USD 418 Board of Education - Regular Meeting - April 13, 2026

001[music] transition. It shows 6:00 there. It's a false signal right there. Thank you. Well, there's some additional awesome. Thanks. >> Okay. We'll call the meeting to order. Please join us for the pledge of >> allegiance [clears throat] to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. We have Rebecca on the phone and everyone else is present. One minor change we'd like to make to the agenda before we approve that and that is moving 5.1 um before 4.1. With that um modifications like a motion to approve the agenda and consent agenda with the modification of moving 5.14 second. >> Second from Blaine. All in favor say I. >> I. >> You carry 70. Okay. Any comments from

002the public? No >> donations report. >> Uh let me get my screens all situated here. We have a a really um quite a generous uh list of things for uh the Lord to to see today. And I will get this pulled up the other window. Are you able to see the screen out there? No screen. Are you able to see any screen? >> We can see little windows and buildings about this guy. Um, again, you can see this play out each of the months that we present things here, but uh just some some key items related to booster club. uh which again you can see in the test memo that always is across all all different uh sports and activities and you can see a variety of gifts from PTO's uh to our schools as

003well as um a uh significant um donation to help with a window project, some student needs and some Amazon wish list for our teachers at Lincoln. So, um, in a multitude of different ways each each, uh, month, we have a lot of outpouring from our community, and we are very appreciative of those, um, offered here tonight. We would, uh, as long as there's no question, we'd be seeking approval of those items. >> Any questions for I assume we send them a thank you note to all these people. >> We do work to communicate our gratitude. Yes. Agree. Move to accept the donations as presented. >> All in favor say yes. >> Yes. >> Any oppose window. Did I hear you? >> Yes. Lara. >> Thank you. 70 the donation report again. um just always so

004amazed by um the great um investment in uh from our community to the various programs we have. So we we extend our gratitude as well down to um which 5.1 which is now 4.1. >> Um well we have with us Mr. Dustin Ay, I'll let him come up and then I'll help him pass a few things out. We'll put you right here in the hot seat, sir. Mr. Ay will share um just well, now that we passed the bond, now now we're transitioning to the time of actually giving authorization to go out and start securing bonds for these uh major projects. So, I will turn it over to you, Mr. >> Yeah. Switch there. Make sure it's on. Okay. Perfect. Good evening everyone. Good to see everyone. Tip over on me here. So, uh, [clears

005throat] as we talked about in March, um, a number of, uh, financial things to review this month and so wanted to provide um, I guess a lot of numbers um, relative to the next steps for the school district um, around the bond sale and securing financing for the project. um you know a couple of things here that I think are important and you'll if you flip the tab number one there'll be really a highle summary to just really describe um a lot of moving parts honestly right I mean between the the issuance of the bonds between the payoff of the leases um the payoff of the 2019 bonds there's there's a lot of um going on again this is um I believe very similar to what you um what you saw in March I mean

006Again, I think everything's objective driven here, right? I mean, we want to make sure we deliver to the public what was communicated um during the during the bond election campaign, which resulted in which will result in a 4.75 mil um net mill increase um to to patrons in the school district. Um I think it's critical for both the board and for us to to meet that commitment and obviously the timing of the transaction. Um interest rates all play a part of that. Um as you might expect the la past month since we've talked there's been certainly a lot of volatility um in all markets um including the interest rate market. So we're watching that very very closely. Um you'll see in the numbers tonight I believe uh current interest rates are right around 4.85%. um

007you know going into the election um going into the board call and the election um you know last uh November December time frame um we were assuming actually over 5%. So, um, even though rates are a little bit more elevated from where they were, um, in the first part of March, uh, certainly within the the the kind of the constraints of the plan of finance and making sure it fits into the overall financial plan, um, of the school district, and we'll review what that financial plan looks like again this evening. [clears throat] Um, the second objective um, in addition to obviously meeting the mill commitment is certainly making sure we're maximizing dollars available for construction. So as we think about selling bonds, um there's a there's a couple aspects of that. Um number one, um

008is through the sale of bonds and based upon investor demand, it's likely that um the bonds will be purchased that will be called a premium. So um obviously we're selling the par amount of bonds that were approved by voters, but just like in 2014, there's likely going to be some additional dollars that are generated from the bond sale. Those are district funds um and can be used for one of two purposes. Um they can be used for projects that were um outlined defined by the ballot question or they can be used for um principled interest payments. And again, just for some clarity for those watching and as the board already knows um um dollars um in the bond interest fund, dollars dollars in the in the project fund can only be used for projects that

009were specified within the ballot question. dollars collected to repay the bonds must only be used for principal and interest payments, right? So, um the school district can't transfer in dollars um into the bond and interest fund from capital outlay or LLB or general fund, nor can you transfer dollars out of the interest into those funds as well. So, just um really kind of a dedicated isolated fund from a school district's school finance perspective. Um all right so I mentioned just lost my train of thought so um maximizing bond proceeds so you know again addition to the bond amount we should expect some additional premium that amount still variable we won't know until the bonds are sold the other aspect of things and I mentioned this in March 2 is the investment of those funds um

010obviously during the course of construction we are spending all the money at one exact time um there will be a draw schedule any we'll touch base with Dwayne. Um I suspect probably in the next month or so, we may have a preliminary idea of of when the money will be spent over the next um you know 2 and 1 half to 3 years. And based upon that timeline, we'll actually then develop a an investment program to make sure that we're maximizing the investment earnings um for the school district. Uh I would say the the nice part about where the current interest rates are, you know, obviously we've seen uh the Fed over the past I would say 12 months obviously reduce the Fed funds rate which directly relates to the investments the earnings on investments

011um I I would say that if you look at at um where economists think the next 12 months will be they think actually will be um no reductions and and in fact maybe an increase in the funds rate over the next 12 months. So think from an ability for the school district to capture as much invest earnings as possible um it's actually a pretty um good environment to do that. Um so I I again without seeing the exact draw schedule I would say we're my my rough estimate here is um you probably would be $2 million or more in investment earnings over the course of construction. Again we will get more detail on that um based upon current rates and the draw schedule once the furnace is done. Um the other component which again I

012think is really um well actually several points which I think are really really positive for the school district um and again things that were communicated during the campaign is the early payoff of the 2019 bonds. Again these bonds would be paid off 7 years earlier um than originally planned and again these bonds are associated with the 2014 election. um as a result of paying off the bonds, um total interest savings is projected uh to be just over $500,000 of of interest cost savings as a result of paying them off 7 years earlier. So, that's a great news. And then um the lease components, again, I have some information cuz I know there were some questions when we spoke in March about the outstanding leases. Um I kind of provide a little bit of a summary

013here that I think is helpful. Um, so the 2017 lease, the original final term was 2037, will now be paid off in 2031. The 2022 lease. Um, also 2037 was the original final term, now 2031. And then the HVAC work that was done last year, um, originally 2040. Um, now 2031. Um the total s actually I had this in put this in the pack here but the total savings so you get interest cost savings even though those leases are at very low rates we're obviously paying them off substantially earlier than originally planned um total savings um $355,400 based upon current rates. to get net net positive um uh from the for the school district relative to that plan and I'll I'll show how that's structured in the bond transaction as well. Um I guess flipping

014forward there's um the detailed plan finances on the next page. You got a a lot of numbers here, but just again wanted to illustrate kind of how this all fits together from a financial plan perspective. And again, something that the the board has seen this document on many many occasions. Um, but I think the the key part here I just want to call out is um over on the right hand side is your total million again going from 8.475 475 to 14.725 which is a 5 and a or 5 and 5.75 mil increase right but we're we're reducing offsetting that by the reduction in the capital outlay fund so sorry LB yeah so the net again the net increase is the is the 4 um 75 um and again the other thing that we've talked

015about too is fund balance in the bond interest fund and Again, the fund balance that fund has to be dedicated to this fund as I mentioned. Um, we still maintain a very very healthy fund balance. So, again, there are things that that the school district can't control on an annual basis. One of those things is valuation changes and valuation growth. So, we want to be uh obviously very conservative relative to what that may look like in the future. Um, again, we're only assuming a 2% valuation growth. um um which is I would say very standard. You look at the 10ear history of the school district, we're probably right around the 2% mark. Um so I think it's the right number to include but we also can't control things that may happen where there's a reduction

016in the assess valuation and we want to make sure that the school district has um the resources in place to be able to manage the bond fund levy but also the total district levy. So the fund balance again is a critical part of the overall um financial plan for the bond issue but also for um the total district's u bill as well. Um maybe just pause there just I'm going to get into some debt service schedules some questions on those those two pages before I go into some of the details on the leases. Okay. So hearing none. Um so next couple pages are really just a um really an example of the amortization schedule. So principal and interest payments over the 30 years. Um and again these these numbers are reflected on the financial plan

017page too. So you'll see the same numbers. Um but what I wanted to do is um illustrate what this looks like holistically but then illustrate kind of how do we pay off those leases in the 5year period. Okay. So here is here is the amortization schedule for the 89.5 million which was approved by voters. Um the next three pages illustrate um how we're paying off the 2017 lease, the 22 lease, and the 25 lease. So the next page actually before I get into that the next page actually shows what the repayment schedule is looks like um excluding the lease payoffs. Okay. So um 85.325 million is the amount excluding the repayment of the leases. Okay. And then the next page shows and you can see what happens here. Right. So we're paying off all non

018lease projects. So all the new projects approved by voters, we're paying them off from 2032 through 2056. And then the next three pages show how we're paying off all those leases within that 5-year period. Right? So here's what essentially the amortization of the 2017 lease looks like again. So rather than net money maturing in 2037, um the a million $55,000 pays that off um by 2031. And then the next page shows the 2022 lease portion and again the the last page shows the 2025. So um again, just wanted to be um you provide that illustration. I know is sometimes when we talk about it it's it's like well yeah we understand about how you actually see it on paper this one to illustrate what this looks like. So it's the page page of 10 questions

019relative to um that repayment number one we're obviously paying up early we're saving interest costs u but also how does actually fit into the overall itemization of the existing bonds or the current bonds. Um next page is a couple statistics. The only thing I'd call out on this um um you'll see under here that it's called true interest cost um which is basic average interest rate over 30 years. So the current average rate um based upon current rates is 4.85%. I will just make a comment about the market right I mean I think you'll see on the next page kind of what our anticipated timing is relative to next steps and logistics. Um yeah, I would say like you know if if things go smoothly um obviously this would be the timeline but I'd also

