001Well, I'm not able to get Bla had problems with his working. >> I did all that. Hand your power down. Yep. Yep. We'll call the meeting to order and um join us for the pledge of allegiance, please. 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. Good to see everyone. Um before we get into our agenda, I'm going to welcome our guests that we have um here. And I want to just offer an incredible gratitude to our community um with the uh bond option one and two um passing. So I we on behalf of the board um appreciate and look forward to the continued work that we have and know that there is much still to
002do. So we um look forward to continue to partner and work with everyone in the community. Uh so um again thank you for that work and thank you to the board and um all the various community members that put a lot of time and energy um into the work and Dr. Vincent and your team and um we appreciate have great gratitude um for the future uh with that. So my computer has decided that it's an update is needed and so I'm going to be uh pitch hitting between uh computers and the screen. So I do apologize for that. We would like to before we approve the agenda move uh let's see >> it'll be items 5.3 or we'll skip the hit to begin with. >> Okay. So 5.3 in that. >> Yeah. Um if if
003everyone is okay with us moving that up. Um then we can just >> Yep. So we need to approve the agenda. So move consent agenda second. So um Chelsea with a second. So all in favor of approving the agenda and consent agenda with that one modification, please say yes. >> Any opposed with no passes. Thank you. And we have several um people that have signed up to speak um in our public comment. The first um individual is is it Leah Funk? Miss Funk, come on up to the podium. And I don't know with the audience we have if everyone is speaking on the same item or not. Um so if you're representing a group, let us know that. And then we do have a five minute um per our uh board policy on that. So,
004we'll kind of keep track of what that looks like. >> Okay. Um, as far as I'm aware, I'm only speaking for me and my daughter. Um, I'm speaking mainly on the uh uh middle school orchestra's issue. Uh, when she found out about the possibility that the orchestra was going to be removed, she's in seventh grade at the moment. Um, orchestra to her is incredibly important. Um she's been wanting to play violence since she was 5 years old. Um she's got one more year before she goes in high school and if she loses that year of instruction, we can't afford a private instructor and that would be devastating to her. She wants to go to college for music and um that would just eliminate a lot of things that that she could do. Um, if they
005if you guys get rid of the orchestra program, that's going to kick us out of McFersonen. We will move no matter what. Um, my main question to you is if it was a sports program where the instructor left, would you consider getting rid of that program or would you automatically replace that person? because um the arts are just as important as sports. However, the arts are always the first thing cut in budget issues. So, I I need you guys to think about that when you're doing the the budget on this. And now that the bond is passed, there's more. So, at least that's how I understand it. So, please think about meeting the orchestra. It's incredibly important. So, thank you. >> Thank you, >> Miss Deborah Spencer. Hi, I'm Deborah Spencer. I'm a local private
006string instructor. I've been here since the early 80s. Even though my husband taught in a different district, we chose McFersonen mainly mainly because of the orchestra program. So, with me being a teacher, I was able to work with the teachers that the school had to make sure the students were well prepared. Um, I can go into the details of why the numbers went down. I don't know if you want to know that. Okay. So, um, the program has been fantastic until a couple of years ago. We had a teacher that actually was not in class more days than she was gone. So, um, my students in the program started dwindling and it was down to just one of my students left in the McFersonen program. This student offered herself to work with the kids during
007the classroom time because the teacher was gone so much. Um, I encouraged her to stay through the school year, but when she went to competition and the teacher did not show for the competition with the music that she needed, my student had to go find other teachers to get that music. So, she came back, quit the program automatically. So, um, the only options the string kids have if you don't provide an orchestra is switch programs, quit the instrument or switch schools. Currently, I already have some students are in another school district. Their string program starts in fourth grade. So, I'd hate to lose more students, but what I'm here for is if you please keep the program right now. The um band and choir are doing very well. Um but if you look at it,
008they provide two teachers. So, if you could keep just one teacher for the orchestra program, I would highly recommend Angela Kel. She did a fantastic job the one year she was the long-term sub. Um I knew her family before she was even born. Her entire family growing up were string people, very professional. Um she married Mr. Kell who had a fantastic string program here and then they have used the same method that I do where we start very young teaching. So all of her children would be strong leaders in the stream program. But if you could please consider keeping it, I think with Mrs. Kal, you could grow the program back to where it was even 5 years ago. >> Thank you. Thank you. Do you have questions for me? >> The board isn't permitted
009to have those. Thank you. No engagement. Sorry. We will be just so the audience knows we will be talking about this and and that'll be next after public comment. Um so that if that's helpful um to the audience I have is it uh Sour Sters or Mr. Sters? I can't read the handwriting. Come on up. Can you tell us your name? >> Sters. >> Is it Lynn? >> Ren. Thank you. We are Abby. >> I'm a middle schooler at um um MMS and I have been doing the um well the orchestra program for um the whole um year so far. And um I actually decided um in this this summer that I wanted to um pursue the violin and I've actually done piano lessons during the year. Um so I already knew the notes but
010what I saw when um I went there is people not knowing the notes but then um gradually learning the notes over time very easily actually because of our teachers and because of just the program in general. But if they never came they would never know how to read any of those notes, how to even play a single port on the violin and name it. So, I'm just really concerned that we're going to get rid of that program and some of these people that are amazing on the violin, the bass, the viola, and the cello are never going to be able to. And some of those kids are really, really good. >> Thank you. Thank you. Thank you. and lazy sours. Hello, I am Lacy Sters. I'm Ren's mom. Um, and I just wanted to share
011a little bit today. We moved here in about 2012, I believe. And I remember going to Washington Elementary to eat lunch with my son and he was a fourth grader at that time and we had looked at some of the surrounding towns and stuff before we moved here. Um, but I just remember sitting there with him eating lunch and they had an orchestra group playing because at that time the fifth graders were doing orchestra as well. And I just remember an over over a feeling that overcome came at the time and I just felt like we had made the best decision for our family. I grew up in Northwest Kansas where we don't have orchestra programs. We had very few electives um and limited resources and I just I was so excited that we brought
012our family here. Um, and I am excited that we finally have the community kind of backing us with the bomb passing and everything. Um, and I'm excited at what that will bring for so much of the families and students that will be going here in the future. Um, I just think it's a really it would be a poor decision in my mind to start cutting art programs now. we should be investing in the arts and music as well. Um especially as you're trying to get more families to come here and I keep hearing that. So I just I would love to see it grown and maybe even get back into the fifth grade or more in the future. And I know being fiscally responsible is obviously very important and difficult, but I just think that
013would be it would be a really bad decision to cut the arts, including that. So, thank you. >> Thank you. Thank you. >> Thank you. >> We appreciate all the community um input um and the participation um in the audience today. So with that, um that'll close our public comment and we'll um consider the um that discussion of the budget. And if Dr. Benson, if you could give us an update and this is um where we'll talk about programs. >> Yeah. So first off, uh thank you to all of the folks that are here. Uh it's an important uh it's always it's always an it's always an important reminder of the impact that every one of these decisions has and they're not taken lightly. And I first would lead with what I've appreciated is that
014people are advocating for something um that isn't um yet finalized. But what I I'd like to share as I transition my notes uh from here just to share with the board. This is part of a broader uh conversation. So, I'll start first by just providing an update to the board uh regarding where we're at currently with at least our targeted savings. So, for some of the folks that are in the the room for the first time, uh perhaps you've not seen this, but our our target, as you'll recall, is is $1.75 million. Um and through our continued work that we've done, we've identified the potential savings thus far for 26 27th school year. Um and that and those identified like today all things with with what we've identified we have right at 2 1.25 1.3.
015Now there's additional opportunities which I'll talk about uh briefly in a moment and we'll continue to bring those forward as we target it. There's a lot of we will be able to as I've shared with you before be able to achieve uh our targeted savings. Um what we're seeing this evening though is uh just some of the conversations that we have around reductions in certified staffing adjustments with that. So what in that those numbers you see those are results of already identified reductions for next school year adjustments with our classified staffing is a estimated component of that. um obviously some operational efficiencies, some proposals that the board will have to consider for the future related to health insurance plans which we've talked about as well as um the savings realized most recently from the successful
016bond as it relates to our uh lease purchases. So there's a lot of really positive things that um positive momentum that we've we've made here. Let me just before I jump into this answer one question which was posed not unanswered but address kind of what what the process looks like. So it is not a new practice by by the fact that we've had to set a target for savings just for the board's knowledge to examine every single opening that comes available for us to evaluate has it have the conditions or the needs within that particular role changed is that still a role or what's the data saying is the projected need for it in the future um I'll just use as an example um in recent uh years in a couple of different sites. We've
017evaluated what are the enrollment numbers that we're anticipating for next school year. So when we had Math uh Ritzie, we uh evaluated that based on the data in that that position that did not get uh filled. There were a couple and so we do approach that with every program especially in the the condition that of of seeking savings. I did explicitly note though um the orchestra program which has which um fortunately I'd say and unfortunately became a hot topic. Fortunately, it became one because we've been able to hear some advocates uh come out. Unfortunately, I think there was some misunderstanding on some communication that occurred and I'll own 100% of that which is was to say in my conversation was why why it was being evaluated. Let me just name a couple things here. um
018it is included in those estimates that I have for you right now. That is not to mean that that is the board hasn't taken approval on that. That is just something that we would know in those those projected savings about $70,000 per year. Um is something that the board will have to be cognizant of if and when we were to choose to move forward um with with anything. I would also like to clarify that we are currently gathering student interest from our fifth graders up through the middle school and into the high school. So data that I've shared previously is about the current conditions of it which your numbers are low at the high school just so you're aware about 18. um the numbers at the middle school could be sustained um in terms of
019in other in other elective programs if there wasn't an orchestra position. Something else that we also look at whether or not those positions that may uh be quote absorbed can in fact be carried or um used or rather if we could have a teacher that's on staff could take those over. So, and so let me give you an example what that might mean. It's totally possible that a position could be absorbed and those savings could be achieved and you could still offer orchestra. We just don't have the numbers yet to tell us whether or not that's doable or feasible and what the structures that would look like. So that's why you're not seeing me us bring forward any final recommendation as it relates to that because that's always our preference is always always going to
020be and I appreciate I don't normally name uh folks but I appreciate Ren being here specifically and speaking to the impact that it's had on her as a student and so many others that I've heard from. We want our goal is not to eliminate a program, but it is to evaluate from a systemic perspective what's what what are potential savings that are out there and what's the best path forward. Like you, I've heard from a number of community members, certainly heard from board members, and I would echo I have all of my children uh involved in the arts. Myself was involved in the arts. I see great value in it. The question was posed about activities. um we always evaluate every program that we have when a vacancy comes open. The same is true for
021activities and those are always going to be considerations that um are are on the minds of decision makers. So at this point what I would name for you as the board and your knowledge is that we continue to evaluate each opening as they come up. or my goal in April is to provide a more concrete look at what the anticipated savings are based on those that we know uh those positions that we know and be able to have a more informed decision around that. We continue to gather data around the student program specifically for orchestra around student interest and that will ultimately as well as what possible scenarios are there. So, um, if the board would like to Well, I'll certainly answer any questions, uh, first. Any questions you have, I'd be happy to address
022them. >> Is the current position posted? >> No. >> So, if we decide to keep the orchestra program and we don't post it, how will we get quality applicants? Um, well, thing I'd like to remind people is that it's uh just now March and so we the the spring recruiting season is is truly just getting started and it's not unc it's not out of the the norm for school districts to post things in April. Um certainly we could post it uh now um and continue that dialogue as it was uh continuing forward. We made I made an administrative decision to not post it while we evaluated it. >> I think when we talk about, you know, attrition for a math teacher, that makes sense because we're not talking about cutting a math program. >> Correct.
