said earlier because I agree it should be all subsumed at some point underneath the the plan. But I think that as you put up there earlier, there's a near-term and there's a long-term requirement. And I think right now we need to address classroom environment without any plan. Even if we were just stumbling along without a plan, that's got to be addressed. But at some point then it becomes sub it informs and is subsumed under the strategic plan. But if there's a priority, we got to we've got to allow these teachers to teach. This can't wait for completion that this work needs to go on. Okay. Um would you be
177ready to share them some expectations that you have that to to be effective? So what I asked friends to do was to share what are things that he needs to be as effective as he can do to do the work that you direct him to do. Sure. These are all taken from a previous district uh that I saw success with these and hopefully you heard these throughout the interview process back in February I believe it was. Um so number one is clear lines of communication. Uh, one of my, uh, what I believe works really well is allowing me to direct the team to answer questions. Uh, because so often they have already gotten several objectives that they're working on for the month and for the board meeting and otherwise, I can assure you we are
178committed to answering the question. Uh, but if they get an ASAP from one of you, uh, that may rise to the top over another priority. Does that make sense? And so allowing me to be a part of that process I believe actually allows that communication to be facilitated uh much better. Number two and Mr. Pel and I had an exchange uh during the bathroom break to illustrate this point. Uh but it is timely feedback when we need it and we want it. So the one I gave you tonight was the um lead and lag measures for the strategic plan. uh we really we want that feedback and so uh throughout the next I guess four weeks you're going to have an opportunity to send that our way and then it's our responsibility to synthesize that.
179And then number three is this two-way street of trust. Uh extending that because I'm going to assume positive intent for you and in return I'm hoping that you will trust that I'm going to show up every day and give you 150% to run the district. questions. The last thing is I'm just going to leave some material related to um I'm gonna actually just give this to you to make additional copies. um I pulled some excerpts from that. So that's the model. So what I'll give each of you are pages to the process that's a 24 page that I didn't think you will necessarily. So the caveat here is that board leadership asked me to come back with three examples to choose. And so I asked Marsha to end her presentation with three choices for you
180all to vacasillate on and ultimately decide as it relates to round one, which is as you do here in about the next 45 minutes. And then this is the conversation driven model that uh we're piloting that was developed with KSTP uh USA and KS as well. Additional questions on That's okay. And then this last one I'm giving you is an older model that's been around for a while. So you should have conversation driven m superintendent and performance based that should be the three topics. So these are the three models you're presenting to us. Got it. Um if if the board wants more information on any of these I'm happy to share that. for now. So, thank you for your time. I know. Okay. Thank you, Marcia. Thank you. When do you want us to have
181our recommendations or is that going to be for meeting? So, we can talk about that now if you want real fast. So, you have a deadline approaching uh that really should be handled at the December board meeting. So, if you want to allow the board time, uh you could select it as early as tonight or as late as between tonight and the November board meeting. And then I can hope facilitate whatever timeline you all want to establish internally. But the December board meeting will be the latest opportunity for you to review that. You'll have, I guess I should say, two opportunities. It's how fast do you want to go? November board meeting or December? I would like Does that answer your question? Yeah. So, if I could propose, I would like us to decide um
182at the November board meeting which one which tool we're going to use to evaluate you and have that evaluation completed before the December board meeting. Does that make sense everybody? Yeah. Good. So, December, sorry. November is the instrument decision. December then is the evaluation conversation. November is November 13th. 13 113 and 1211 I believe. I'm looking at that correct. Yep. Yeah. And you all could establish whatever internal timeline you wanted, Danielle. Okay. If you wanted to say have it ahead of time for you and Mike to be able to go over or however you want to do. Okay. Have you reviewed these that she presented to us tonight? Only one of them. Okay. I would be interested to see which one you sure find the most value in because that's really what we're looking for