020say like if there's some volatility where we don't think it's the best time to access the market we have a lot of flexibility not to do right so um we'll be very um deliberate um our assessments of the market to make sure that it is the right time but the the schedule that we're going to look at next is not locked in. Um it's ideal if certain market conditions allow us to, but um if it if it says if we call Shiloh and Tai and say, "Hey, you know, we can't get this done before the main meeting," that's okay, right? We'll we'll make sure that we we um react and respond and and develop a timeline that makes sense based upon those conditions. So speaking of that, um, so a couple things. Um, so bond

021rate. So think about, um, as us as individuals, we get a mortgage or a loan, we get a, um, credit approval. Um, or we pro get a credit score for us as individuals. The same thing like we've done another bond transaction. We get a credit score for the school district. It's called a credit rating. Um, we've started that process. We've actually distributed a rating uh, packet to um, the rating agency. Um I believe we have a call scheduled next week. Next next week, right? Yeah, next week. Um so it'll be a 30 30 45 minute hour the most conversation with um uh Shiloh and Tai just to review um clinical to review just the the financial components or the financial um uh performance of the school district. Obviously there's a lot of other things faced

022into the credit rating um multiple economy, regional economy valuation trends, enrollment um trends um as such. And so you know we would expect to come out of there with a correct rating that's comparable to other school districts. So just to give you an idea um the highest rated entity is a AAA rated entity. Um then you go to double A category. So that goes double A+ A minus and then the A category which is A+ A A minus you I would expect the rating to be probably comparable to where it's been which is currently at an A+ which again is very comparable to other school districts of similar size in Kansas. Um um and again I would say the higher the credit rating obviously just like the credit scores individuals the the the lower the

023interest rate um on the bonds as well. So again, I I don't see any surprises there. Um you I would say just you I'm sure you've been following the legislative session. If um there was a bill that was being proposed that if it were it would if it were passed, it would not have been good for bond issues. Um and in fact, it probably would have resulted in kind of an overall credit rating or credit downgrade um across the state of Kansas. So, now that that's passed us, I think we're in a good school district's in a good position. So, I don't see any legislative risk to the to the current. Um, so the the resolution obviously we have before you this evening actually authorizes this whole process to start. So, that's really the first

024step in the process. Um, again, there's a lot of documentation um just like with any loan or transaction needs to be put together. Um, our goal our goal would be um to be in a position to potentially market and sell bonds to investors sometime between May and May 6th. Um, which by doing that um allows us to have the next resolution approved by the board at the May 11th meeting. Again, that resolution will contain the final terms of the bonds. I I do want to call out again comparable to the leases that we've done and refinancings we've done is the resolution you're adopting this evening also provides the ability um for for Laura to sign what's called a bond purchase agreement which allows to lock in rates on any date other than a board meeting

025date. [clears throat] So as long as the parameters approved by the board are accomplished um you can actually be flexible and be in the market um and be reacted to current market conditions um on any day. So subsequent to the board um approval of the resolution on May 11th and we be working towards closing um which we be targeting on May 28th funds will be available again just uh comparable to how we've done other transactions um those funds will be held by um security bank of Kansas City and then at that point in time um we'll have the appropriate and yeah they're kind of like a trustee um on on transactions they they monitor withdrawals for the school district um they provide monthly reporting Um and then um by that time we'll have more details

026on the draw schedule related to the project and we'll then implement um and invest the funds according to that schedule. So I know there's a lot there but I wanted to make sure that um we got through all that and glad to answer any questions um about the numbers or next steps in the process. Anyone >> have any questions? along with your trustee who on our end is helping to communicate and work with that trustee. >> Yeah, good question. So, it's actually the this the it's a trustee of the school district. Social Security Bank works for the school district. Um so, really and the reason I like this concept for a couple different reasons. Number one is you're going to be getting um invoices from Bit Architecture and a construction manager at some point in

027time. So it kind of serves as a checks and balances. So as the school district or the board of education approves those invoices um you'll then submit what we call a requisition certificate to the trustee or to the u fiscal agent. The fiscal agent will then remit um payment directly to um the provider. So there's a there's a dual record. So number one district is tracking that on the district side but then the the disclosure the trustees also tracking that um on their side but but no payment can be made out of that account without authorization from question the board's awareness this evening as he's referenced here there's a need to make sure that we get this res resolution. So we'll need this exact motion so that captured in the minutes and then we'll work

028with Bell to make sure that he actually I say we Mr. the roads will work with him to make sure that he captures that provides the excerpt of amendments and all the necessary documentation >> and and just for um clarity purposes to this resolution although also then authorizes us to pay off the leases and to pay off the bonds and and I think you notice on the calendar the leases be paid off June 1st and then the bonds will be paid off August 1st and there's some notifications that are required that's why there's a there's a gap in >> [snorts] >> Not seeing any other. So I'll make the motion to adopt a resolution authorizing the offering for sale of general obligation bonds series 2026 of United Beautified School District number 418 Mcfersonen County Kansas.

029Second. Second. Any other discussion? Okay. All in favor say yes. >> Yes. >> Carry 70, which is the motion to adopt a resolution authorizing the operating sale of general obligation bond series by school district county. Thank you for the detailed information, the packet of information that will be really helpful as we move forward. Yeah, absolutely. Yeah. And and there'll be I mean once once the bonds are sold, we'll obviously provide the same information in final form, but I'll also say like during budgets um as the board setting the millies for the budget as new valuations, you'll see that same you'll see that same plan of finance every year um just to make sure that we're setting the millies at the right. >> Thank you, sir. Thank you. Thank you. Appreciate it. >> Yeah. Thank you.

030>> Okay. Move back to superintendence report. >> I have a couple of items that I talked to officers. One in particular, cell phone policy. I wanted to we wanted to include that just as a separate report because law change, which is what we talked about. So, I will actually touch on that um here in a minute. And we have a couple new business items and uh couple other items that we will be talking about. So, I will actually pause there until we ready for two. Okay, let's move to 4.2 um which is our professional learning communities presentations. >> Yeah, I'm going to introduce uh well I'll have I'll ask Miss Martinez Mc Williams to come up here and then we have some impressive PLC leads and we have some chairs over here so we can

031all gather around. We have Mr. Liner with us, Miss Corner with us, Mr. Maxi from the high school and Miss Singleton from Roosevelt. >> And let me name a little bit about um kind of there's this really robust uh infrastructure of how we dig into data and how our teachers align the work that we're doing as it's related to uh curriculum alignment as it's related to well vertically and horizontally. what standards are we teaching in it? How are we assessing that? And all of the work that these folks help lead um happens weekly on Wednesdays as the board's aware of that. Um but we just concluded our uh KISSA annual review and as a reminder for the board that used to be a 5-year cycle. it's now done annually and McFersonen has been um kind

032of the leading the way on how to accept this kind of structure in place because the benefit of the work that they do is we don't have to dust off that thing that you talked about however many years ago and try to get it all word smith back to make it sound good. It's the work that they're doing every day. we just go and show that to our KISSA um teams and the KISSA and folks from King State Department of Ed and uh and typically and it continues to be the case full accreditation and a realization uh that McFersonen is doing great things. So wanted to invite them to share a little bit about it. So I will kick it over to you Miss Williams. Well, we uh have a good team representing here. Uh

033but this they're learning leads for us. And so there's also teachers that work alongside in our all of our groups and all of our grade levels at all of our buildings and in all of our content areas. So um it's for the brave ones that came forward for the learning leads to continue to lead and also share, but they're in the work. So they're they're going to present that. Um but just to take us back, we uh this team along with our administrators and um alongside Dr. Bless created two PLC guides early on in this process just to lay the foundation. Um so that was in 22 um and then 23 24 and then now it's all digital and that's the work that we're doing. But this was some foundational work that we did uh

034early on. It was pretty impressive and as a matter of fact um I think another team from Kissa emailed me last week wanting our documents and how we do things also our application process. So several districts look to us in how we do our PLC's. I know I was talking with Mrs. Singleton earlier. She's doing some other uh work for leadership and she has said that you know it's been cool to see that some of these other districts are saying how do you guys handle this you know this particular topic or do this and she's like oh we do that in our PLC's. So we have a good system of learning from each other in our PLC's. Um so they're really going to do most of the talking but we do have Mr. Max that

035time uh Mr. Maxi here from the high school. He'll be presenting um from the high school perspective. And then Mrs. Singleton from the elementary perspective. Henry Winer is from the high school, but he's also uh helps organize the drive alongside me. So, not only is he a lead, but there's two of us that do a lot of the drive work to make sure it's organized and people can get in and know what they're doing. Um and are trained on it as well. So, we train on this and new teachers come in and we train on what that looks like and what to expect alongside. So Henry's kind of my right-hand person and um helps organize that. So he'll he'll kick us off with that. And then Mrs. Corkran from the middle school. So a little

036bit of everybody um sharing their leads uh lead work. So thank you guys. I know it's a lot of work and you guys have been uh alongside your teams just brave and courageous and uh created a lot of work there. So go ahead and we'll have you take us off. So when we started this, we had one shared drive for the whole district and that was great except as a high school teacher, I really don't have any need to see what's going on in kindergarten. So we had now broken it down. There's three different PLC drives. There's one for elementaryaries, one for the high school, and one for the middle school. And so I created those and then have given the PLC leads access. And so any PLC lead for the elementarymentaries can access the

037whole drive. Um and then within that area you can see like different grade levels have different folders and those grade levels then have complete control within those folders. But if first grade I mean they really have no business in the fifth grade drive. So they don't really have access there. So we trimmed things back a little bit that way. but it allows like the elementary drive to be set up in a way that benefits the elementaryaries. Um, and so like if you look at that, you got first grade ELA, first grade math broken down by grade level. So if I go to the high school drive, it looks a little different based upon department because that's how we organize things at the high school level. And so if you were to open, for example, the

038math drive, you can see different final documents for different classes. We've got classes for future work there. That one says final documents for algebra 1. Um, so it allows each group to organize things independently in the way that works best for them while still storing all the data and all the documents in a central location. So, but I'm far from the expert on what goes on within each drive. something that's important. >> But alongside that, um, so yes, we might be a kindergarten teacher, then I'm maybe not looking at a fifth grade. However, it is sometimes nice to look at fourth to fifth, fifth to sixth. And so they will have those cross talks. Um, or if they have a question of, you know, where something, you know, uh, where they needed to maybe drill

039down or not spend as much time on, they can look at other people's drives. But as far as like kindergarten and 12th grade, there maybe isn't a whole lot of crossover there. But it is all there. Um, also it's there if we have a new teacher come in. Um, so that's like their pacing guides and all their maps are in there too. So, um, teachers [clears throat] are easy to jump right in and pick up where they need to based off of their maps and the curriculum that have the alignment. Great. >> Great. The accountability form. >> You got it. Okay. Um this was an a form um created by I think principles. Um it's basically an accountability form that it it's able to house all of the documents that have gone into our ELA

040as well as our math. It's kind of like having everything centrally located so they're not having to navigate through everybody's folders. Kind of like Henry was saying, everybody's set up to accommodate them and the way that they kind of move within their group. So, this just makes it easy to make sure that everybody's making the right progress um or in progress cuz there's different uh where the status says there's different options to drop down. Um and so, you know, if you haven't started it obviously and it's colorcoded and I want to say I don't have a ton of experience with these tables, but I'm pretty sure that uh there's like whoever creates this has the master and they can see colorcoded where everybody's at. Um, is this the third? Okay. So, like this is ours.