023>> We're talking about rightsizing it. And so, you know, I know as a board when we bring on new programs, we have to approve that. And so I wonder if we want to just kind of if it's not already policy create a practice where when we that way we have all of us focused on what is the impact because I believe very deeply that when a society and a community cuts the arts that we do not do ourselves any favor. >> Yeah. I don't disagree with that at all. And the thing that I would like to to just name on this is that um I'll use as an example our carpentry position. We sought candidates for um we actually had a number of years that we had some some kind of turnover in that role
024and we sought candidates and we were unable to find it. And so you this this community lived without a construction uh pro program for one year and we got them on the front of it the following year. So that while we did have go a year without an educator in that role, the program itself wasn't um eliminated because we ultimately fed uh filled it back. And and at no point in at least in my in the administrative lens we viewed this through was that the kind of scenario, but I think it'd be my point being to eliminate a program. But we you can go a year without it if need be. I'm not saying that that's a recommendation, but that was the thought process behind as we evaluated. Does that make sense? >> Would it
025be helpful for you, Shiloh, if you knew uh now from your board whether or not we would even entertain going a year without our orchestra program? >> So, I would be I would welcome your feedback on that if you want to take board action to do so. I just want to name something for this group to understand and there was a name mentioned and I will not get involved in a discussion openly about it. But um an example of things that can happen is that we can post a position and we can get candidates to apply for that position. We can offer the position and then they can decline the position. That's right. Or we can offer to somebody who is perhaps an internal transfer and then we can post their position and have the
026same thing happen and we can end up in a position where all of us at this table and everyone sitting out there in the room want to make sure that we have people filling those spots but then we ultimately have to make uh evaluated to do it. So, I'd be I'd welcome the board's direction on this in terms of I think it'd be I think my encouragement would be is to think about it just from a ground rule setting is not even set it related to orchestra. I think something we didn't get into as it related to the target would be maybe you could just take action to say through our lens we really want to make sure we preserve all programs and that those are not those are not offered um in this uh
027goal and and I think that would better clarify we can close the position we can start well I should be clear we still need to evaluate as it relates to could it be achieved inhouse that's an obligation we have for every situation. But should it uh necessitate a posting, we could post it and then uh start seeing candidates. >> I'm for keeping it 100%. I'm for doing the recommendations, making sure that we don't cut programs. I want to keep it too just because I'm worried about we're already having a decline in enrollment. Why would we cut one more thing where we just had voices straight up say that is almost a determining factor. True. If we have a determining factor for that being of orchestra, something that I would love for us to see keep
028I don't see why would we try to hurt ourselves when we're already having a decline in enrollment. This is just one more factor to include in that cause. The question sometime becomes is the declining enrollment first which comes first chicken of the egg and you have to cut program sometimes because of declining enrollment. I I'm not in favor of cutting orchestra either but I don't think that we as a board should say right here and now that one's hands off. I think we need to hear what all the options are. Have we even asked other teachers if they want the position or ask the community to as to whether or not have you had people reach out if they would like to take over? >> Um, so I'd clarify a couple things. We've had people
029reach out that expressed interest. Yes, that happens on on a lot of different things. as a practice of evaluating it. I think you'd be I I think based on what I'm hearing, I'd still recommend that you you establish it because today I want to be clear today. It's the orchestra conversation because that's the position that came in. But I think by just establishing as we continue to evaluate um things and bring proposals forward to the board, what I'm hearing is the board would would not be interested in seeing something that would could be either result in or be uh directly eliminating a program >> of any kind, >> especially not without, you know, us having some time to thoughtfully, you know, but yes, preserve programs unless we've got some time for community input, some real
030reflection on that um I just think that is a great best practice knowing we could get to some places that uh are really difficult to navigate through and then we as seven have to decide okay what hard decisions are we going to make. >> I'd be very curious um cuz arts okay I think we've all are establishing the importance and what that contributes to future citizens. So, um I would like I think the board needs to see where there's other shortfalls in enrollment um to help us understand the bigger picture um across our system. That might be helpful. Um that we're doing our due diligence um looking at other um components of um I want it all right. Um I think that there's value from our families and our students and our community. Um, but
031I think we can't make informed decisions without seeing some of that data uh presented. >> Yeah, again, I'm happy to work with the team to bring information back oriented around that. I'm going to just name a couple of things. I think by establishing a clearer picture as we proceed, um, we'll be able to to make sure I want to be clear. You see, I I just showed you 1.2 to 1.3. um in savings that's been achieved. Um I don't want to diminish what this kind of of an impact would be, but um but we're not those are large scale system change that's been able to be achieved uh by some courageous decisions at this table um by support of our community. Um, and so I don't I'm more than happy to bring back some some
032things as it relates. I truly don't believe that we're in a position yet where we're having the type of In fact, I want to name I think your efforts to finalize the transition for four elementary to three to have some dialogue around um some of the other items has really put us in the position to sustain programs. And so I don't I'll my goal based on the feedback I've heard here today is to and work with Mr. roads and and the team to continue to make sure we're we're at least vetting a couple of potential in-house solutions and then uh if those aren't going to work that we'll get this particular position posted and we can seek uh to fill that. The thing that I will say to Mr. McCabe's point and again I I
033think the right decisions have been made by this team sitting here and again our community coming out to support it. Uh, one of the great things about McFersonen, Kansas is that we have we and it's the same for Buer Kansas and others where we're fortunate to be able to offer what we call 6A worth of programming with 4A worth of students. And so declining enrollment is an interesting thing to look at when you're evaluating those because we know in the years ahead we're going to have fewer kids in this program. So it'll continue to be a dialogue. Um, but I Yeah. Well, I appreciate that. I think I know that we look forward to receiving that and the earlier that we can maybe process that would be helpful as we're looking at that. So, >>
034yeah, >> thank you to the board on that. I appreciate it. >> I don't need action. >> Doesn't sound like we need action. We appreciate knowing that we're going to receive the um whole scope of information so that we can make an informed decision and uh continue the dialogue with um our community also um and it's not just orchestra. We want to look um to ensure that we have quality programming across all our academic and co-curricular. So we appreciate um the comments and the participation um here at the meetings. With that, I will move to superintendence report 4.1. >> Oh, did I miss one? >> My apologies. >> Did I miss one? Yep, we did. Donation report. >> Actually, we have a donation report here. And uh want to just highlight a couple of things.