183is we can give you all kinds of information, but if you don't find that the tool itself is valuable, Yep. That's important. Absolutely. We'll review the other two. Thank you. Are you guys familiar with any of these? Something we do. Yeah, we we seem to we seem to pick a new evaluation every Yeah. Is there a way we can settle on a single method? We didn't change board dynamics changes and individuals change. So, we didn't pick new ones necessarily for Dr. Rose. We had two in four years. Okay. So, it wasn't a new one every yet, right? So, are we not using that model anymore? Are we choosing a new one? The the one that we used for Dr. Roth the last two times seems pretty consistent and I really enjoyed that one. I think
184that's pretty close to what we used the two years prior to that. Thank you. So, the one we use for Dr. Ro is similar to the performance one, the status packet. Okay. It's not absolutely the same, but it's similar. Okay. At least for the last year. Just looking at them, why not? That would make sense, John. If we can get one and consistent. I mean, I I liked the past evaluations that we've done. Why aren't we using that? I mean, like serious question, why aren't we why are we using last year's model? I can tell you that was for an established superintendent for us and that it's Dr. Adams is new so we went to a first year superintendent vice nyear superintendent. Okay. So Judy, are you saying that these are geared towards a superintendent
185newly into the role? I don't know about the other two. One of them does. One of them says it's year one. I saw that year one. So I'm not familiar with that model. Um I know that when we did the last two for Dr. Roer performance base were similar to this and I'm not familiar with Nick. So need to do some studying. Okay. Add that to the November agenda, please. Thank you. Move on. You are ready for item number I believe. Do you have anything else for the superintendent report? That is it. Okay. Mr. President, I move we go into executive session to discuss non-elected personnel pursuant to the exception of the canc of the meetings act in order to protect the privacy interests of the individuals to be discussed and that we return to
186open session in this room. Five minutes and five minutes. So at 917 um the board would invite Dr. Adams, Amy Sloan, and Robert Tangula into the meeting. If you'll look for Dr. Rose, you're going to walk right through that door, straight through the hallway. I Yeah. Did you get that? Danielle made the motion. Let's second it. All in favor? Oh, that's a long way. I'd like to make a motion to approve the staffing report. Second. We got a motion to approve the staffing report for Mrs. Wells, second by Mr. Goodman. One in favor 61. [Music] This is your meeting. This is your world. I'm just living. Okay. If you don't know the date, they're right there on your page. October 10th, then end the first quarter. October 9th day teacher conference day. No school going
187to school. November 13th, the board meeting is November 22 24. Thanks. Oh, wait. We got more unscheduled patron input. Is it two? Mr. Carter, we have two. Who we got? Oh, sorry. Mr. Ro. [Music] Good evening board. It's nice to be in front of you from this side of the podium. Um I do want to bring your attention to something that I think that uh you as a board um with all the discussion that you had tonight need to be aware of. Um and that is um at being a almost a former superintendent um one of the hardest things to do is be recognized by your peers. Um when you're recognized by your peers, it goes before a committee um and they select a finalist for Kansas Superintendent of the Year. And I want you
188to know if you have not seen or heard, but Dr. Adams is a finalist for Superintendent of the Year. And that's an extreme honor. And I thought It would be remiss not to uh mention that tonight. Uh Kellen, job well done. Um this district and the school board is lucky to have you in the seat that that you're in. So good luck with the final process. I think uh your your interview's Friday, so keep filling in his in your thoughts on Friday. And I think early next week the announcement is being made. So uh fingers crossed for you. Um but you're on the right path and you're in the right seat. So congratulations and good luck. Thank you. [Applause] Analy, congratulations. Thank you. Well, um, good evening members of the board as well as Superintendent
189Adams. Thank you so much for letting me be here. Um, I am a little late because I wanted to come in because I got some big news about something going on. Um, I'm a recent graduate of Leworth High School and I'm now a freshman at the University of St. Mary and I play women's flag football there and basically uh the Olympics in 2028 has officially added flag football as one of its sports and it is a fast growing sport. fastest growing sport in history right now. And there is about 10 colleges now that offer flag football for women in Kansas. And I'm one who attends one of those schools. So I what I want to make you aware of is that um you know this is something that allows students to have scholarships and we
190preach that we're the first and everything but right now we're not. Summer Academy has created their first ever women's flag football team at the high school level in Kansas. And I kind of want us to jump on that bandwagon because I want to give these kids the education and scholarships that they can have as well. So, I think looking into starting women's flag football teams, especially at Leworth High School, is a thing to look into, especially when you have a college so close. And of course, I've already spoken to my team. I've spoken with my coach and she's she wants us to mentor the teams. So, and it's something that is also funded by girls play NFL flag and NFL flag official. It's not something that is necessarily funded by the schools. The main thing