041And what I've done is I went through and I went ahead and you hyperlink everything so they can just click on it and it'll take you directly to what you're trying to look for. Um, I've used this actually personally when I'm trying to find things quickly just so I don't have to navigate through folders. Um, but it's been it's been nice to be able to see it and um I wasn't the lead during ELA, but I obviously am during the math, but it's been really cool to see like gez, we did do a lot of work. I mean, and it's it's like really good check off system for me of like completed, completed, completed. So, uh, that's been pretty nice. Um, and kind of, you know, there's notes that go with it, especially that's been

042really helpful with taking something over from a different lead and seeing kind of, you know, like where it says in person with Doug, then I can go back to Doug and say, "Hey, do you remember that conversation you guys had about ELA? What did that look like? I'm not understanding." So, >> [clears throat] >> um, so anyway, uh, every grade level has that for every subject. >> Did you want to talk about your dad? >> Yeah. Uh William, did you pull up the uh unit plans? >> I can. >> Yeah, do that. [clears throat] >> So, we created unit plans for ELA and for math. Um, and what that looks like, this is so like this is the math one for example. And in the summertime, we put together this template of what we felt

043would be purposeful and how we could best get through creating what we want the unit plan to look like. Um, the purpose of this is to make sure that everybody's using about the same um, question, verbiage, vocabulary, and then the big part being is everybody at least assessing the same way. You can choose to use other assessments as well outside of this that you don't have to take data for, but we for sure want to make sure that if it says lesson one, session 2, fluency page one, that's what you're using. Um, for data comparison purposes, uh, we chose our fluency pages. Uh, our math curriculum does a really good job of kind of driving home some of that stuff with fluency. So, if you're working on three-digit edition, it has practice pages for that.

044And you don't have to do all 12 or whatever it is. It's whatever the team agrees on. So, if we want to do three and we agree on three, that's what we base our data off of. Um, so then you can go to the data tracker. Um, this is actually for ELA. I have not figured out how to do it for math yet. It'll probably take me all summer, but just for whatever reason, I just can't figure it out. Um, I created this data tracker for uh all four elementary schools. I was really interested I wanted like a central location and I was really interested about what each school looks like per standard that we chose to assess on. And so, um, [clears throat] I obviously really liked data and, um, so I had it

045color coded based on what levels it went through. So, we did a 321, which is actually linked to how we assess on our grade cards also. So, this became really easy just to look at um, for us to discuss in PLC's of like, okay, everybody did really well with unit 2, weeks one and two. Everybody is either in progress or mastery. And then if you'll slide over a little bit, you can see in week five, it's like, okay, there's a school that had some trouble with um conventions when writing. And [clears throat] so that led a really good conversation of, oh, it was just us. What did you guys do? You know, and so that was pretty cool to see um and discuss. And I also felt like it provided a little bit more of

046a safety net when it's just you people there, just you eight talking about grade level stuff. Um, we're all doing the same assessment, but maybe we're not all administering it the same. And so, um, you know, for me, this is only my second year in third grade, so that was easy or it was it's been good for me to say, I don't really know the best way to teach this. What have you guys done? I mean, cuz I'm, you know, I'm teaching people who have taught for over 20 years in just third grade. And so that's been fun to have the opportunity and the time to discuss it where you typically wouldn't [clears throat] with four buildings. Um, now we get that data from the next pages um that are after that. There's like tags

047at the bottom. It's okay if you can't get to it. >> Um, so you'll look and see that you can just click on that first one or it's mine. So they're all broken down into um the weeks again, weeks one and two. And so for instance, this is my my class and we give them a 3, two, or one based on what percentage they got on that assessment. So for instance, let's say um a three is going to be 80% and above. And so if on this the assessment we give them, they get 80% or above, they get what we considered mastered. Um and so anyway, the threes and the twos and the ones are all ranges that we've agreed on as a team to kind of keep um grading consistent. So, um we try

048to look at um the even [clears throat] weeks. So, we try to talk about it after week two, try to talk about it after week four, and then after week five on week six, we try to just look compare questions. Anybody need anything? What went well? What do you want to do differently next time? And so it's also been good to see for like RL 3.2, how many times do we grade that to make sure we're not grading RL 3.2 25 times and 3.4 twice. So that's been nice to see how much it spirals back. So yeah, that's great. It's good to bring you. I mean, there's a lot of work they can talk to you about in here, but um yeah, that's where our common formative assessments are that you guys have heard us

049talk about. Um that's where they're having conversations about those common formative assessments, learning from each other. Um yeah, all that checklist that you saw there is all the different things that they're working on. >> Can you go back real quick to the >> Well, first off, your you can you just speak to the unit plans. How long did that take just to create the unit plans? ELA took a long time um just because we didn't really know um kind of what we were we I mean we knew what we were doing but it was just like is this right? Should we do it this way? Should we do it this way? >> And math we knocked it out. Math was really black and white. Um we are actually I haven't obviously gone to the accountability

050form but my team is actually done with assessments. So the only thing we have left I think is at the bottom where it talks about not the reflection go up just a little bit. I wanted to go back through. I mean, ours is basically just going back through and saying, "Is everybody happy with this? Is this something you think you can do?" Obviously, we'll go over it next year, but um >> the acronyms there 3 NBT2 that stands for >> numbers base 10 is NBT. >> So, that's just >> to the standard. Yeah. >> If you'll go then back real quick to your uh the number breakdown, the color coded block. I just want to name this for uh Well, that's excellent. And then if you go down to the page, I'm just naming this

051for this group's awareness. There's this I think are you going to talk about the potential future of status assessments or can I drop that in right now? >> You can drop it right now. That's great. >> Okay. >> There's this really unique We're right in the middle of statements. Are we done? No, actually there's this really there's a pilot that's occurring right now in the state uh where they're actually doing quarterly uh assessments that takes the place of it will take the place of the final state assessment. The nice part about it is because we would be so the based on how you're setting your pacing guide, you actually get to say which standard you're going to test in that corner and you can do it based on all of the standards that have been

052identified and your own each district's own pacing guide, which makes this to be extremely valuable. And it's that kind of data that'll be really um important to continue to track and have an eye around because then what'll end up happening potentially at least is quarter one they'll have their assessment. It'll be serve as a formative assessment. So you can take what you learned from it, what went well, what didn't go well, but it'll be the first piece of their summit. Then their second quarter it'll be the same third quarter and then the last portion and then it'll and I can't remember if it's in quarters or thirds. Uh but it'll I mean you have right there >> all of the tools that you need to be ready to do something like that and we won't

053>> it'll just change the way the assessments look in the future. So that's being piloted and I think in the next 5 years that'll be something I think the goal is to have all districts do. >> My point is you guys are ahead of the game just in fact awesome job. It's awesome. Thank you. Okay. Uh, middle school, uh, I'm coming from the social studies department as the lead there and we are, uh, we're a little later in the game adopting curriculum. I will say that was the foundational thing that helped develop all of it. So, very appreciative of that. Uh if you take a look, our smart goal for the year was to finalize our unit plans for seventh, sixth, seventh, and eighth grade, which we are in tracking to do so. So on

054the accountability form underneath um our unit plans, you can see that we uh linked in our folders for that. And then within it, um, if you want to pull up the sixth grade unit plans, we have them all numerically order in order of how they are taught. Um, are all of them have our we don't have the the data capturing tool, the the formalized one, um, like she was showing yet. We do that all through our summitive assessments and then have discussions on the formative side. So we are in discussions to have something more formative. We're just finishing up year 2 uh with the curriculum and getting very comfortable with it. Um another thing I would say that's been uh just wonderful is the vertical alignment. We've had great PLC meetings with the high school

055identifying um just any gaps and making sure we've added some units um to uh make sure that uh there's um for example a smooth uh transition from my ancient civilization course into world history their sophomore year. So that there's been some great conversations there um from uh 8th grade US history and a smooth transition into uh the class the US history class um to where really we aren't having any gaps and everything um is very smooth as far as that goes. So that's been an opportunity that we had um not only with PLC but on our collaboration days that have been very helpful. Um if you go down you can see all of our uh formative assessments are linked in I mean our summitive assessments are linked in towards at the top there. Um it

056and then giving all this all is built in with our current curriculum and the specifics the specific specific lessons that we're teaching. Um we've had you know we there's much more content that we have time for. um and then identifying in there where we pulled from. Even for example, ancient Rome would span over multiple uh units and then um making decisions on what makes the most sense um at the sixth grade level that will help guide them um and build a foundation for them when they're going into world history. So, and beyond. So, it's it's been a great tool for us um with the accountability form this year. I appreciate or well everybody appreciates I would say from my team um just the how we spent a lot of time building it within our uh

057PLC folder but now with the links clicked in there and you can see again love a good checklist you know completed I can see the green yay um and we uh have all of that with our uh our standards our proficiency maps and our units uh that we'll be wrapping up this year and then we can really start formalizing um just extending on our data conversations. >> Okay, back to the high school accountability. Okay, this is science department. We're working on four different classes right now. Finished up biology. So, if we look at our biology here, it's all complete. It's ready to go. And if we look at our proficiency map, go on the calendar. Uh let's go to the proficiency map. So we give them an example of what we're looking at. Uh first

058semester, please. Okay. So these are the topics we covered first semester and you can see the approximate number of days that we spend teaching all those and how they're linked to the NGSS standards. Okay. And then I I don't think we need to scroll down. Okay. So, okay. And if we go back, we have it linked to uh calendar along with the proficiency map. That's linked to my website. So, this tells us what we're doing each day. Okay. So, as the year goes by or the other biology teachers, they can look at that and say, "Hey, this is where I need to be today." So, we can do that, too. Yeah. So, and that's just a link to my calendar. Uh, yeah, if you're good. Sorry. Uh, what else do we want to go? We