035Um that's way too big. Just want to highlight here a uh a couple of different items, but you can see a donation there from the McFersonen Community Foundation on uh for a couple of different items there. um as well as booster club uh donations and uh very uh appreciative of the donation from the McFersonen Community Teen Center to support student needs in the amount of $2,400 uh dollars. We have a an extremely generous community who uh each each year or each month and each year pours a tremendous amount of support for. we have some folks sitting in the audience who um have contributed to that and uh just want to say thank you so much for uh the work that that you all do to help make sure that our kiddos um and uh and
036our programs have the support that they need. So, um yeah, I just want to uh say thank you uh to for example Cindy Goldmith for being here today and just to help uh highlight a need for our students and some of the things that they need. So, uh unless there's any specific questions, uh we'll be seeking approval of the donation report. So, move >> second. Any other discussion? >> One comment is again the the gratitude uh from our community um to continue to invest. um it's so appreciated and I think that we sometimes overlook how generous our community is. So I appreciate um the continued um diverse um group of donors um and supporters. So all in favor of the donation report as presented say yes. Any opposed with no carry seven. Again, thank you
037um to all of our um supporters. Okay, got my computer working again. So, welcome to superintendent >> superintendent report. I'm going to open up uh two different uh attachments. I referenced this at my la or during uh last month's meeting. We've had a a couple of exciting um uh pathways for K for some of our students. Some some exciting partnerships I guess I would say. This is the one I referred to at our most recent um or that I referred to. So you recall um last last month hearing from uh MIDC executive director uh Casey Morales and the team about SM Prime. This is a uh this is the item I referenced for the McFersonen County CAPS program and um specifically on it what we'd be seeking to do. Let me tell you what we'll
038accomplish. I have my notes here. Um it's the purpose of this partnership is for all five county school districts to engage in um and some examining some review of what would it take to become a center for advanced professional studies project based learning uh or to be able to provide that for Mcerson Council. from Jim Osland um and uh Michelle uh Hubard from Okay, from the McFersonen Community Foundation brought this forward um as an opportunity. what it would ultimately I if if and when it was uh implemented it would put into place um project based learning that connects students specific to juniors and seniors with local industry for real world projects mentorship and career exploration. So we already have really robust internship programs and we have really interest and we have really robust CTE pathways
039for us. this would be really I want to put a close to say a no-brainer to be able to offer um to to really connect and try to make sure that those junior and senior year experiences were really um built around legitimate projects. So an example for this came in the Blue Valley CAPS program which is a actual high school uh setting in Blue Valley uh school district. But what they do is they team up with engineers and marketing and what they did what they're when they show up to school as a junior, they're actually presented a problem which is a legitimate problem that they're that some of these partner engineering firms are experiencing and then they work creatively to help find solutions and bring proposals forward. And so at the end of the day,
040what we would be doing over the next two years would be to um engage in a in we'd have a a point person a liazison identified perhaps one or two uh to serve uh for McFerson public schools district and they would just be a participate in that that um any of the basically on that team. So again, there's five county school districts. uh all five of us are seeking approval in some manner from our boards um related to this. Again, the thing I love I verified it again with Mr. uh with Jen Osen was to say um so at the end of the day we are we'd be agreeing to participate in this um endeavor to explore and and find out information and McFersonen Community Foundation is interested in in funding that whole uh process
041and he said yes. So uh excited to to present that to you here. Uh you could if you'd like I could bring this back for for I mean I just would like some direction from you. I think it would be probably as easy as taking formal action to approve it. Um but I uh I would just look to you for guidance on that. >> We have questions cuz I have a few. Not sure. You go first. Okay. um do we know how many can join this um from our district if there are all but schools you might not know that today and then um when I read this it says no cost in the two years which makes me wonder year three if we continue in four what that looks like. >> Great question. So,
042actually part part of what um really led to this to the 2-year, it's it's truly just a 2-year exploratory proposal. So, what they're wanting is the districts of McFersonen County to commit to the two years of investigating and seeing is this even something that we could could make viable in McFersonen County at that point in the future. some amount of evaluation of what the like what would the cost be, what would the partnerships need to look like, all of that will be being evaluated throughout the 2-year process. So, it really is a non-binding um effort in the long run. Uh it is just saying what's happened is the CAPS program has had an extension that uh out to the goal is to to get it out into rural Kansas so that it's not just a
043quote great program that um is for our you know most uh urban districts. This would just this is really the community foundation saying that they're going to pay for the travel and any of the investigation for the next two years and then whatever comes from that will be the will of that group and then ultimately the wills of their board in terms of whether they want to pursue it. Um in terms of total people that can go that's not been determined but a commitment of at least making sure one uh person serves as the liaison is for sure the commitment. So, uh I I'm going to use as an example, um one of the initial uh things that was set up in order to to just even look consider this was a countywide tour of
044folks that traveled up to uh Blue Valley Caps. And so that one, for example, as many spots as they had that could fit into the vehicles, that's how many people went. So some of the some of the alpha max might entail that. um the membership may there's going to be a core group and then there might be other avenues for people to to participate as well. Not determined yet though. >> So my last one I wrote down was and maybe I'm lost so you can help fill in the the the gaps here. Um so this isn't about students participating in these first two years then. >> That is correct. Thank you. So just to ree that this is not about installing anything where kids are actually directly participating in it. Now that might some kind
045of hiring or something I can't look into the future that might be something uh but it's more more think of it as the system level evaluation of what internships are already working what all internships are in place what's working well where are there gaps um what are some opportunities what's the interest within the community to help be a part of this that's all being evaluated in this two-year pro uh process yes >> okay that's helpful cuz I am making a a link here that we would need to bring this through the curriculum council if we moved those steps forward. >> If as these steps move forward and it was to actually implement the work that that is being evaluated or investigated then that would come at that time. Yeah. So really, you're committing to the
0462-year process and my my expectation would be that may perhaps you might do something in year three, but probably year four um out from here. >> It's strategic or strategic plan um for sure. So those are my questions. >> Question is how does that program that uh Casey Morales presented relate tie into this? Are they separate? Are they different? Are they? >> So that's Yeah, that's a great question. So one of the things is actually that this that uh that Casey is going to serve on them or serve along with this team on it because we want to make sure that we're not putting things in place that uh run we want to make sure they all work together and that we're not running things in a silo. So Jim has already been in uh
047coordination with Casey to make sure she's a part of it in addition to the the rest of the county districts. Thank you. >> It looks like from a quick Google search that really what you end up um investing is around $1,000 to $1,500 per kid and that comes in staffing. So I mean it is it is a position for it to be done well. So, I mean, I think it's exciting. Um, and I think it really does align with our strategic plan, but just to kind of give us a thought process of, you know, maybe because we have small rural schools, we can share a person. Um, but it looks like Blue Valley also dedicated some real uh some real investment from their community and has an actual building, >> correct? >> Where they are
048doing real work, you know, real world um problem solving. And I'm sure we could hopefully find some some partners in our in our community that would also want to invest in this, but it does look like personnel. Cuz that was my question because it says appoint one district employee to serve. So is we would have to almost be like a supplemental contract. Somebody would we would have to pay that person to be on this. >> Um, no. So what I'm envisioning is that you would probably name Mr. roads or Miss McWills to be your person because you're you're wanting it to evaluate it to that level if that makes sense and that'll just be an assigned duty. Um so which the reality is those types of things are going to to the point there or
049perhaps both of them because uh the reality is to the point that Dr. Ver has made earlier is if if you move forward you're going to want it to go through the MCC. she's going to know at what point does that need to trigger into it. Um but something that you said too um Rebecca that I wanted to name is uh it is 100% the the reason for it being a collective county uh district or county uh school district's effort is because knowing that um in for example any one of us couldn't potentially not be able to to handle it on our own perhaps as a county and that was really what um I think sets this aside from from past uh investigations. that we've done. It also just ensures that we're able to get
050all those questions answered. Um so we again we're committing to doing the research along with our county partners. Now I'm excited about the program just because anytime you look up Blue Valley, they are a very successful school district. Anytime you look up the most successful school districts within Kansas, Blue Valley is consistently popping up. So just because those something is working within a school district doesn't necessarily mean it's automatically going to be successful for our school district. However, it is something to be I'm interested in looking at just because if it is a model that has been proven to show success, it is something of interest to me. The only thing that I will say is that it does say for high school programs cuz the information that you did send us, what are we
051looking towards for improving with like our elementary schools? Yeah, that that's actually a I think that'd be a great question for um well, okay, let me restate that as it relates to caps. I think an investigative component of that could be at what point does it get tiered down to lower grades, whether that be uh earlier in high school or or maybe a better way to frame it is what's occurring within middle school up through to kind of to lay the stage for that. uh that being investigative kind of that would hopefully be asked and explored in this u phase um differently than what you heard for example like withme which uh but again I think it's all coming at the right time we just had a successful bond thank you again community um can't
052say thanks enough uh on that now that we're looking at how do we structure our buildings what programs what what are all the opportunities we want >> for our is now is the time to do that. So, CAPS, my understanding is is is has historically driven towards um really creating robust real world almost borderline apprenticeship types of opportunities for kids to get a real sense of whether they want to grow up and be an engineer or in marketing or whatever. Um, so the question I think is that I don't know, but I'm hearing you say is a part of this is how can this be uh can it be tear guided to middle school or even those are the things? We're starting to have a new change coming with the bond. We're improving our schools.
053We're trying to switch around and everything and progress as a community. But the only thing that I do have a concern with is with our elementary schools in terms of just the statistics and things that you provided for us last time. I wasn't here for the last meeting, but after looking over everything, I just want to see what can we do going forward and moving forward of our strategic plan in terms of what can we improve for elementary school level education and going into middle school and further. >> That's what I'm curious about. >> Sure. >> Can I speak to that? >> Sure. >> Honestly, um it's a it's a difficult uh just like restorative practices. >> Correct. it's difficult to get it down into the system, >> but project-based learning at an early age,
054um, and I think some of our curriculum has some project based learning in it, but that's where we're starting to light up learning brains because we're having kids solve problems and use critical thinking. And really, that is how we want to prep our our young people. And I think finally some of the curriculums that have been available, districts are just starting to catch up to that naturally. So that's a great question, Blaine. But and also keep pushing on. Tell me how this is project based. Tell me how this is problem based. Tell me how this is passion based. Because what we don't need anymore are kids reciting things to us and memorizing things. >> Now, how does that show up on standardized testing? That I can't answer that question >> cuz I don't know. That's
055just where my concern fell because when it did come with the evaluation for the standardized testing for our district, particularly with grades 3 through 10, then there was a little bit of switch up just because it just appeared as though at least with certain grades, we were below the average from the state level at our district level and that was a concern for me just because I know too the Kent State Board of Education also dipped their standard already. So from the standard and then being dipped even further, we were already lower than that. And that's just it's a scary concern for me because education should be very important and that's just why I'm wondering too what can we be able to implement. I understand too there's other factors that go into play many many
056different factors in the classroom. However, just looking based purely off numbers just what are we able to do to help our teachers help our students. >> Sure. So hear me say this when those kinds of I think you're asking great questions as it relates to topic the topic that we have what I would want to do then is start talking about what other opportunities exist for elementary uh and then we would would bring that back to the board for future discussion. >> Okay. >> Does that make sense? I want you to know that I hear you on that because that is uh even our district leadership team a week ago, two weeks ago. Uh I think you're bang as as Rebecca pointed out, the bang for the buck as we've evaluated things is going to
057come through what are the instru the instructional and learning experiences in the classroom. >> Um uh so yes, great great insight and we can talk about that right for for tonight. Um I I just got a text we need we got a couple presenters that are going to zoom in virtually for our next items. Uh I just would be seeking that there's no cost to the district on this. Uh would really appreciate the opportunity for some kind of an action uh just so that we can be formalized and I can work with them on next steps. But I move to the local board on that. >> Before that uh just one question on will there be an update if we join this? Would we have to wait until 2 years to hear things? >> No.