191is is having the facilities and staff to be able to go over that. And it is a spring sport. So, that's not during regular football season. The fields are available. It's just having the staff to be able to proceed with that. But, as these teams start growing, it's becoming a big thing. And I want us to be a part of it and be a part of the first league. So, we'll be a part of the first ever flag football league in Kansas. So, I just wanted to go ahead and tell you guys a little bit about that and a little bit about myself in that aspect. And I think it's something we should really look forward to knowing that we have, you know, such a close college willing to help us create this legacy. So,
192thank you all so much. Thank you. [Applause] What position do you play? There you go. Ready? [Music] board member comments. Well, I don't know how the rest of the board feels. I think when we go into meeting that are three to four hours long, I think we might want to forego board comments unless there's something really earthshattering that somebody have to present. Uh I mean if you want to put up a vote that's fine, but our staff's here and all that. I mean little bit long night. Most meetings really probably no more than two hours but I know there's special circumstance. If you feel like you got to make a comment then I guess we'll make it. I I just think we go this long, we don't prevail for the Well, this is this is
193my opportunity to he praise on our staff. Okay. But I I in the spirit that I keep it short. I just want Oh, I've got a couple things I want to ask to go on the agenda, too. So, this is the only time we can do it now, right? Go away anytime. Do you have any comments? Thank you for everyone uh making this meeting possible tonight. Um I don't think we should have musical locations uh as in like playing musical chairs. I think we have a board office for a reason and that's where meeting should be. Um, but I definitely it was fun to be out with everybody, but there's time and place to do that and I don't think it's during the normal scheduled meetings. I know uh some people contacted me and said
194they didn't understand what was going on, so they weren't going to be here. And I think um if we want to increase participation at board meetings, we need to have a consistent location. Um, yeah, it's end of first quarter basically. So, I hope all of the students are feeling good at this point in the school year. Um, I hope the staff is able to have the rest of a great year. We're kind of just getting started. So, so next, uh, I just want to thank, uh, staff for coming out and doing this. Um, I see certain merit to what you're saying, but I do also enjoy uh the community being able to come out and see the schools uh when they're not in session. It's probably the only opportunity for some of our community members
195to actually be inside the school. So, this is uh this is good. Um, and uh just to just to reiterate, uh I think the food service is a great success. I' I've heard nothing but compliments and and gratitude for for making that happen and uh like to just extend that appreciation. So that's all I have for tonight. I we didn't get to do this last month. I wanted to make sure we did it this month. I wanted to thank the community for their generosity. When you look over the gift log again, it's always been an exceptional thing over the last couple of months. I would like to thank Chartwells for the treats that they brought us there in the back of the room. Did they also supply the apples or was that through Third Avenue
196Quest? I'd like to thank Quest for these apples. They're they're going to be enjoyed by at least two people at home. Um they're pretty. They are very pretty and they look delightful. I'm looking forward to watching our students participate in the Veterans Day parade, the Little Mermaid show, the Holiday Mart where some of the students come out and sing. Um, they still can't do this were it not for all our SE exceptional staff and coaches. Um, you know, they're the ones that help lead the way for this to happen. The Raiders are doing a great job. Watched them uh this last time. Uh, I want to thank the school district for allowing the Miss Kansas volunteer, Miss Kansas teen volunteer uh, pageant to be held here at the high school. I want to thank Matt
197and Matt for being here for your reinforcements to take care of clean up and making sure everything did well. And I also want to thank Mr. Brown for providing all the lighting and music and other things that he needed so the show could go on. again, staff, educators, and things opened up the area. And I know it's not easy cleaning up after who knows how many girls changing clothes right and left every time they turn around. Um, so I do thank you all for that. Um, thank you. Well, yeah. Uh the thing about the food service that I want to make people uh remind them to understand is that uh when we get into contract services and having experienced this in the military and other environments, um we've got to make sure that we bring