059got unit plans. Check. Uh, formative assessments. Sorry, just throwing you all over. Do you want these formative assessments? >> Yes. Yeah. Okay. Okay. So, we're going to formative assessments. So, if we pick one, these are all formative assessments that we do each module. And we got three to five lessons for each module. So, every biology teacher does this. So, let's go to lesson 22. Okay. So, I can't see that quite yet. How many? Okay. This will tell us how many students have responded. So, I think what is that? 158. Yeah. 15. Okay. And this is where they scored on four of the questions. Out of the four questions, a majority got three through four. Okay. Uh these are the teachers that are teaching the course. It looks like I'm a little heavy. Uh so we

060do we do have two other biology teachers. And then this will also tell us the questions and how the students have responded, the number of students that have responded accurately. And we're just collecting data and we can pull this up every day if we want. So we get instant data. I like personal take on that. I like that when you see if you go up it looks like one of the first. Okay. Actually one of those is fine. If you had like A was 60% and for some reason B it's like what was the question? Was it the content? You you learn something from how many people guessed it. >> Right. Wrong. Right. So, these are these are pulled up every day we finish a lesson. It's shot out through Google Classroom. Uh they have

061the response sheet, but they don't have the question. So, they have to be in class to see the question. So, that way they just can't go through and guess or share that information with their buddies cuz I teach 1 through 7. So, you can imagine the information that gets passed by my seventh hour. So, but this we we can pull in data from every teacher. we can pull it up from every student. So it makes it a nice way to realize that hey we need to go back and retach. >> You doing your own data Andrew? >> Uh does it element? >> So we set it up so it takes all this data. >> Yeah cuz you can convert it to a spreadsheet too if you wanted to. >> One of the things that can

062I saw unpack standards. >> Yeah. >> Do you want to talk about that a little bit what that means? CI rules Kayen. Sure. You want to pull that for third grade? >> So, part of the standard process was um we needed to choose what we would consider essential standards. Um and each grade level picked 8 to 12. And once you chose um the standards that you felt were essential, um you had to go through somewhat of a checklist of you know I want there was five or six like >> criterias to get to identify it. >> Yeah. And if we decided that those met those criterias, then we met with the grade below and grade above to make sure that if second grade's teaching adding three digits, uh we're not also teaching, you know, we're

063more reviewing versus looking for a grade for that. So, um that was also really it was kind of fun to see, you know, what they're really emphasizing on in second grade to know, oh, we don't have to spend that much time on Olympics. That's okay. And um so after that then we uh pulled them apart like we put our standard in. We're like at the top and broke it down. Well, sorry to backtrack. We picked our standards like we looked at our grade card and then we also looked at our curriculum and made sure that uh like we weren't teaching division or something crazy when that's not even a third grade standard. So, um, we just made sure that our grade card matched the curriculum and that's how we picked our standards. So, we basically

064made sure that all the standards and the grade card all 12 match. Um, we actually came out to 12 exactly. So, that was kind of cool. But then what we did was we broke it into since we had four schools, everybody took three standards and they unpacked them with their teammate. And what unpacking looks like is you stick the standard in and then you break it down to the nouns of what K, you know, students need to know. And this can help you with what are some things that I might need to teach beforehand. What are some vocab words that they might not be familiar with like the quadrilaterals? Um, and then verbs are like the Bloom's verbs of what do they need to be able to do? If I show them a shape, can

065they tell me the attributes? Things like that. And those were conversations that we had about, well, how do you get your kids to do that? What are you doing, you know, for that? So, um, and that's where some of like the rigor comes in because obviously with Blooms, it's a scale of easy to hard. And so you don't always want to live in the easy of identify, you know, you want to move all the way to the like by Friday, you want to be on the the other side of blooms of creating and things of, you know, composing and making your own shapes basically. That's what we were what we were doing. So um but again that was a lot easier because uh [clears throat] we had already done it with the LA so we

066knew exactly what we were doing. Also, ELA has like 400 standards and math has like 26. So, it was a lot easier to sip through which standards we could take and which ones we didn't meet. So, and because of exactly what she's talking about there, we did have a grade card committee then that's looked at our grade card that was there from the curriculum we had before and said, "Hey, this is appropriate. This isn't." So, they also changed their grade card to match everything. But when they identify essential standards, I think what was important is wasn't just like I feel that we don't teach this or teach that. It was we know that this is what's needed and we're meeting with the grade below and above to to check that and they're also checking us.

067So it those essential standards are the ones that they need to be successful in the next grade. So they're going to spend more time on that because they need them um [clears throat] to be successful in whatever that math component is or or something. So that was kind of a good check and balance system um on top of that. So our first year of PLC's was really laying that foundation. That first book I showed you of our process building systems, changing systems. We forgot to mention that one time we had our PC drive open. Um and anybody could really like teachers could mess with it and um we had just a new teacher that thought they were doing something different and changed the whole thing. So, uh, we we were able to identify that and

068fix that early on, but now it is the leads that, um, you know, showcase that system and have that control so that way we have that work in place and things don't get get misplaced. And so that's why Henry and I, um, help manage that along with the leads. So there's not too many hands in it, but we can all see it and we all have buyin um, in it as well. So, uh, moving from just the systems then would be making the common formative assessments. So, just like they said, ELA was longer cuz we were learning and asking questions like, should it look like this? Having a lot of guidance um from the administrators, Dr. Gillespie and myself. Um and then by the time they got to math and they were pretty good at

069it. I think they all spoke to just kind of the phases like Sarah said, we have adopted and thanks to you guys all the curriculum and social studies just a couple years ago. So, they're just, you know, adding to theirs. Um, and then at the high school, it's not just kindergarten math, which is still a lot, but it's biology and environmental science. And so it was like, where do we start? Well, we're going to start with the with the foundational classes first and then build up. So, they've done a really nice job of that. And now it just is getting easier and easier. So, um, a lot of work has gone into these by our our teachers, um, and guidance from our admin, but this is something we continuously meet on to every summer, um,

070and give them guidance on what's working, what do we need to change, um, so we're not just, you know, staying in place, but building on to it. We were just having conversation um when I met with these guys before tonight about looking at our our assessments and then looking and seeing okay so what are they telling are is are the formative assessments giving us the information that we need are they written at a level that we need are they rigorous enough what are we seeing and the answer might be yes but the answer might be that we're not getting what we need from those so then what we do next so that would be our next step so um just building on that process and learning from each other I I I also noted that

071Uh Sarah said that they're meeting cross, you know, with social studies and I think that that's huge, too. We sat at this table 6 years ago, 7 years, 7 years ago, 6 years ago. Um and those meetings just weren't occurring. So you see that system working the district. It's pretty powerful. I'm impressed. >> Well, it's superintendent. I'm just extremely proud of you to work with it. I mean I people you showcase that and um there's infra we know that this is true where there's systems that don't have that because they're calling and asking us to help with it >> and we know that we were a system that didn't have it in the setup that we would have wanted and now we do. And when you talk from a, you know, from a system perspective,

072we want to make sure every kid has has the very best opportunities that we can provide. And that happens through your collaboration. And it happens with a scientific approach to say, what is it that we want every kid to know? How is it that we're going to make sure that they know? What are we going to do if they don't? And you've been highly committed to that. And it and I'll quote Mindy Bruce on that. She's uh the uh KISSA specialist for for the state. She's like, "The power of your guys's kissa work is in your PLC leads and and the and your weekly PLC's." So, thank you for your leadership. You're doing amazing stuff with all of our kids. >> Super informative. I have a question. So, can someone link for us? We heard

073standards um and the curriculum has standards, but how is that being tied to KSD standards and and the work that is it the same? Um cuz I I didn't hear that. So I just want to make sure that's what I'm understanding is happening. >> Science department is pretty much led by NGSS, not state standards. >> Okay. So how does that if I can follow up with that? How does that help inform or how does KSD standards inform? How how do we take care of >> Well, I think KSD has adopted >> has adopted. Okay. >> So, yes, they're one and the same. >> Okay. Y >> that's all >> and that was also part of our curriculum process to make sure those perfect. I just didn't hear it. I wanted to make sure I wasn't

074missing that. Thank you. Any other questions? Well, thank you and and I would extend back to the teams that you're working with. Um, you know, I think it's important for us to um have those feedback loops and us to know how it's going, what do you need um from the board, um how how's the work going? And so that's really helpful to get the updates. Um, and this has been on the schedule for some time. So, we're glad we're able to not just a checkbox, but to see um the ongoing work that going on that we won't see necessarily unless we have a child when we learn. We >> do do showcases and that's this week though. Um, they present to each other the work that they're doing. So, that >> that's another piece as

075well. Showcases. Thank you. >> Thanks for >> look at 4.3 days. Yeah, I think which one I prefer to spend more time talking about, but uh you'll see him now. So, I guess we'll switch to the um actually this is uh we'll have the draft policy here for you. This is exactly what the board was discussing and exactly why uh we kind of pushed and pause I guess or or why we kind of said let's see how the the legislative session um unfolds. We do have now in state law uh for this upcoming school year uh a bellto bell uh law or a law that will require districts to have a bell to bell. And so I'm I'm placing this for you. Typically we would include our standard uh policy updates typically flow through our

076uh really quite frankly through our consent agenda unless there's something important. But this has recently come out and we're trying to work to get ahead of it. Um so I'm presenting it here for information and then we'll have acceptance and approval in the next uh through the months of May and June. But let me give you some key takeaways that um are really for the board's knowledge just with what does the law do, what does it require. So as I mentioned, districts are required to adopt policy that prohibits student use of personal electronic devices during the school day. You can see in this policy as drafted you will have a personal electronic device definition and it is any wireless electronic communication device. So this aligns with by the way with the statute defines it as

077all of this to say if this was a smartwatch that's also prohibited. Uh can't think other ones, but some there's been some sunglasses that have it. Uh there's a multitude of things. This will prohibit all of those items. Devices will be uh must be turned off and stored in an inaccessible location, not on the student's uh person or in their bag throughout the school day as I mentioned below. So there are some limited exceptions uh at least in how this would be rolled out. Uh so things like IEPs and 504s and you can see that referenced uh right here in the policy draft that they have. So as a reminder, individual education programs or individualized education programs are really uh students who receive who have some kind of an exceptionality and and are receiving special