058>> So, we'll have some Is there a way for a board member if they were willing to be a part of that committee? >> I would have to ask them that. >> I have just one really quick one. You mentioned just marketing and engineering. Are there going to be a broader >> just like making sure like Oh, we're not just limited to those two. I assume that's what you didn't mean by that, but I would clarify that. >> Okay. Um, sounds like um we the board is interested in entertaining a motion um to allow for the superintendent and the district to um join in this memo memorandum of understanding to explore the CAPS program. Um is the board interested in a motion? So moved. I'll second that. All in any other discussion. Okay. All in
059favor of moving into a memorandum of understanding with the McFersonen County CAPS program for this 2-year exploration. Um give a response of yes. >> Any opposed with no carry 70. I think anytime where we can uh continue our development um and leverage community that's a win. We look forward to hearing the next steps. >> Can I ask who is in the second on that? >> Uh I was yes. >> I was motion >> motion motion second. >> Yeah, you got it. Thank you. >> Okay. Do we need a transition? You'll be good to >> if anybody needs a break. I suppose you could take one. >> Good one. >> Good. >> Let's move into 5.1. >> Maybe we should take a break. We'll be good. >> Yeah. And also, well, hey, Mr. Cash, come on
060up. on Tuesday, March 3rd, voters in the person approved the follow questions that was already shared, but uh what what uh what we've done is invited uh uh Dwayne up here and to talk through some next steps and then I've also got Dustin pulled up here. So, I'll follow along on your moment once I get everything pulled up. You want me to protect? >> I'll just do it up here since Dustin's off. Um and then we'll go from there. Okay. Thank you. Can everybody hear me? >> Yep. >> Okay. Um congratulations. It's uh it's going to be exciting. It's going to be a lot of hard work. Uh big steps in the next several years, but in the next 6 months to 9 months, it's uh going to be a lot of um investigations, questioning
061challenges. Uh there will always be challenges uh when you go through a process like this when we're especially when we're talking about doing um a large high school project and a middle school project and elementary upgrades and how we um manage that through this process. It'll be fun. It should be enjoyable, but it also should be a time for um asking those questions about what can it be, what should it be. And I think that we talked a little bit about it during the bond process. U but now we really get to start dive into what these buildings could look like and what that means when we talk about look of a building or feel of a building. And I think it aligns well with what we're just talking about with the cast program. Um
062these buildings that we're designing today are focused on um creating lab type experiences, moving away from classroom type experiences and uh how a student can find their own voice and their own path through the educational system, one that they have agency over and um find their passion as they move through the the school system. Um so we we really like to think of them that each each space is a lab uh a place for exploration and creativity and a place where kids can um prove out those things that they might be interested in um and that the the building is a tool and not just a house uh for for educational spaces. So I think u this the first part here as we go through this is the visioning through schematic design schedule. This is
063from what I call visioning through schematic design. So there's multiple steps to a design process. Uh traditionally schematic design where we uh really work through where the programs are, how big they are, what that looks like. Then there's design development which is the next phase where we're also diving deeper into what you know each room is like what the function is exact details the materials all those choices are being made and then through this whole process we're also doing budget you know validation we come up with a concept of budget validation those things and then the last piece is the construction documents where we actually draw the buildings or build the building it digitally. Uh we build it first before we give it to the contractor to build in reality. So there's the kind of
064the three phases. What we like to do is we like to pause just a little bit at the very beginning and what we call visioning. And that what's that important about that process is we're not diving straight into uh action. We're going back just like we did with the bond. We're going to ask a lot of questions. We're going to get a lot of input. We're going to talk to the teachers. We're going to talk to the principles. We're going to talk to the cabinet. We're going to talk to the board. We're going to talk to the superintendent. And we're going to talk to the community a little bit. What do you need, you know, to be successful? What what as a teacher, what do you need to be successful as a student? What do
065you need to be successful? Uh and so we'll do a lot of those questions. We'll ask a lot of uh engagement through that process. Um, and at the same time, we're trying to rightsize these buildings, these programs, and make sure that they're highly flexible. Uh, we don't want to build a space that's barely used. We want to build a space that can be used all day long by multiple people. And so, we'll look through that lens as we kind of, you know, hear that input about what the space could be or wants to be. So, that's really what that visioning part is. This first week, uh, is what we're just getting our feet feet on the ground a little bit. I had four architects here in town today. Uh we uh walked through Eisenhower, did
066a little digging through. We walked through uh Lincoln and uh did some investigation there. And then we spent the rest of the afternoon at the high school. Um it's just it's just an opportunity for them to see the buildings. They haven't seen them in reality. So that was that was that was what today. So we also talked as a team about next steps. we have to do a lot of investigation structurally as well as this information gathering. Uh so we've done we we've started that process but we'll go through different steps. We'll do the you know making sure that we're all in alignment of the goals and and and targets. Uh we all know what the budget is. We all know what we have to to hit there. Uh but now we start to line
067that with the program. Uh so we'll meet with principles and start to build out that room by room program uh of you know how many of these rooms do you need? What size are they? What needs to be in there and what's the purpose of the space? So that'll be happening uh as we go through this point and then at some point we'll start to actually get into design. And that's where the schematic design and that visioning start to overlap a little bit. And then we'll get into design where you start to actually see floor plans, elevations, renderings, and the building start to come together a little bit. When we get into design development, that's when we really this is what the building's going to be. So, yeah, that's there's a lot there. I probably
068went through pretty quick. There's lots of steps to the process. Do you want to pull the schedule up? Um the very end of it. Yes. So that's kind of how we uh have kind of laid it out right now. So that mobilization is happening right now this week. Uh so we'll do a leadership alignment uh through the March 9th to the 20th. During that time, we'll also be here over spring break scanning the high school. We use a LAR scan camera scanner to make sure that we have really good information about the building. And if the other buildings needed as well, we'll scan those. But for sure, we're going to do the high school cuz it's the most complex project. Uh and then when they come back from spring break, we'll start doing the staff
069visioning and building that program refinement uh in the March and April, early April time frame. Uh then you'll start to see the primary uh program plans and adjacencies in early April. Uh exterior concepts in uh later April and we'll do some departmental workshops into April into May. And that really is where we really start to look at the what's in the build in the classroom each space. Once we have a kind of we know we have a classroom here it's going to be next to this thing just going to do this then we really start to dive into the actual space and develop that out. And then we'll also have individual special sessions where we have you know time with music teacher time with the um science teacher time with the fax teacher those people
070who really have a a more um specific need. uh we'll do those sessions at that time and then we'll have go through this period of uh design refinement and budget alignment as well through that period and then we'll uh hopefully be done with the schematic design June 1st to June 5th and we'll come back and and do a final presentation of that and we can decide at that time if we want to how we want to disseminate that back to the community. >> Who's on the who's part of the cabinet? I guess I want clarification on that. It says superintendent plus cabinet. Who's part of that? So typically that's the verb use. We call that the central office administrative team. Counted is your uh in McFersonen that's your superintendent, assistant s director of curriculum instruction
071and um executive director of special education >> and that can be expanded >> sometimes. Yeah. I mean typically it's your administrative team. >> Yep. So sometimes that could include for a year depending on the circumstance might include district leadership team those kinds of things. >> Yeah. I think the you know when when you're doing a high school it's uh good to have that high school principal assistant principles in that conversation because they're living that space and they can inform that conversation quite a bit. Same with the middle school and so on and so forth. So I would envision from a from a ongoing discussion facility committee uh being a touch point and updated along the way uh which is something we haven't fully talked all the way through but we've talked a little bit about
072about uh being updated and engaged through this process which is where we have our three board members involved too >> cuz that's what I was thinking like are they going to have a say or any kind of information going forward on this especially Shane, I mean, he's part of the facilities committee. I almost think he should be part of the cabinet as well, but I really think your facilities committee should be part of that cabinet as well. >> It's a terminology thing. So, just let me name one thing like it's a I'm guessing you put Gavin up there because large systems, that's that's your administrative team. So, what I think you're saying is whoever's a part of this design conversation, facility committee and others might be the ones to pull into it. Yeah, we want
073we want to change the uh that design committee and you can put anybody on there you want. I think it's good to have a community member or a designated teacher even on the committee like that if you wanted to create one of your own. It's it's not um it's not really our decision. It's what you guys want to put on there. >> As always June 1st we as a board we get to approve all your good work. >> Well then you're going to have input be in there along the way. Right. But that's where we'll be like, "This is where we've all agreed to come to and we're at this point." Uh, but yeah, we're not going to just disappear on you and show up in June and say, "Hey, here's your building." Uh, there'll
074be touch points along the way to make sure we're on track, we're all aligned, and we're doing what uh uh the board expects and the community expects. >> When do RFPs go out for builders? >> That's a conversation that we're going to have at the facility committee meeting, by the way, for a facility committee. You may have seen that I bumped that a day. I don't know if you saw that or not. >> It has because we have state basketball and that's going to impact a bunch of schedules. So, it'll be this Thursday, but the team's going to be looking at that um and talking through that process and that'll come back to us. Okay. >> Are we doing the CM at the same time? We're going to have >> question was already C. >>
075Can I jump in on that just a little bit? >> Okay. Um, if the board decides to go out for a CM, state of Kansas, there's a process that's by statute has to be followed. The quickest it can be done is 6 weeks, more likely eight an 8week process. >> I don't think that's a problem at this point cuz we're, like I said, we're going to be doing a lot of just taking at this time. I don't really I mean I would love to have a construction manager on sooner than later that I can bounce questions off of um to to make sure that we're you know making the right choices. Uh but the sooner the better >> is what I'm getting at. So if it's if it if if it's something you want to
076go down that road um waiting another month for another board meeting, it's another 4 weeks burn. So get >> So what do we need to do? Because my sense is Dwayne is that we do want to go down that route. Mine could be just like way off base there. But that's what I have picked up on. I also don't think rushing it too. If we have to wait an extra 4 weeks, we wait 4 weeks. Like we have the bonds, we've got it. Now, let's take our time to make sure we're doing it right. And if there's something that could be done um that isn't rushing but it's just thought awful because we know that we would like a CM then what is that? Again, I would just echo the question of me. I think