198them in as the team and not as those contractors. And I think that's what you saw here is them trying to become part of the team. And so we just, you know, they're they're accountable to their contract, but I think it's really important for us to make sure they're part of the team. And and I think we've done that. I just want to remind everybody it's easy to get into the we that that's all because I think they did a a great job tonight too. Um, a couple things that I'd like to see for the next meeting would be I think we may need to review policy JACK. I think most of us got that that message and I've read it two or three times and and I think there's some validity to it without
199getting into the specifics. So I I I think I'd like to revisit that if the board desires that. Um, JCAC. Um, also driver's ed, you know, I sent a note to the superintendent that, you know, it's it's time to decide what we're going to do with our driver's ed program with the funding line that we've got on it because there's a number of things we've talked about doing, but we have not done. So, that's for next time. Um, I also think that it would be um appropriate to see what would it take to have a woman's football team, flag football. So, why don't we just do that? Why don't we talk about that next time? Uh, and then the last thing is, uh, DECA, man, it's just amazing, you know, these these kids that are
200going to go out in the business, they're going to be the ones who are starting the businesses, and we've seen it now. I think all of us, whatever year you've been here, you've seen these kids and they turn around, go to college and go out and start businesses and it's an awesome program. So, what that leads me to is we uh should have in the budget um correct me if I'm wrong with HR, but a uh position for a CT coordinator. And so, if we're going to take DECA and all of the work that that group of people are doing to the next level, uh when are we going to do that? So, what's the status of defining the specifications for the position and then hiring a CTE coordinator to move that program forward that
201and uh I appreciate all the work that everybody's done to get us here to this place and uh it it was a good opportunity to see the high school. Uh I I would would vet that if we do it twice a year, maybe that's okay. But uh I think maybe working sessions at the different schools probably lend themselves better uh where we're just here as a you know as a small group for the focus purpose. It's still open. I mean people can come to the meetings but it doesn't add to the confusion on you know where's the board meeting. That's all. Thank you Mike for letting me do that. Sure. So thanks to Quest for all the snacks. Um they always do a great job. They're so nice. Uh, lots of awesome things going on
202in the district, but I really wanted to do a shout out for the education foundation because of the Pioneer Pride Patrol, all of those things that happened for all those grants for all those awesome teachers. And one of the things that's coming up in November 3rd is Murder at the Pie auction. If you haven't looked yet, please come. It's going to be awesome fun and it supports the foundation, which in turn supports our theater programs and our kids and all the other awesome things they do. Um, Dr. Stole my thunder about Dr. Adams and his uh top three here. So make the top one. Good luck. And then I do want to say thank you to all the district to everyone is part of getting those bronze and copper ratings because not everybody can do
203that in the state and that's awesome stuff and it just shows to show goes to show just how dedicated our staff is from top to bottom. And while I'm thinking about staff, our quiet professionals, custodial staff across the district, um they're always forgotten when we say thank you to all of our staff. Remember all the teachers, remember all the classified folks except for custodians and they're the ones who make everything look awesome every day. So, thank you. And that's all I have for tonight. So, um the band uh at the high school recently competed last week on the 4th at the Capital City Marching Festival at Washurn and they came away with a one superior rating. M. So, congratulations to the band. It was very well done. It was the first trip I've missed. I
204was very sad, but that's okay. Recordings happened and they they did it without me. I have nothing to do with it. And then, uh, October 14th is the next and final marching festival. It is open to the public. It's out of K State. It's a whole day of marching band, um, from all over. It's not just uh, Kansas. It's central states. So I think Nebraska, Oklahoma also state as well as Kansas. Um, everyone is welcome to come out and it is a day full of fun. So October 14th, we're going to get a one again. I want to I want to thank my four children that graduated from this high school here for the teachers they had molded them. I took my kids out of Catholic school. My wife and I are both educators and
205they weren't getting an education in our eyes and their lives were really turned around by coming to the high school. We also had three grandchildren graduate from here and I want to thank teachers for those kids as well. I don't think any of them got indoctrinated. I don't think anyone ever talked about critical race theory around our dinner table. So, I think that's just a recent thing going on and hopefully it'll go away with that.