078education support. That IEP outlines what those look like. It is very possible. I'll I'll use an example uh that that might fall under a 504 IEP. It's possible that a kid might have a smart watch that is also synced up to uh monitoring of blood sugar levels depending on whether they're on an IEP or 504 that could trigger to let them know. Um, so those kinds of things uh will will be certainly ex exceptions that all all Kansas districts will have to to meet about and uh consider. >> But what's in place once a kid starts the season? >> Uh we'll have to uh make sure we review this closely. The interesting thing as it relates to it and I'll share with you here uh districts uh must establish clear enforcement procedures and disciplinary uh

079expectations within the policy. Now they're now they're going to draft these types of policies are going to be drafted such that our admin team can then take this information. I'll look at our handbooks and see what's uh what's a realistic um way of using it and what's a realistic consequence. So the challenge becomes actually to answer your question is um for a student who's misusing technology but it's technology that they're required to have uh via their IEP, you're going to be in a very difficult situation. Um I think you'll have to work well the same thing I would share with Miss Strathman on anything. Well, it sounds like the IEP team needs to have a conversation because that's really where the only way that that could be resolved. >> It's going to happen. understand for

080sure. uh longer term. Some other things that get to that point, those are the kinds of things that that we know there's exceptions, but what are we going to do? Um when those exceptions get away, right? Um just from a board perspective, um well, this will be interesting. I say interesting, I don't think it's that big of a deal, but it's probably been a while since students have have had to go down to the office to use the school phone. But that's a an example of things that will happen now. Some of us remember that they even had it outside of the office. You have to go inside sometimes. Uh students will would must have access to something where they can still communicate. Um key item here is uh all districts must have these policies

081formally adopted and certified to the state board by September 1, 2026. So KASB was was prepared with this to get this out to their teams. We'll continue to track this on their side just for your knowledge to make sure that we're getting a good uh policy updated to make sure it matches all of the needs. Obviously implementation is really what we will be working on. So Mr. roads will be meeting with uh with a couple in particular our middle school and high school uh admin teams to talk about what these things look like um and the actual enforcement looks like for the upcoming school year. So more to come from them on that. One of the things that is I also just wanted to clarify is uh because this is always a concern when it

082comes to protections for liabilities within the law. uh districts are provided some liability protection related to like storage of the devices assuming obviously reasonable care is still current. So, we won't just grab everybody's phone from them and go dump it in a big old thing and break their stuff cuz But what I'd ask you to do and what I'll what I'd ask you to do is over the next couple weeks just take a look at specifically the policy that's been drafted and presented here. Let me know what questions you have. um as it relates to the questions that come up, it'll be good for me to be able to communicate with with our with Legal and get some information from them to help clarify questions. And then I'll also uh be able to talk with

083our team about what kinds of things are, you know, coming up and what that looks like. We've had past uh practices in place for things like multiple cell phone violations and how that policing occurs would occur. So there's not it's not a completely foreign concept. Um we just have some work to do yet this spring. September 1 is the absolute last day to do that. I would expect this um to be able to be I would expect it to be able to be handled no later than July, preferably May acceptance in June because really this is going to set use as the board set the policy so that the advent team can can I think what's important also is how that gets communicated in advance of the new school year starting. So that's going to

084be the better. >> So the the more we can help educate and communicate and that whatever that looks like the whole system is going to help us help everyone. So appreciate that the board's already been looking at that. Dr. per is out there and I know she's been looking at it and so continue to bring that forward so it should be back. I do have a request. Are we able to jump back to 4.1 at all >> for superintendent report? I didn't report on anything but I wanted to ask in terms of reports cuz it is that time of the year. Do we have any type of report or update from switch from Eisenhower to Lincoln? Any update for the preparations for Lincoln come the fall semester? >> Yeah. So I can actually talk a

085little bit about that uh now. I'm happy to do it. Um and then [clears throat] we'll also talk a little bit on 6.2. two. Uh so that'd be fine. Uh I think um the where we're currently at don't know what all preparation you're referring to. As it's related to preparation, the primary focus has been over the last couple of months where teachers going, where staff going, how are we communicating that? Yes. The next big question that our elementary principles in DT have been working to answer is if I'm a parent who uh well, first off, things have changed. Where's my um residence at? >> And which school do I now fall into? So, we worked actually with I want to give a big shout out for your own sake. If you don't know him, Derek

086M's GIS uh person at McFersonen County has a GIS map where you can go and find your home on the map and it'll click on where you live or you can even search it up and it'll tell you. It will zoom in and show you this is where based on the new boundaries you'll be where we're going. The next with that then is now I know where I live. where am I going to be or what what's the process in order to do that? Our team met last Friday to discuss that and we'll meet again this Friday to do well we'll communicate that information out for parents on Wednesday of this week. On Friday we're meeting to talk logistics on moving for and preparation for moving physical locations. questions that have come up that will

087come up now that you might be referring to are things like how do we know or like how are we prepared for parking and what do uh drop off and release times and all those things those are going to be coming later uh because we have to know who's going to be aware in order to be able to to iron those out. So I would expect those types of information logistics to be coming certainly more closer to June than uh right now. Um although those things aren't just being ignored. Um what we've currently looked at is uh uniquely is when we're looking at numbers where are the total based on the where pe where students will be assigned what's our total student population as we're expecting it to be and then what room does that

088allow for uh interd district uh transfers and so I don't want to speak to specific grades but there's There's for example a grade level um at Lincoln that will require the three sections that we've set aside for that there uh and because it will require there's probably more transfers to that grade level that can be occurred but there's actually uh currently a grade level where we had originally planned for three and it may not come to where they need three. So then so some of those will be um all of that to say as we're starting to work out at the end of the day we're trying to get an idea of what is the potential total landscape for each building and then to be able to start thinking about what kinds of logistics that

089might >> Okay with that though are we planning on or have we talked about anything for updates for the elementary schools or even for the middle school and high school over the summer? >> Great question. Uh we our actually our facility committee talked about that a little bit. Updates for the only projects uh short answer no projects will occur in the summer this summer for any of the elementaryaries that'll be next summer. That's going to the rationale behind that is that will fall in alignment with projects related to the uh safe and secure entrances. And there may be some and Lincoln's an example of that where depending on when and how those and where those go that may have some adjacency impacts for other areas that just are not even designed yet. Um so this

090year or going into next year, let me say this. as of right now, short of any potential carpeting, flooring projects, things like that that we just haven't discussed. That's that's where we're we're trying to put. Um clarify what another update though related to that is that um our facility committee did also uh hear from Dwayne and since he wasn't able to be here uh this evening um we are on target to be able actually to to get some dirt moved and get some sight development occurring at the high school. what I what I would say is sooner than I was expecting, which could be as early as this summer and certainly by mid by early fall. When I say early fall, I mean August. So if uh the if weather would allow and design and

091implementation would allow it's potential that a lot of dirt work could occur, some site work could occur on that northeast side of the campus and that would allow and put the district in a position to do ver start vertical construction on the new academic maintenance at least February of next year. Now, [clears throat] that's a design conversation and it's April and sometimes people dream big. But those are great questions and I do want you to know uh primarily what we're hearing right now going back to elementary transition is really we're trying to make sure PE uh generally folks want to know where am I going to be as a staff member and kind of preparing for that. families we want to make known here's where you're you are just as a for that it's already

092been communicated but now they'll know and then here's a way that you can if you're interested in a different request you can do that they'll start to have that this week um and then we're going to shift to our elementary staff on what do we need to pack up what needs to leave Eisen Tower what needs to leave where you're at what needs to stay in terms of teaching materials and uh what to stay in terms of chairs, desks, equipment like that. So, I'll keep uh the board updated as that proceeds. Great questions. We're ready for 5.2, which is our social contract that we we've tried to look at it and we've moved it. So, we're here and we'll definitely look at this again with our in the summer planning we come back together for

093a new year with governance. Um but um know folks have had a chance to look this over and make any recommendations, changes, dialogue around where the um and Blaine for you. I know we talked about this initially briefly with you um but it's not something you were a part of the discussion. So that's why we've been trying to get this um so that you're a part of um what's what's all in our social contract as a board. So >> I know she had two repeats. >> I should go. >> Yeah. >> What does Clear's kind mean? >> I remember Rebecca talking about that. Rebecca, you want to share that? >> Yeah. So just making sure that we are speaking plainly and clearly um and that even if we have to say hard things and even

094if we have to you know take in hard information that there's clarity that we're always working to be clear um and I think our engagement with the public uh the way we present oursel as a board and then certainly board member to board member board member to superintendent and superintendent board. Whether we like what we're hearing or not, the kind thing to do is to be clear. Thank you. >> There's some redundancy in there. Do you guys see that? Yeah, I probably when when I pulled the hard copy into a digital copy, I probably copy pasted or rather typed it up rupture/repair twice. But perhaps maybe we needed to hear it twice. I hope >> I think something about, you know, commit to is in there twice. So, >> and on board decisions is twice.

095>> On board decisions, that's twice. Yeah. >> Yeah. Maybe they're put in there for emphasis. I'll double check. I will get that clear. >> I just want to highlight some of these um and why at least my recollection of you know the preparedness, the engagement level at the board that we're focused and um on what's happening because this is critical time. the only times we come together. We all know this, but I just wanted to lift that out in that um time that it takes and I know it takes a lot of time for each one of us. So, I want to appreciate um that commitment there. Is there anything anyone wanted to modify, add this back? >> No, but I think it's something that we should look at. um each year at a retreat

096and I you know would wonder do we have a retreat scheduled because summer's coming upon us fast and trying to make sure that all of our schedules are going to align in July. Um what do we want to do for a retreat and so I know that's not on our agenda and I'm not asking that we we speak on those things tonight but I appreciate it if we could have that conversation sooner rather than later. Sure. >> Yeah. No, we have not said that at this point. Um, one of the things that I would ask for the us as a group to look at is um the use of outside communication at the board table. Um, and because of the focus of the engagement um so I could be the only person needing that, but

097it would help for me um if we're not engaged with other what appears to some um other communications in that and I can give examples of that seeing but that would be really helpful >> unless I I I'll second that. Um unless we're doing calendar work. >> Oh, right. Yes. Yes. Yes. I Yes. Thank you. >> We need your own cell phone. >> Well, we can handle it with the uh social contract perhaps. And I yet, you know, also I would add that emergencies come up and and those kinds of other responsib I I appreciate that. But it's a pretty safe bet that July would be a month that we could move forward and have those dates already scheduled. Otherwise, you're what you're going to see is that sort of board members are not going