077you let your >> I think you engage your facility committee in that. I think hearing some feedback. I I would welcome feedback from each of you individually too just so I have kind of an idea of where where where the boards at just in general about that just for my own knowledge as we approach that meeting. Um and then that the conversation will be going around the right kind of timeline. what are the things that we need to be doing to make sure that we get the right partner selected um to and Dwayne will be actually a part of that conversation on Thursday too in terms of being there and being present. So um I think that we're the right step next step is established um and then if that means something then from a
078board meeting perspective we'll we can work on what that looks like. >> Great to even have one in the meantime. >> We've this process is more than that. You've all shown that. So, I think we'll just uh I would anticipate in like Friday note uh something as an update to go on that. >> Way done. >> I've had several people ask when will construction actually start. >> Yeah. Do you have the other two schedules that I sent that email to you? >> Just curiosity, you know. Yeah. It's it's I have them. I tried to explain. We got a lot of preliminary work to do yet. >> Yep. >> Um right now for the Mcerson High School proposed schedule, it could be multiple phases. Uh that's one of the reasons we need a construction manager on
079board to understand what is has to happen this summer, if anything in that process, what needs to happen concurrently during school. Um, right now with my uh thought process, we could have some construction this summer at the high school. What that looks like, I'm not sure. Uh, but it's most likely we need to move some utilities. We might need to take down a building. We might might want to think about moving some dirt back there so the dirt has plenty of time to consolidate and settle. Um, you know, those things are considerations we have to take into consideration. Um, and that's potentially how how much of that we do or how little of that we do is still to be determined. Uh, and then if we do do some moving some dirt, we have to
080plan on how long that dirt needs to sit and settle before we actually build on it. So, we know that we have a good stable building surface. So, that could happen also this fall into the winter. The construction, the major construction would probably start February 5th is what I have on my schedule right now. Next year. No, next year. Right. So, we would go to bid with construction documents at before Christmas uh of this year uh and get that bid and then we'd have a bid first of the year and then we start construction in early February according to my schedule without any input from uh construction manager at this point. that gives 18 months of construction onto the addition. Uh that would end uh the summer of 28. Uh so the summer of 28
081all the kids that are in the um hexagon in that part of the building would move into the new addition for that fall semester of 28. Uh that would then allow us that summer to tear down the hexagon and start to build back the front of the building which would go through the fall semester of 28. So the complete project would now be done January of 29. So that final things would be tidied up and everything would be done fall 20 or January of 29 at the high school. the middle school uh would be quicker. Uh it's a simpler project, simpler, relatively simpler. Um so we would uh go out to bid on that uh project um in October of this year. Um bid it in November. Uh have bids and be able to start
082construction potentially uh in uh November of this year. And that's good because we could maybe get some dirt moved before winter comes in. Get that that building pad filled before winter sets in. So that's a big consideration. Again, if it was 18 months, I think it could be quicker than that. Uh we would be done May of 28. So we have all summer to move in, get everything set up we want, and then open school August of 28 on that building. 100% complete. Now, uh there would be some um on the elementary front, we have three summers over this process that we can do work on. Um we are evaluating what we can do at the elementary schools this summer. We know there's some things we have to do to make them ready for school
083next year. Uh but we're we're still working on exactly what those things are and how we can get them done um and get those bid and procured. Summer work is always tough uh to get under construction because a lot of contractors fill up on summer work and if we don't get the bid documents out quick enough uh and contractors engage we might and material procured that is a challenge this summer. Uh but we anticipate getting some of that done this summer. Then there'd be uh next summer uh some uh remodeling work there and then the last summer we'd have available as well to finish up any pieces we didn't get done the first two summers. So, what's the first part of the elementary system? >> Tenatively, I'm not holding you to this, but >> Well,
084we would love to get the entries of Lincoln Roswell completed. Um, and we would love to um get the um programs moved out of uh Eisenhower that need to get moved and into their final home wherever they are. Um, and then probably almost all the interior remodels like classroom updates and HVAC updates next summer. >> Well, thank you, Dwayne. Dustin, are you able to hear us? >> Are you going to put this information on the timeline on the website? >> Yes. >> I just think that would be helpful. >> All right, Justin, I have you here. Can you hear me? Okay. Sorry. Say that one more time. >> Yeah, you hear me go. We got you. >> We got you. There you go. Very good. Thank you for taking time out of your busy schedule.
085Looks like you said you'd be here against the school building and kids screaming across. Very good. Background noise. Appreciate you. I'm spending a few time with all of you and and before here next month. Um, I guess first of all again just congratulations on a a successful welcome. It's been a a long time coming for the school district and that's well deserved by uh the board and the staff and students in the community. So great job. Congratulations everybody. Um well yeah you heard a little bit from Dwayne um kind of the steps related to the the construction the project. Obviously, there's a couple different paths. Um, we'll go down here for the next few months. Uh, one of them being the financing path and u I don't know if you have a calendar or timeline
086by chance. So, you may be the the calendar or timeline. Um, let me attach I'll Yeah. And I thought what we could do is maybe review that timeline here this evening, but really went on there in April. Um, we spent a lot more time on the details around the thing. It seemed like obviously there's a lot of good things about I think um called the election. Uh number two, we'll be paying off bonds early. Uh number three will be paying off um the leases um with the bonds but also retiring those leases much earlier than originally planned. So we'll kind of talk through what that looks like um in a bunch of uh numbers and spreadsheets in April. Um but really the the I mean the the the primary intent here is to make sure
087we deliver on what was communicated to the voters during the campaign which was to deliver on the um the increase not to exceed 4.75 mills. Um and so the timeline um really just out kind of just outlines the steps the take here in the next few months with the intent to secure um funding. So selling bonds by early June uh with all funds to be available um uh late June, early July to u begin to pay construction bills. Obviously those funds will be invested over the course of construction as during outlining the timelines for various projects. We will also then be outlining um an investment plan to make sure we're maximizing investment earnings during that that time period as well. Um, so really that um that that timeline um and I'm not sure if you
088were able to find it in the email or not. >> Unfortunately, no. I actually just text uh Clayton to see if he could could send something because this was the document that I'm able to find from our email exchange. >> Okay. Um, there may have been an email just from me this morning or can't remember if this morning or or weekend but um that's going to send that to you. Yeah, we did that to to the board in advance but really from our perspective we'll spend a lot more time in person next month. just wanted to provide a high level overview of um expectations and process and what's happening next. And as I told Charlie though, if if um there happens to be a special meeting between now and April 13th and the board wants
089to add something to the agenda, then I will show a schedule perspective that documentation and have that done this conversation before April 13th. But the goal um shared a lot of information, a lot of numbers and a lot of analysis with the board in April of the bonding process at that time to answer any questions that you may have as otherwise um we'll go into a lot more detail in April. >> Are there any are there any questions from the board right now? >> Not seeing any. I would say make sure you come to that meeting prepared to explain how we were going to pay off the leases in five years. I know that was something that was brought up during the bond. So I would really like you to be able to explain that
090to the community so they can understand how that is going to be possible versus paying over 30 years. >> Yeah, great question. We'll have all that detail and and you'll you'll see more of her numbers on April 13th and probably you share too and really illustrate how that will work within this issue. Absolutely. >> Thank you. >> Y thank you. Uh Clayton just replied back and said he'll get that to me. So it looks like you probably somewhere in the mix it just didn't get connected. So he's going to get that. I'll make sure that that gets to the board. We appreciate your overview of it more than anything. Um the good news is there will be a lot of information coming and we're in a good position right now. >> Is that accurate? >>
091Yeah. Fantastic. I mean there's going to be a lot of good news. I think it's for all the things I mentioned and the district's going to be in a great financial position uh long term and this is just the start. We have a lot of positive information to share in April before I think about email. I'm wonder if I sent their own documents to you. But that's that's called and uh we'll get that calendar to you. So I apologize for that. >> You're okay. Thank you, sir. Appreciate it. >> So the April meeting is a sufficient space time from what you need. >> Does the April meeting from your vantage point Dustin give you sufficient time? >> It does. That's it. It does from our perspective. Again, if if the board um is having another
092special meeting or another meeting between now and then April 13th seems like a long way. Um and I work from a scheduling perspective to be there first cuz I think that's really important for me to be there first and um I'm you know glad to glad to to try to attend that if there is a special need. >> Very good. Thank you, sir. >> Thank you. I appreciate you. Take care of yourself. Don't get hit by whatever they throw around in the house. >> Yeah. Thanks, guys. Appreciate it. My name's B. >> Okay, next we assuming everyone's good to >> Great news. I'll call if we take a 5m minute break. That'll give me time to call Rob cuz I had told him looks like it was getting closer to 7:30. So, we have a
093little bit of time. I'll get him up. >> Let's go ahead and recess. about 5 minutes. All right. Thank you all. It's a little bit different. But this is a max that is used quite a bit by a lot of districts. Yeah. Congratulations Board of Education. viewer district that they actually use a C on that project going that route to do that. >> That's how I was dreaming. The construction manager can determine what's going to be needed to supplies and maybe get those supplies at the time of a certain time and it does provide that potential for as well I just want to make sure that you know there all Yeah, they're doing their coaches left. So that's not for your service. Please continue. Hungry something. Well, you know, I think everybody congratulations. Damn. High
094five for you. Thank you. I appreciate it. We got somebody else. Heat. Heat. Heat. Heat. Heat. Uh, I got this last Monday, so I'm still kind of adjusting to the time change. How long were you gone? uh two weeks. We were in Ky for one week and then we were in Tokyo for the other. I shut mine off. That was the first thing. I was like, "Nobody's partial to the fan, right?" >> Right. Come on, Ty. Bring us in. usually just trying to cut back on coffee consumption. Otherwise, I would be warmer. >> Just hold the cup. Yeah. Let's go hot water. I don't know if I have that strong little class of 2021 graduating out of a finished beautiful seems so long formula. >> Okay, we're ready to move into 5.2 which is the
095bounding buildings. We have a guest join us. >> Rob, can you hear me? Okay, >> you have your mouth. I can hear you. >> Perfect. We can hear you and you can hear me. I'm going to turn my video off so that we can have a bigger picture of you. How about that? >> That can be scary. >> Sounds good. And I've got it pulled up. You should You're showing your screen. So, uh, we we appreciate you all your work. We'll let you I'll let you take it from here. >> All right. here one that the really positive things going on in May first and I I would have 100% there to present to you this evening. Um, I want to take some time first. Um, congratulations on referee. Congratulations on the basketball victory. And
096I also want to thank your industry team to lost includability principles. This will probably stretch people with time and ways by which we need to think about what's best for the community, your students, and your staff. And I think what I'm presenting to you tonight is going to kind of interject all those different facets into it. And also just say thank you to you as a board. Um there's not a lot of these processes that I run through that there's good leadership with administration and with the board. And so I know you guys don't get a lot of thanks for the things you do, but you when you needed to lift the heavy panels, you did that. And that made this process really a lot better for your admin team, your building principal, your community,