098to be able to attend. I have two weeks blocked out in July that I can't get away from. So, >> yeah, I understand that. >> Perhaps at the next board meeting if folks can look at their calendars and see what that is, they can get a date or two to be saved. save the day kind of thing. Um I think that if the retreat was beneficial um and previous boards have had those retreats too and with a new superintendent um in place that will be beneficial um on that level also. So I wrote it down on my uh note um to circle back around. >> Absolutely. >> Okay. Well, if not, we'll we'll bring this back um like we were um saying, but that will help us and make sure that we're we have this

099all as as thanks for taking that time. Get back to my Do we need a break? Is Yeah. >> Can we take a five minute break? Let's take a five minute recess. Oh, no. Hey Rebecca, I'll call you back. Yes. >> You know why? >> Because she was on her graduation and she wanted to show up to represent. >> That's That's awesome. I told her this is interesting. >> That's good to see you. I love you. >> I start I like to have one for the media. Not like I don't have enough fra. Thank you. See you. >> Oh, it's mine. [laughter] I can't see. >> Oh, I take any day. If it would be between 30 and 15 terrible years, >> your wife and so am I. >> She's taking a hot shower. >>

100Okay. I want the hot shower, right? community and a neighbor. [laughter] >> Well, do you remember seeing the article in the page news with a dog that had it duct tapes? Oh, that's really >> Yeah, we thought we didn't want that. >> So, there's no way, but when we had those big like 60 mph right at the beginning of spring break, >> it broke our fence. So we had a little malfunction and in the lab and like every way he can get out and so we thought we had a spot. That little booger got out anyway. And that's the day I heard my raw rider as we thought. and she had just got out. She would just she if a robber work in her house, she would help them find what she had not >>

101and in fact my donation and my rocker sometimes the gate will open and they'll just look out. They won't leave text me gates open your doctor. [laughter] They just look. But lucky the lab, he woke up. >> And so the Dalmatian and the Rockweiler when that wind fence down, they tal. >> So when he runs away, they really start going crazy and they're like, "Okay, Lucky must die." So we went out that weekend. Sure enough, I saw your wife and your father-in-law's family. Lucky standing there burning at him and I was like, I tried to get him. Then he took off >> cuz he knows I'm going to bring up But I didn't know >> that I didn't even know until Emily called me for a moment. And then your wife was like, I'm so

102mad. [laughter] I'm going to put my phone I told I won't answer the word up there. >> Did you hear from your friends? >> Yeah. Yeah. I got one in the basement of her dorm. They got evacuated. They have a basement. Then the other one's across campus in the science board and they don't have a basement. I was like, "Well, you have plenty of bathrooms, right?" She's like, "Well, we're just hanging out momentarily." I'm like, >> you're in a war game or you're in a like it's a warning, not a watch. So, please get to a basement or a room, >> not your signal. >> Sandals on the radar. Even life 360rator warning isn't he would like to follow it location. Yeah. And they're on the far across Ottawa. So like all the way campus

103Ottawa kind of north end. >> Where' you go down there? All right. >> I was waiting for [clears throat] Check it. [laughter] Hey, I got you. Rest of the crew's coming together. Okay, we're back in session and we have we're moving to new business and the first item is 6.1 the MCC recommendations. Dr. is >> I will invite Brandy Martinez Mc William Lab and possibly Dr. D as well. >> Yeah, >> I think I have uh so I'll let them share as a reminder for for the group of what MCC does, how often you meet and uh and what types of proposals if any arrive to this level. So >> okay. So, uh, the NCC is the midfirst and curriculum council that was, um, well established four or five years ago or reestablished. Um, and

104that is just kind of a a midpoint before stuff comes to you, which it might be a class addition or um, asking for certain types of credit, those types of things. There are other things that we talk about in that group, but the things that would come before you would be class additions or any changes that you would need to be aware of. Um, or if there's a state change and we need to make a change at our level, then we would bring that forward, too. So, we meet uh monthly. It's a first Thursday of every month. Um, there are times that I can't be there a couple times a year maybe. So, Dr. Herps helped me out um this year a couple times since I was at my child's events. Um but uh you

105know we we will bring different things forward. So this year it was just two things that we brought we had for for you. Um we have two different proposals. The first one is um from Mr. Schoper and he is wanting to um have credit added for his current issues class that students would get credit for that uh speech for speech debate forensics and public speaking. Um and he wants current issues to be in there too. So they would get a a half a credit um for that class because they are doing a lot of public speaking. >> So that's the proposal there. And then the second proposal is math 1 and two. That's an extended math and advanced math at the middle school level. Um just to help with some of those students that need

106extra um and we actually have that within our curriculum. We have the books even for it that's just an extension of our curriculum to push students who maybe need a little bit more than just that eighth grade math. um and she gave the the data there too. We've met about it a couple times, but this also helps so that um you know sometimes when students are advanced the first thing we'll think is we just want to move them to the next grade and sometimes that's the answer but sometimes it's not. Um so this gives another uh class for that. So those are the two proposals that's all we bring for you for MCC. Um MCC is really great because it's 24 people on that team and um >> Dr. Pandra Hoop is on there as

107well. Um and we have from all different grade levels. Um we have community members on that team. Um and we also have um administrators uh I mean just pretty much all kinds of people from the system and I love that cuz they will give really good they have some of the best conversation um and pose a lot of the questions of how this will work. So, usually that's going to they're going to do that before it comes to you. Um, sometimes too it will pass, but I will still send them feedback from the group. Like the group will say yes, but here's some things to think about. Um, or sometimes they'll say, "No, work these things out first and then I wouldn't bring that to you until they have those things worked out." So, this

108year it's just these two proposals. Um, so I would like to have it acceptance. [music] you want accept it and then approval to follow or do you are you seeking approval so I can get things updated >> so well I mean the second is always the best but or current issues doesn't have to be now it's really for next year but that math one would be nice because we are looking at schedules so that but if it's just easier to just do approval that would be great >> this group is just aware from the board's vantage point it's not uncommon for you to take action to approve uh MCC uh on the first uh read through because we know there's such a good vetting but if it's the board's desire to do acceptance we will

109make it work but >> there shouldn't be any reason >> I'm going to say that there's not an economic consideration or anything related to that these are things we can implement and they've been fully vetted >> that's right >> I'll make a motion to approve >> I'll second the motion to approve the FCC recommendations I've presented any other discussion or questions. I was just curious what the difference between the next level of math is. What exactly are you building on more skills? Are you implementing different learning things? Like what exactly are they getting out of the advanced math that they wouldn't get if they go up to the grade level above? >> Well, they would still be in that grade level of math. So like if it's advanced eighth, it would just be in more

110in depth and there would be more uh advanced problems. Whereas if sometimes you if you just skip a student a grade, they may miss out on certain standards and then later on in algebra or something, they might say, "Oh, I missed that and now I got to go back and fill that in and I'm having a hard time with this particular equation cuz I didn't have the background." Where this is more of an extension of of the um the curriculum itself, but in more depth. And um >> Yeah. Mhm. Yeah. And we have the staff available to teach us without disrupting any of the other classes or taking on additional roles and responsibilities. >> Yes. Yep, we do. And now we'll see if how many are interested in question. So if you have kids to

111support going to this or that's what we'll find out, you know, once they make those schedules. >> Actually, that's a really good point of clarification. That's a good reminder for the board. your approval of these make it an option but then the enrollment uh thresholds have to make it an actual reality because we've approved stuff for MCC that were great they never make or or rather they never made uh and so they're offered as an option and then and there might come a time when they do >> yeah and thank you for saying that that as a matter of fact that MCC had requested from me they wanted to see since the time we started MCC to now what classes have been approved and where are they now so that was a really cool one

112um that we laid out and so there are some you'll see on there that made but we were never there weren't enough students so it didn't go anywhere but they're on the books or something like that so we try to make sure there's interest before and that's part of the process but when it's all said and done kids just saying one thing and doing one thing or schedules working sometimes are different um but I would say probably majority of those are still in place today like our [clears throat] officiating class um our other our advanced or math pathway or not stuff high school, they are going and um are staffed and students are interested and involved in them. >> And then with this last one, would this break down to like advanced math would be

113semester 1 and advanced two would be a semester 2 class? >> Okay. Yeah. So just math one and then two. Yeah, exactly. I was just making sure. >> Y question. Okay. All in favor of the um approval of the MCC recommendations as presented say yes. Yes. Yes. >> Yes. >> Thank you. That 470. Thank you for the work on that and I thank the board. That's honor to sit in um and be a part of uh the work that's done. Thank you. Appreciate that. And an option for the kids. Appreciate it. >> Thank you. Thank you. >> Okay. Moving to 6.2 which is elementary transition planning and calendar change. >> I Yep. That's perfect. I indicated a little bit earlier and I typed up a few notes here. I won't read that whole thing to

114you, but uh really what's being requested is we know that uh certainly Eisenhower, but not just Eisenhower, uh elementaryaries are going to be uh packaging some things and preparing for the actual physical transition from four elementaryaries down to three. Uh when we met as a district leadership team about this uh a week or so ago, uh it really became there becomes a lot of advantages to to being able to use that time. Uh as a reminder, your May 15th uh date is your current last day. It's a half of a day for kiddos in the morning and then a half a day for work day. What we're requesting the board uh can do is allow us to convert for elementarymentaries that uh last half day that's to basically take that kid contact time and leverage

115that for all day work time because there's going to be boxing and packaging and preparations for baby. Um you have not you've had a good winter so you have more than enough time. they're meeting well beyond the 11:16. Um, it's uh your action tonight would allow them to still be able to make adjustments to various parties and end of school events and communicate it out to families. Um, letting them know uh that that's that that that's a change that's being made. I'll pause there. Essentially at the end of the the time, what we would just be requesting is that the um elementary school calendar for 2526 be uh adjusted to make May 14th the final day of attendance for elementary school, cancing the previously scheduled half day on May 15th, >> which does not change

116the middle school or the high school anybody that's not an elementary school kid. I have concerns about child care because people already have that slated. They know like where their kids are going to go. Is it give them enough time to pivot and find someone to watch? I know it's only a half a day, but for some parents that half a day is huge. >> Sure. Sure. >> So finding coverage, but that's my main concern about >> it's just a test. It's just a half a day of the 15th. >> They'll hand their half day or sorry. So, what we're proposing is the only thing that's being cancelled is the last half day, their end of school day. They'll still have a full day on the 14th. That'll just be the end of the school

117year for them at their normal release time on the 14th, I think. And certainly that was a consideration, which is why I shared I'll bring this to the board for request this time. Uh we wouldn't ask any later than this because at least today it's still a month out. any later than that say it's still a month out. Give them more time than due to it. >> So you're requesting to just take off that half day. Yes, sir. >> Okay. Who Who is requesting this? >> District leadership team elementary. Are there is there any other unintended consequence that we might have blinders to understanding the um at least the way I'm understanding the request is to help the system at the elementary prepare for u finalizing and carrying for their spacing in the transition. [laughter]

118My biggest takeup was because one hadn't heard about any of this until about like 3 days ago. But with that last day, they always utilize that for helping and allowing their students to put up and put together their classrooms. So I'm just wondering >> so when they'll have the time to do that because then we also have graduations on those th on that Thursday. >> We also have afternoon events going on as well. I know you said though it's time to change it. I just don't know was that discussed with the teachers who had already made all those plans. >> Yes. >> Okay. So again, just for clarification, the elementary principles are in the DT. They're talking to us about this. They requested it. I listened to it as a district leadership team and I

119said, "I'll bring it to the board for consideration." They talked to their teachers and their teachers have said, "This is a pretty monumental effort. We don't ordinarily close a school and we might need a little bit of extra time to make sure that we're packed up. So, I'm bringing it here to you. Your consideration. You give me direction on this and let me know what's best. I think it's best based on what I've heard from them and the teachers that they're talking with. I understand there's pros and cons and I appreciate that dialogue. To me, allowing a full day on the 15th will allow them to number one, it will allow the 14th to still pack up and be prepared. And the 15th, then the teachers themselves who now have to clean up all of

120their own personal items will have an opportunity to spend an extra 3 and 1/2 hours focusing on that and not having to worry about kids. The the reality of what will occur is and the concern that was raised is if that doesn't occur, we're going to end up having staff. They're going to spill over into those 19th and 20th when they're already off contract trying to do that. You're probably going to run into that. >> So, >> Shila, will we keep classified on to help them as that's typically a data classified already would have been there at least in the morning? >> I believe that. I mean, I'll have to verify, not pair professionals because they're directly associated with IEPs, but classified staff otherwise would absolutely be um are already typically there through a workday

121would be there. If they're not typically there through a work day, their last day would be uh the the or they'd have 3 hours off there that same day. And we haven't used any weather days this year. >> No. >> Thanks. >> I would have still liked to also gotten in contact with parents to find out that as well instead of just the teachers. The parents are huge in the community and we would like to hear what they have to say. We obviously don't have the time to do that. So, but I that's still a major concern. >> Surprise from the teachers because they usually use that last day to have students help out. Like they're a huge helping hand in putting together classrooms. I helped clean up four classrooms last year. So, I'm just

122I'm just shocked that the teachers are >> 14th. Well, it's a busy day on the 14th. That's what I'm saying. It's a very busy day cuz they're all wrapping everything up. And then a lot of the schools, they have events either in the morning or in the afternoon. my the way I'm taking that by making a decision will help them be able to set whatever in motion so they can pivot if that's the right word. Not sure. Right. It's supposed to be Yes. If it is coming from them, then yeah, sure. >> Yeah. I mean, I want to be clear who who's requesting this is this is a part of our planning. The the other thing related to that is that we're obviously we'll have to coordinate with movers and what that looks like. Uh

123so the request came from our elementary principal team specifically thinking about the logistics associated with it. that interestingly wasn't framed as anything that was going to be prohibitive to getting to or that wasn't framed as a negative. I think they assumed that that kind of thing would also occur on 14. >> Okay. And do they only have the 15th tobacco >> who >> teachers? So we allow actually within our agreement 8 hours of time that can be paid for helping to do that work. And so the intent behind doing it was to leverage the extra by having because we don't have the snow days or because rather we do have days that weren't used for inclement weather that we could release kids from that time and that could just provide built-in time where they already

124are on site and in under contract to do it cuz the additional hours would have to could come but outside of the contract. So if they do ADA, so basically we're providing them the amount of time needed on contract. Okay. As opposed to paying all all staff on the 19th, I'll say uh to do the same for those that were back. Okay. How much time does Eisenhower have the ability to gain all their stuff? To gain what? All their belongings and everything. >> 8 hours. >> And the time leading up to it. And we're not actually going to require a checkout until I think the 22nd for staff. So part of the na part of the process naturally is just for your all sake is for any we have teachers annually that have to relocate

125classrooms. What they do is they collect their belongings and they get it from point A to point B at some point. Typically they do it a lot. take their personal items home over the summer. Sometimes they'll have an opport actually many times that say that they'll they won't move their stuff into their new classroom unless it's in the same building. They won't usually make that move until the fall, late summer. Uh in this case, uh the same thing will happen. They'll have their personal effects that they'll need to be prepared and they'll and they'll as a part of their checkout process at Eisenhower specifically by the 22nd. They'll have the principal that'll sign off as as a check of yeah, you got your personal items out of there and school materials are boxed up desks

126and everything else you don't have to have out of there because the building isn't going to be immediately renovated or immediately used. So, we'll actually be able to leave all the materials there for cleaning and things like an ordinary summer >> and there's going to be a lot of different kind of transitions happening in all of the elementary buildings where people are adjusting. And so, what I think I heard from what you said, child, was that best case scenario is we've got people moving to their new classrooms before the end of the school year. uh they would they would potentially have the opportunity to get some of their effects to a different location by the end of the year. Much of it that's a possibility. >> But if we don't um some of those rooms

127cleared out, then I mean you end up with kind of a log jam at some point. >> Are you referring to Eisenhower? I'm referring to the whole to all of our other three elementaryaries. It's not just island. We want things moving around all over. And so giving them some extra time to wrap their heads around this when they're all in the game together is going to I mean that's just a better scenario. >> Yeah. Correct. So, and also just to clarify the final uh items that will be communicated to staff will be that's why our elementary principles are meeting this week. to finalize all of these because there's a lot to it. But generally speaking, there's a an un there are a lot of personal effects year in and year out that would ordinarily stay

128in a person's classroom. That's true. Um but when moving classrooms, it is a standard part of process to collect all their things together and typically um they would need to wait until the following till after summer cleaning to start moving in there. Bill, am I for capturing that? >> Yeah, I mean we have a systematic plan that we are working towards that will encompass the the needs that that are present here and that that first day that you're talking about would encompass some of the initial things potentially, but then there'll be a like you're talking about maybe a check out or a list that they say, "Hey, do you need this moved?" And then after we've cleaned for the summer and got everything accomplished, then we'll free up our team to go ahead and move

129those things where they're asking them to be moved. And so, uh, it it's we've talked about it to in like really three different phases. And phase I say this, phase one is kind of making sure that they box up box up andor get prepared to move personal effects. And [clears throat] phase two of the plan is boxing up specifically classroom materials that will need to be transitioned from in this case Eisenhower over to the other schools. And then the third one which will definitely occur later in the fall is all of those student desks and all those student uh all the physical m like uh desks, chairs, tables, those things will stay. Um, and then, uh, if a class at, you know, over at Lincoln now has 22 kids in it and we need two

130desks replaced, then we'll basically use Eisenhower. That's when the team will go over, pick those up, and get them to Lincoln. >> So, the hours are met, not um, shortch changing our requirements for seat hours with this. >> We don't with this. Now, I I don't believe we've had Did we have a single snow day this year? So, we're we're fine. I don't think the first one was >> we had a we had we didn't have a snow day, but I think we had a like it was the temperature was so low. I think we had one. >> We may have had one. I mean, they're they're in I mean, when I last checked, I think it was 11:40. I mean, they're they're significantly higher. This is more than achievable. I'd like a um motion

131to approve the adjustment to the 2025 2026 elementary school calendar making May 14th the final day of attendance for elementary students and cancelling the previously scheduled half day on May 15th. >> Now we'll open up for any other discussion. Not seeing any not hearing any. Um, all in favor of the motion to approve the adjustment to the 2025 2026 elementary school calendar, making May 14th the final day of attendance for elementary students and cancelling the previously scheduled half day of May 15th. Um, say yes. >> Carry 70. Thank you. >> I did not say yes. >> I'm sorry. I thought I heard you. Okay. Um, those said against say no. >> No. Okay. Carry 61. Thank you. Okay. The discussion important and that will be communicated on multiple levels between the buildings and >> yes

132that's good. Y backpipes too please. >> We can do that. Sure. >> Thank you. >> Yeah. I think as many ways to communicate um sometimes change >> I will actually let Oh, sorry. left from 6.3 proposed calendar for 2627. >> I will let Mr. RH speak to this because he works with the calendar committee. So I will draw their attention to whatever you draw my attention to. [laughter] Okay. We met twice as a committee and gathered feedback both time from folks on uh some needs for next year's calendar. Um, so we looked at a variety of drafts to get there. Um, on this one, a couple items of note that would be a little bit different this year. It does it does on paper we go a little bit later there u compared to this

133year cuz our last day now is May 14th would have been the 15th. This calendar is going to be May 19th. some challenges and some changes that happen from year to year is um a really good example is how your Christmas break falls on the calendar. And so there were some some challenges was working through that and and uh you know I was attempting to keep us out of school before the 14th. Um but in order to do that we were compromising a lot of other things and and the feedback that we gathered was we were better off providing um that work day on January 4th and not and giving teachers that work day prior to returning um to the to the second semester and also we inserted back in this year Good Friday was

134a contract day. It was not a student contact day. It was a contract day. And that was that occurred through the committee there in order to get us to an end date of May 15th. So we weren't returning for one day for just a Monday this school year. And so um that wasn't something that was palatable with folks or something that we'd want to continue doing. We want we want to hold Good Fridays a day off for folks with that too. So, a couple of those things kind of pushed us a little bit later with that, but ended up with a calendar that seemed to elicit some reasonably good feedback for us there. Start of school would be very similar um comparable to a year ago questions. And Chelsea, you sit on that committee, correct?