097and of course that then means for your students. So um as you get into some of these things, um um really do appreciate what you mean to the process. Um when you look at this process um it seems like it's been a long time but we really kicked it off in January and that's the boxes where we're now here on March 9th and it's decision time of what this is going to look like with all these great decisions that are being made for facilities and the student and staff experience. to get here though. Um there were some admin meetings um that included the district office and the building principles and we had a lot of very good conversation about what's going on in the community and how we need to look at the community as
098it relates to these changes of buildings and where you're going to send your kids to go to school. that lent itself to get to those public inputs that were held on February 10th and 11th on the same meetings each of those nights. And we got some really good feedback from people with their small groups. They left some information and then we had a social pinpoint survey to get more that maybe were not at either of those nights. that lent itself to get to um our added meeting that we had on February 25th to solidify what what direction do we need to recommend to you education for what this plan for elementary kids what will that look like that brings us to tonight's and um the good thing for you is I have 23 24 slides
099so um I'm going to move through just to give you a recap if you did not come to the public inputs what some of those comments were. Um so I'll give some narration to that. Um but let me start first with why are we here right? And so um the whole process was related to how we become really more efficient with our buildings. If you go back in time we looked at your enrollment forecast. We looked at developments, uh, demographics, what was happening with our enrollments and then we also provided a capacity of what each of the buildings could serve us with the programs that would be in those buildings. So we have conversations about, hey, if we have these inefficiencies, what does this look like as we go from four entries to three entries?
100That's how that's how we kind of made it with the data, right? the data informed and we're now providing what that response could look like. Um when we met with you um back on January 12th um we had some conversation about what do you want to see is this framework or what I have labeled here the guiding principles we have four key areas that we hone in on. And so you see the darker bullet points. That's that's what we were looking at. And so we're going to read all those bullet points. This is what a a way to go back. How did we get here? We talked about criteria that we look at as far as metrics um to be able to understand how each of these criteria do impact what we may see for
101the end outcome. And so we talked about from the perspective of transportation, if we focus on transportation, um we maybe don't we can kind of violate some of the things that might be with our physical considerations with capital cost. We need more buses or it impact some of our operational costs with the staffing that we have in building. And so we talk about those into the conversations. We started with our maps with our four countries and the last 10 hours um that will be repurposed as a middle school. And then we got to the public input and so we have a couple pictures of what stations people um needing some sticky input so we know what they were thinking about the two um scenarios that were provided to them. And uh for those nights, you
102can't even believe it. It was a dead heat. 23 to 23 those people that left a dot as they left um the meeting. There were more than 23 people total at both of those, but only 23 people put a dot as they walked out on which of the options they liked better. Was it option one or option two? So, that was really not much help, right? We're 50/50. Which way do we go? Um, we did hear um some things specifically that may be tied into other components of what was happening with the plan and you know read all these bullet points but it was like hey can everybody together um not possible we look at students right so indeed it starts to drive us what we can do good requests but we can't always honor
103what some of those requests might be if we get to the survey Okay. Um we had I think almost 300 um participants um in the survey and um you can see the breakdown on the top right of the traffic of how people came to the survey and made some selections. If we go back over to that top left, this gives a breakdown of the survey takers on what zone we're in. And um then that bottom left pie chart gives you a composition of how they responded. They could choose me. It means they could be um have a current students be a staff member and they can also say well because I live in the district. So it just gives you the data that's roughly 300 person and then summarizing some of the elements that they
104um felt were important in the the portion of the survey where they can give feedback or where they left sticky notes of of in person with these five areas. So they wanted to make sure that we have class size and student teacher rate. That was meant to be uh quite often in the groups um that I would participate in on both nights that if we could uh solve that that would be half of the perceptions and things um occurring at the elementary level. Um the second was student well-being and minimizing disruptions. Um so again to try to to make a a clean um plan um that that minimize kids um impact sometimes even the staff with support and retention of staff. So people only think about the students and the buildings but what does it
105mean with these changes for your number four being transparent communicate and community trust. Um, you guys have great community trust. Now, you've had both your your bond votes approved. Um, we're we're really moving in a nice positive direction. The fifth with long-term sustainability and smart planning. So, again, making sure that we have the right amount of space for the programs that you're having and will have in those buildings um over the next, let's say, 5 years. Then as we got into the breakdown of the option that they supported um it became clear that the option one was out in front. And what I also liked about this survey um was knowing that as we move forward in those public inputs um there may be a conversation that a there could be a complete reset of
106the boundaries. but became clear that we could achieve the boundary changes for the three buildings and make it that um if you already had one of the current um buildings you would be able to remain. So um that naturally went itself when we looked at the survey where does the support lie with either of those options and Eisenhower being the the building that's going offline and being uh split to one of the two um elementary buildings that were close to them. So Washington or Lincoln um we still saw a majority of those that were in the Eisenhower um saying option one. So this was the information that we presented to administration. We started to understand what was the community uh thinking. And so within hand um in the survey we wanted to know what were
107some of the positives for that option. And so option one um we saw a lot about proximity and reduce travel. Um keeping our students as much as possible together. We'll show you some of the data on that. Um the boundaries appear to be clearer and cleaner um easily understood um less disruption overall because it was focused on um one elementary zone Eisenhower and then a balanced growth and capacity. And so I think this this was interesting as started to come out where is our new growth where is that new growth currently assigned and then as we see power become a middle school and the development on Avenue eventually ends um where we see new development and that started to really get into some of the planning of how do we balance um age of inventory
108um and new developments um within the existing three elementary zones when this plan's implemented. All right. So as we we got to all that conversation on administration also was generous and saying option one is the best option for um all things considered. And so some important infographics of of how um we started to look at this is um option one some of the fast facts um Roosevelt can serve as two plus section schools. So some brief uh narration to that. So what that means is we have core classrooms that if a second group needs a third section in either Lincoln or Roosevelt's we will be able to accommodate that. And so that became a a strength of what we could do with option one. Um we also would be adhering to the class size guidelines
109for all three of the elementary buildings and then all the eyes students are impacted as we make this change and then eyes are split between only two buildings. So Lincoln and Washington. So that was kind of the fast facts. Um the visuals. So again visual what this starts to look at and and I want to kind of highlight a few things um with this concept. So um we really start to look at the city limits and so um what you're able to see um here with the city limits of Eisenhower is those areas going into Lincoln and the rural kids uh coming into Washington. Um I mentioned the growth on Avenue just south of the cemetery all those nice nice new homes going up through there um Eisenhower um because the middle school conversation that
110we had with city folks as well south the flooding issues on Avenue and years ago um we had development that was targeted that would be in um this quadrant and so when that area is starts to expire in and building out and stuff, it makes natural likelihood that we would see that and so then Washington would be positioned where some of that new growth would come into them. So do we start thinking of balancing each of housing product a lot of the newer stuff on day in Roosevelt a lot of the newer stuff already that's in um Eisenhower that now would be in Lincoln and then future stuff um potentially coming into Washington. So kind kind of felt really nice when we started to look at it from that perspective. what it meant for enrollments
111uh moving forward is is showing the three buildings and we know that he Lincoln Roosevelt being two plus buildings and what that may mean for capacity in the future. Um so again being transparent there could be as much as 411 students if we were looking at that future capacity um means they were about 70% of utilization until um we uh could use the other spaces for other special programming. So that was kind of how we talk this through than this vision is. Um we have a lot more flexibility. We go from four to three what we envisioned. Just like in the the public inputs we have these four quadrants that gets into what's changing. So noting the two plus section for Roseville on the top left and then we come down to the bottom projected
112enrollment balance. Um we have author building should be less than 90%. Um some of the conversation that we had with with 210 um to make sure we understood that second story um spaces are not being used for any of the calculation for capacity. Um so that doesn't inflate those numbers up. We're using all the the one story area. uh who's impacted already mentioned about Eisenhower and you can see the split that we have is at 7520% so about 75% of those students that are in Eisenhower go to Lincoln and about 25% will go to Washington um and then the other thing with the cost and program stability you know the reason we were going through a lot of this was trying to provide you with some potential for financial savings and we know that each
113grade we look at it by grade. Um, we need to have between five to seven sections. And so this lented itself into uh being able to have the conversation that we'll be able to to maintain our staffing for what we have with some of those options as we go into the next school year with three elementary points. students impacted um based on what they were um with option one is shown here. So when you look at the buildings on the left hand side obviously everybody in now is is going somewhere different. So, we're looking at those existing preK4 students and do you reside in the current Eisenhower after um how does that relate to where you go as a preK4 student? You're in the system where you go. So, 130 of them would be at
114Lincoln and 36 would be at Washington. This is the starting point for the conversation of the internal uh movement of student transfers. How can that work as we go from four buildings to three buildings and still adhere to our staffing guidelines? This is one of those um talking points natural seging into page 20 which is the grandfather and student policy considerations. And so what we tried to give as as a talking point to have some things um on on the books of how you do things and so um it's you think about these like kind of like levers um and so we have out of district students that are pre4. So when I say out of district um they don't live in the district boundary and so in Kansas we have the ability for students
115to come in a good number of those students are likely staff students and so there's been conversation at the staffing level of how does this then start to apply with hey I'm now I'm now assigned to Lincoln or Washington um but I should be going to Lincoln or Washington vice versa right so what are those kids. What does that continuation uh look like? So, it was one category out of neighborhood transfer students. So, I live in the district, but um um living in a transfer to one of Denver and so how do we look at that? And so, we leave you with some key awesome questions. This is this is for administration as they answer this with I'm trying to adhere to the staffing guidelines. So should students return to their neighborhood school or should