135like >> did I capture that reasonably? >> You did. >> Okay. >> There was a lot of back and forth. >> Yeah. Yeah, there was. Um uh especially it felt like we kind of tackled something the first meeting, but I think as folks took that back and sat with it. Um it just a lot of question marks from what we drafted the first meeting. So we came back and I I had several laid out for us to look at options with that and and good conversation for us to land where we landed there and and uh felt like we had good consensus with the group there. >> And I know one of the main topics we kept coming back to was the teacher work days, the collaboration days, and maybe those need to be changed

136within the schedule, but obviously they couldn't happen this year. Brandy has already got a lot of her stuff planned. So, these are for future conversations we want to have um to maybe that could help since we did reduce 8 days. It's harder to fit everything in. So, we kind of want to talk about that potentially for not next year but the year after. >> So, a little bit of a unique challenge that we've been in for the last 2 years too is that is the change of the structure of number of days. And so, that's there's been a provision in place like we've revisited that January if you remember that. Well, it's hard to say that we can have a calendar ready. We still have to revisit that portion of the negotiated agreement. And so

137that that's pushed us a little bit later and there may be some things that we can look at related to how we lay out some of those days in future years. And we'll be able to approach that conversation much earlier a year from now because now there's a sunset clause that's pushed out a few years related to our number of days too. So, I think we're going to be in a better position next year to earlier start this process and and be able to evaluate maybe some of those things that we could tweak in that too. Yeah, I would be really curious the month of March um >> is when I count those student contact days and and I'm not saying our staff don't need the prep time, but my question mark is >> what

138can we do differently um around parent teacher conference? What can we do differently with those um work time and cloud times? Um, I think echoing kind of what you maybe were alluding to with those collab just that's a lot of time where I I I wonder what happens for teaching and learning on the other side when there's so many days that we're not in session. Um, and so that would be a concern I have. It doesn't I mean we have to make a decision here, but I would that would be my ask for the calendar committee as they start to prepare even for the following. >> Sure. you know, and certainly very reasonable thought when you looked at the calendar and you started counting that student attendance days with that and then something that's out

139of our control is where is that Easter weekend fall, right? And so this for 27 it happens to fall uh there towards the end of March and that and that certainly then does make another impact and >> so it makes April a real month. >> Yeah. So is there I mean just for the calendar committee to look at does that do you change where and how you break out you know the spring break and time off? I'm not don't shoot the messenger in the brainstorm um in that I just I want to make sure we're caring for um the whole system which is our priority is the teaching and learning. I'm not saying it's not happening um in there but I do have some question marks of what we see in the return um when

140we're not in session as much in that one. Because one thought I had was, is it possible? Does it make sense to take the parent teacher conferences from March and move them to that very first week in April? You know, it gives two more days, but it's still two more full weeks that they're in um [clears throat] going into that. So, that was just an idea that I had. Um it didn't really work out this year, but if we run into this again, that's something else we could do out. And then they can meet just by the way I won't be around there to talk about it but just as a reminder the 11th and 12th it's all that week before spring break is always when state basketball is occurring and so then they uh

141if you don't already have those days off as soon as both of your teams are traveling then the request will come that can we take those days off. So, it's it is it's a jungling act because you I was just looking up to see it's not the earliest that Easter can be, but it is one of the earlier times that it can be. And so [music] once it starts to fall in that uh late March uh around 26 looks like the earliest that Easter can possibly be is the 22nd. So it certainly starts to impact it. >> Well, look, it may not be an impact this year, but as we get into construction, the more time they can have better, the better in in time off as far as something concerned when there aren't kids

142around. So in a lot of situations again I know you say it doesn't help a lot but if you had administered a school day then we could get some days at the end and the and this the sunset provision on that now pushes it two more years out. So, so that that that structure now how how the calendar gets laid out I guess is for us to determine each year but that structure of having the eight last days and what yeah the first one's used to we we know that'll be in place for a couple more school years to to keep some days in the summertime for us for work to get >> this seems late for us to be receiving um the calendar um so I just would ask that we are receive that

143a little earlier. Um so that if we have more discussion, we're not having to make that decision at this what feels late to me. Um I I know I've had some stakeholders reaching out to me for some time about the calendar for making plans. Um and so I just want to make sure that we I know there's lots that goes into the work that the committee has. >> I think this can this this can begin in December before Christmas break is an initial meeting next year. We didn't we didn't meet that first time until there was the negotiations uh meeting to revisit that provision in January. We didn't hold our first meeting until after that. And so I think that we can accelerate that timeline. >> Appreciate that. >> Yep. Are you seeking acceptance tonight

144or thinking? >> Yeah. >> Make a motion to approve the 2627 school calendar is proposed. >> Second. >> All in favor of the u motion to approve the calendar say yes. >> Yes. Any opposed? No. missed here before that carry 70. Thank you. >> And I do appreciate um the work and I know there's a lot that goes into the development. So, Mr. Rose, thank you for your work in leading that. Okay. >> I just need 5 minutes on 6.4. >> Okay. Motion go into executive session to discuss an individual employee pursuant to the non-elected personnel exception under the Kansas Open Meetings Act. in the open meeting and Zoom in the boardroom at 10:10. Um 810 sorry yes 8:10 that corrected >> the clock in front of us uh is still on um the executive

145session will include the board superintendent assistant superintendent um executive director of special education just need Yep. Just super assistant. Okay. All in favor of the um the executive session say yes. >> Yes. >> Carries. Thank you. Um and so we all started going [music] Heat. [music] Heat. [music] >> [music] [music] >> Heat. Heat. [music] [music] Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] >> [music] >> Heat. [music] Heat. [music] >> [music] [music] >> Heat. Heat. [music] Heat. Heat. N. [music] Heat. Heat. [music] [music] Heat. Heat. [music] >> [music] [music] >> Ooh. Ooh. [music] >> [music] [music] >> Well, now we're done. Okay, one sec. Bible. Okay. for something. >> Motion to approve administrator administrator. >> Uh that's for Okay. Yeah. Motion to approve administrator and director contracts for the school year

1462026 2027. that's presented. Second. All in favor say yes. >> Yes. Any opposed with no? >> No. >> 61. Motion to approve the administrator and director contracts for the school year 2627 um as presented. Thank you. Okay. We'll move to routine items. under minutes. Uh I didn't hear any questions or have any questions associated with those clerk's report. Um similarly keep uh tracking those comparisons and we'll continue to monitor as we move through the end of the year. Obviously we're getting close to year end and uh we will we're trending right where we said that we would be trending. So, we will start to see uh those continue to be bombing. Uh just continue to track that and keep you apprised. Bills, I didn't receive any uh specific questions about payments of the bills. Just

147a reminder that we do start to shut down spending uh accounts and cards in February. So, March starts to trickle down and April starts to trickle down. uh what will start to trickle back up uh shortly as the year end starts to get here are um and then as you instantly get into July then you'll ramp back up and that's when all your various um those subscriptions and memberships and all the different things I noted um was still meeting the um policy on the PayPal >> correct not yet but we are working on that's correct we'd be seeking Approval of the routine items. >> Move. >> Second. Any other discussion? >> Okay. The motion is to approve the routine items. All in favor say yes. >> Yes. >> Any opposed with no carries. Thank you.

148Future meetings >> obviously postpond updates will keep coming forward. Elementary information will keep coming forward. Uh starting in this upcoming you'll start to have things on there as reminders for upcoming things associated with um in the month of June. You'll be closing out folks. Obviously you'll be already in the month of June starting budget preparation for next year. Um and then just your board organizational business. So, you'll have a a multitude of things to juggle your announcements. Uh you obviously have a busy schedule here. Um got a a couple weeks uh and we appreciate all of your time and and attention and preparation on that. As a reminder for this group, April 17th, that's this Friday. That's at 12:00. That is explicitly for the purposes of making sure we meet statute 72-1154. Um you'll hear

149you'll receive public comment if those are folks are interested in doing so which is explicitly around the intent to use CM not who should we use or how you know nothing like that it's just the advisability of it u so I would anticipate that being a short meeting but appreciate those who are able to make it >> I would say the only correction I have on this is we have a special meeting is the 25th not the 26th on April. We're meeting Saturday the 25th >> and it's Sunday the 26th. >> Oh, thank you. >> And then you'll go in and change the elementary school last day that we approved. You wouldn't have had that at the point when the board the agenda went out and the 15th will be an onsite well. >> Yep.

150Thank you. >> Laura, >> yes. >> Could you review the board's responsibility for these interviews? >> Yeah, we'll uh talk about that in 9.2. >> Okay. 9.1. >> 9.1. Uh, Mr. Runes, how much time? >> Okay. Motion go into executive session to discuss proposals being considered in contract negotiation with teachers pursuant to the exception to employer employee negotiations under the Kansas Open Meetings Act. And the open meeting will resume in the board at 7 or 8:25. The executive session will include the board superintendent, assistant superintendent. You know a second just do we need this again? >> Yeah. >> That's okay. And the executive director of special education. >> You all say yes. >> Yes. Welcome to executive session for 5 minutes for negotiations. Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat.

151[music] Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Hey. Hey. >> [music] [music] >> Heat. Heat. [music] >> [music] >> Heat. Heat. [music] Heat. [music] Heat. Heat. Heat. [music] Heat. Heat. [music] [music] >> [music] [music] >> Motion to ratify resignation proposal additional language for the spring 2026. So I need a second. >> Second. >> All in favor of the motion to ratify the resignation proposal additional language for the spring 2026 negotiation say yes. >> Opposed with no seven. Thank you. motion to go into executive session um to discuss personnel as it relates to the superintendent search pursuant to the non-elected personnel exception under Kansas open meetings act and the open meeting will resume in the boardroom let's call it 9:00 um and the executive session will include the board second favor say

152yes Yes, carry 70. >> Hey, Rebecca. I think she was I think was going to connect with you over >> just [music] >> [music] >> Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] Heat. [music] Heat. >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. N. [music] Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. N. [music] >> [music] [music] >> Heat. >> [music] [music] [bell] [music] >> Heat. Heat. [music] Heat. Heat. [music] >> [music] >> Heat. Heat. [music] Heat. Heat. >> [music] >> Heat. Heat. Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] >> [music] >> Heat. Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] >> [music] >> Heat. Heat. [music] Hey, hey, hey. [music] Heat. Heat. Heat. [music] >> [music] >> Hey,

153[music] hey, hey. Heat. Heat. [music] [music] >> [music] [music] >> Heat. [music] Heat. >> [music] [music] >> Heat. Heat. Heat. [music] >> [music] [music] >> Hey. [music] >> [music] [music] >> Hey. >> [music] [music] >> Heat. Heat. >> [music] [music] >> Hey. [music] >> [music] >> Hey, hey, hey. [music] >> [music] [music] >> Heat. [music] Heat. Heat. Heat. [music] [music] >> [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. N. [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Hey. [music] Hey. Hey. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Nat. Heat. Heat. [music] >> [music] [music] >> Heat. Heat. N. [music] Heat. Heat. N. [music] Don't do any [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [bell] >> Heat. [music] [music] Heat. [music] >>

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