116they be allowed to remain under a defined grandf period. And so this is probably a case by case is we'll look at this almost like a student option um type situation some that you can consider um duration of grandfathering um sibling alignments and then passing thresholds like is there anything else but this this should usually it's capture the conversation where we don't want to make a change to the boundaries and then put ourel in a situation where um we have let's say a first grade section where there is 11 or 12 kids the other two um closer to 20. So um this is one of the those components where the data can help guide us. Those are grandfathering student options um my wrap up summary of of option one and then we'll listen to some
117questions maybe comments you guys have. So again mentioned the expanding to the two plus section school at Lincoln and Roosevelt only impacting our students based on reside um the 75% at Lincoln 25% at Washington there's no boundary at Roosevelt we keep the same long-term flexibility at Lincoln and Roosevelt's um the the takeaways survey points to a majority 71% Um and then some of the refer back to page 13, but um things that we we talked about at the m thinking about being reduced travel, the routes that some of the families would take kind of disrupt the fewest number of students and staff. um try to keep as many eyes and students together in groups um so that there's the opportunity for those students to have friends as we make this change. Not everyone's going into
118middle school and high school with at the elementary level. This is this is pretty important balancing growth and capacity your boundaries. Um long-term use um other things that I want to mention here. Um I'll read each of those reminders, but I think this is something that um uh shrew being develops. there's a lot of work to do between now and the start of the school year. Um, so once the board you make the decision to say this is the option, this is what we're implementing for these boundaries. I know there's going to probably be letters, there's going to be invites for tours, um, things to start getting kids into, um, different groups with the buildings that they would be assigned to. And of course there's opportunities um maybe limited maybe um those that can be
119accommodated through the transfer process but there's a lot of work that has to this is this is really just the starting point um and um yeah it's just an expendit time in your district um with the things um that are happening I'll open up for questions comment this last page is just kind of how how we got here what happened and and uh what this all means >> are most of the kids the 30ome kids that were from Eisenhower that are going over to Washington were those kids that were coming from the rural area >> outside of city limits. Thanks. I know when I went there was a couple of comments about a lot of people were leaning towards option one because they didn't want to have to put half of the Roosevelt kids on
120an island up in the corner. So, I'm almost wondering if that skewed it a little bit. Um, and that's why most people chose option one and those were our only two options that were presented. That was kind of skewing that. And me as a parent, that's what skewed my decision to have to pick option one cuz I don't want to isolate kids or make them go all the way from Eisenhower clear down to Roosevelt. That didn't make sense to me. And I remember we had a conversation with a lady that presented this before and she said, "You asked, what are the chances of that?" And she said, "Very slim." And then I was surprised to see that that was one of our options. But um the other thing that concerns me is by not changing
121the Roosevelt boundaries at all. We're still running Washington at almost full capacity. We try to keep them under that right at the 90 and they're at 89 and then Roosevelt is being underutilized again. So would it make more sense to still try to look at it again and change the Roosevelt boundaries a little bit and kind of incorporate some more kids into that building and reduce some of that on Washington? >> Great. Great point. So, let me try to break down some of the conversation that took place with with the admin team when we were looking at option two and referencing the northeast quadrants where that had those kids Roosevelt. That basically was because we were trying to only um disrupt the current Eisenhower boundary. And so that's where we end up having that island
122that went to Roosevelt. So, one of the things that we started to look at is could we assign them what we knew we couldn't do to make him look up then making Roosevelt come up um as we looking at the data. So, back to some of the visuals we showed in your enrollment analysis with the heat maps to where kids are located. um we were going to have to get a lot closer to Avenue um or west of Lincoln on Maine um to be able to get some of the kids just to balance out. So, so we start we started we went back we we started with this regional concept cuz that was proposed as well as you see in this scenario to Washington and then take the rural area um that's in Washington that's
123south of that lane if you look at the the map to all the way through district boundary um we don't have a lot of kids that are on that south side um if if we're wanting to get some more kids out I think it's between 10 and 20 kids in any given year that would be south of Avenue in this this this brown color for Washington. Um that could be a consideration. Um but the challenge if I pull up Google map and we get into like what do you take from Washington into Roosevelt that wouldn't flip us into a situation where we start to is it that you take all the little kids and move to Roosevelt. So, so we started to look at that from our team like with RSP conversation with um with
124the survey information. What were people liking? what were they not liking and and why did they move to ser one or two and you know I don't have all the all the details of well I don't like the the island piece beyond some people mentioned that and so really that was was maybe this let's go with this idea of hey everything that would be um and looking at Oak Street was was one of the the scenarios of trying to get this this region also south of 56 6 and east all that we go to Washington and I then we have like really no kids in Roosevelt and so then we started having to go way far north and then like we're having the conversation about hey if I'm around this northeast quadrant and um when
125I'm driving how I drive it's going to be easier for me to get to Lincoln or Washington to Roosevelt. So, we tried to play those things off. So, it wasn't just, hey, we like this option, let's not to make option two better or we'll uh to maybe there were some other things that the community came up with. So we we really did try to to dig in and come up with something that might be a hybrid or look different and the admin team and and RSP team were like this this accomplishes where we have um some flexibility and I'm there's more you want to get to that but that that seems like cover some of the big points. I mean, you got you captured it well for for my perspective from the dialogue and kind
126of conversations that we had. >> And I would just like to add that uh I spent some time with our principles and they put in hours thinking about kids. I mean, that was what their conversation centered around was kids, kids, kids. And so, um, I appreciate while that we cannot, um, make the best possible, uh, experience for every single person in our district, I appreciate how how minimal the disruption has been to the system as a whole for our families and kids. What's the grandfather procedure going to look like with when we is that something that the district leadership team is going to need to reook at? I guess I just wonder what implications that we need to do as a board to try and position them >> um for our families to >> understand
127that and and what it might look like look look like going forward. an initial thought process oriented around it was once we have uh boundaries set then we would want to make sure also that we um reminded reminded folks you know an existing pro process protocol we already have is out of boundary requests and so that we could communicate that out and then in determining what kind of recommendation since it's a doing to try to bring something that would coincide with This approval didn't feel like it was very feasible as it would relate to just not knowing what potential cuz at the end of this you we may communicate the boundaries. We may end up having enough perhaps out of battery requests that one way or the other could we just want to evaluate what
128that would look like before we got to have the data in hand before we offered anything that would would be related to grandfathering. the benefit and the and how they how they view it in terms of the disruption is really um the grandfathering seems to be already built into this plan because you're really those students who are Lincoln Roosevelt and Washington have already been accounted for plus they're accounted for their growth is that the appropriate I mean that's at least one way to to view a draw is that I mean there's certainly nuances to that I don't want to deny that but really. >> Yeah. >> So, we anticipate that this is a better is the probably the best option for a multitude of reasons, but even when it comes to the grandfathering component, uh
129really that's almost built into it. Does that make sense? >> Yeah, it does. I would I would like to offer the consideration that we grandfather to the 35 kids from the rural community, you know, like or Eisenhower kids that are faced with going to Washington. Like I mean at some point, you know, they're making the most sacrifice all of those families, all of those kids. And that's just the hard truth. And so we've got families that want to say, "Hey, I really like my kid to be here for this reason. I would love for us to look at honoring those requests first. >> It's an interesting idea. >> Yeah. I'm I'm curious, you know, what are the other challenges that maybe we haven't thought through just so that we can name them that are needed
130in these as it processes cuz I think I was as this was being presented kindergarten roundup will be coming up um in April. um other like so I don't know what those but I'm just curious what the challenge is. Busing I wrote down we haven't we haven't talked about busing facilitated that discussion yet um which we would know more right once we approve this and kind of move into right yeah right also fifth graders I' I'd love for us to keep that in mind so Eisenhower kids priority kids entering fifth grade you know and then and then siblings adds this whole other complexity but fifth graders moving a fifth grader we don't have to do that let's not do that you know. Yeah, those are absolutely that's the kind of insight that I appreciate from
131as we think about what that process looks like. Really, you're going to again, >> yeah, you'll be setting I think what I'm hearing just from the conversation and the comments is we recognize we're setting boundaries for the future. from a grandfathering standpoint, these boundaries already honor that we're going to limit the disruptions across as many students and schools as we can. And then as we think about grandfathering, let's try to prioritize some of those kids who been with their I'm going to say it in a different way. I'm in the fifth grade. I've been with my friends since preK and now I'm going to be in this elementary as opposed to where all my buddies are at or vice versa. So we can filter those. I think what what we'll and just as a reminder
132for the board, we typically have the discussion as it relates to out of boundary requests to ordinarily because it's just such a standard process. It's those conversations occur in May. Um so we may start to we we may request those to be submitted earlier just to give a little bit more time for these kinds of conversations. So, uh, but what I'm here again, what I want to say is recognizing we're setting them for the long term, but trying to prioritize where possible, let's think about grandfathering kiddos to be short in the short term to to manage the stain a little bit. Perhaps what's interesting is I'll say this I and this isn't I don't want to be I don't want to make it seem as though it's some significant large number but I think it's
133an example of these small little things that will happen out there too which is one uh parent reached out to me and said because my kids are going to be uh impacted by this we're think their question was when is that out of boundary request come in because they anticipated based on the options where they'd be placed and they said, "But the place that I take them to daycare is right at J is fairly close to this school and that might be better for them." So, there was already some which was a different school. So, I think we'll also potentially see some of that. You see, >> widespread, but some >> yeah, a large increase of that and um just a percentage wise of how much you normally would deal with, you're going to see
134a large increase there this year. Would you guys mind me to state this where it might provide some clarity for those that that are listening or go back to listen to this? What what I think you guys said that would maybe more succinctly help people understand what you guys are considering? >> Yes, please. >> All right. So, here's what I'm hearing is with Eisenhower, um the rising fourth graders to fifth grade that they might get an option to come into Lincoln. Um the next would be if you're again in this Eisenhower area and you're um prek3 um risers, right? So being K4s, then there's a third group to this. if you're a sibling of one of those groups, um the opportunity that what is the the the short point is what is the class sizes?
135And so if you're able to accommodate that, this might give those Eisenhower heroes that are being impacted by this an opportunity where staff allows them to go into the buildings and then after those tears, it then opens up to your regular transfer option for this 26 27th school year. >> Could I offer one point of clarity on that? For me it was rural rural country rural Eisenhower kids first and then all fifth graders like and I don't think we have because we is it only Eisenhower kids that are getting moved or we moving some Lincoln kids over to Washington. See that's why I didn't understand is how if we're shifting all the Eisenhower kids into Lincoln how is no of those link how are none of Lincoln kids moving out? How can it accommodate all
136of those kids without busting at the seams? It's like you would think everyone would be shifting or moving some programs over to Roosevelt. Is that my understanding? >> Well, Roosevelt's still looking at 70% capacity. So, we're underutilizing our building. >> Pull it up. But your your existing enrollment at Lincoln today for the 25 26 year school year is 209. So you'll have 130 kiddos in this roughly. It'll go over and that'll make you right around 340. Did I I mean roughly 350 is what we're showing there. Um it certainly brings your enrollment up, but your capacity is 411. Well, actually to be honest with you, 30 and I don't want to diminish that. I'm sorry why I said that. 350 in a lot of towns is the lowest number, >> right? like a cultural jump
137just for one school to take on. Like that's a lot of kids. >> And my point is Washington's used to operating at that 88% cuz that's that's pretty much where they've been for a while. But my thing is is I think we need to shift some kids out of Lincoln and into Roosevelt. There's that small if you go back to the map, there's that small little area at the top of the Roosevelt Lincoln. I think we should try to see how many kids fall into that and maybe shift that boundary up a little bit to give Roosevelt some of those kids and relieve some of that off of Lincoln. I'm not comfortable with that, Chelsea, because it's a little late in the story to do that to people. That's not an option that we presented.
138And so, you know, this is the feedback that we presented and I remember that this was important to you. I think the window for that for us to get a different plan in front of folks, I think that's closed. That's what stinks because it it's just I I 354 versus 270 for a prediction for a school year between two of our twin schools. That's that's a I mean I'm all for keeping kids together and I totally get that. I'm all for it. I just I'm also thinking about our teachers in placement with that too or worry about if that could be overwhelming two teachers with that many students coming in at such capacity. I don't know. Paul, give us a little bit of of an example on every one. So remember, one of the reasons
139that you'll want a building to be kind of predetermined to be a little bit bigger than everyone is so you can better predict your staffing needs there. So we already have sections that we've predicted for needing a third section for so to have three teachers third grade, right? >> And this better ensures that you still keep your class size capacity while also doing that. But it's these are schools that have had uh just within the last 10 years have had well over 350th times. >> But are we keeping the parents at the same level too in terms of making sure support that they have? >> Yes. >> Okay. >> Yes. >> Okay. >> Also honoring um sped needs. >> Right. Remember your sped numbers are dictated by the IE IEPs across the whole student population.
140So that's that's already determined for what's needed. So wherever those students are, that's services are provided. >> Where is our program and I'm sorry I don't know the name that has the amazing playground. Where is that program going? life uh life skills and we currently have it slated to go to Washington. >> Okay. So that would go from Eisenhower over to Washington. some of that went into effect. Not really not honestly as much around uh student capacity because that's not necessarily a large student like there's not a significant like 25 student uh population but the physical needs within the classroom setting uh there was a perfect kind of location for that to be implemented at at Washington as we make the transitions when he said sorry that Roosevelt had extra capacity for programs. What programs
141are we talking about? >> So, remember you have T3, that's a program that is currently in uh that's not in any of our buildings. T3 and the kids. >> So, those are offsite that we can bring into our buildings. So, Roosevelt could could infuse or we could bring those onto our site, don't have to pay for rent somewhere. Uh that's an example what he's talking about. >> And that's not reflected in these numbers. No, because those would be classrooms that would be uh those particular programs just serve kids on the they're not included. Well, whether they're included in our actual count data, I don't know, but they're prek >> PBS. Where's that? Staying at Lincoln. >> Lincoln. >> Okay. >> That's where it's slated to stay. >> Yep. >> How come? >> Uh multitude of
142reasons. It's also a little bit related to the physical improvements that are already have been made at that site for that program. >> Okay. >> And the cost that it would take to put it in somewhere different for >> and then if we ended up with a with another type of behavior intervention process, Roosevelt could house >> could house it. It's a good point. Yeah. >> Okay. So with the playground moving to Washington, those students that it was servicing at Eisenhower though that's been in this number factored in for the movement for those students. >> Which number? >> Well, the students that are going to Washington, I mean, if that program was that that playground serviced a particular student population need um so they're going to be needing to be at Washington. Correct. Yeah, that
143you're that's a that's less than 10 students. So, I just want to be clear on that. But yes, that's been factored into the to this conversation. >> Yeah, great question. What's our process going to be? Say we adopt option one and you have 30 parents that don't agree with that. How are you going to mitigate that process? Well, that's I think the question that that or the kind of the the rationale for what we talked through on our grandfathering conversation. Um where we take a look at a multitude of things. We heard uh I noted them down r the rural students and considerations that they might have uh fourth grade up to fifth grade that being a consideration as well as then siblings. So those things will factor in. The reality is um we do
144take out a boundary requests every year. There's been examples in the past even with declining enrollment that certain programs can't accommodate everybody in a certain building. So we've had to decline those. Um so we'll just have to work through those processes as they go as we go. I mean that is the process. Um, our goal though throughout this and I think that's why you see um what you see here is that our students at Eisenhower being impacted and dispersed. You have two buildings in your system that can handle more students and you have one that you want to be cognizant that you don't direct too many towards it. But Washington still has a high capacity too and it's an they're all excellent schools. So um how do we just set the boundaries to make sure
145that we fall into a sustainable model? The admin team through the community feedback and survey data that we saw this was clearly the best uh the best plan that positions us longterm as well as helps us the best in the short term also facilitate those conversations. There just didn't there wasn't another plan that was reviewed or or even considered that could could do as much as this option does. >> What's your timeline for for parents to understand where they're going to be? Say we adopt this one tonight. >> Sure. >> A month you're going to finalize it or >> uh kindergarten round up. Well, we're going to certain that's the point that Rob made around. We're going to want to first and foremost, we'll communicate or leave because it's before spring break. So, we're going
146to want to let people know that the boundaries have been decided, we're going to want to communicate out how how if a person wants to submit an out of boundary request, how they can do so. And then as we come back from break, but in terms of a specific timeline, uh that's not been something that we've set uh for a multitude of different reasons. We got to collect the data to help inform what those could look like. I mean, our goal for all parent for the Lord's sake and for all parents sake is to do it in in a urgent manner because we know people want to know that. Uh I mentioned earlier that typically these conversations would occur in May and we'd communicate those out. That's not what our plan would be. We'd be
147trying to make those decisions in April so that we could communicate that out. But if I tell you April 15th, something's going to change tomorrow and it's going to make it April 23rd. No, but two years ago we had a kindergarten ro 110. This year we had 130. But what we have this fall I could have this too to be determined. I mean people have to understand there's you know as much people would like certainty. It may not happen that way. Obviously, we want to try to meet every parent request, but sometimes another item just for the board's awareness, we did look at a multi or a number of factors, but one of the factors we looked at was those who are already out of boundary and and you know about half in one situation
148were actually the students of the teachers in that building. So, so you if that makes sense. So, so some of that, so all of a sudden, if it I'm making up a number here, but if it was like 20 kids, us adjusting a a boundary line wasn't going to achieve 20 kids different. It was actually going to achieve in some cases six kids that would go this way and four that would go this way because 10 were still going to be uh there with their family. That's an example, not the real numbers. Just just we would be seeking approval on this. that would uh be then communicated out like I as I mentioned in the next uh well we would target tomorrow but certainly the fourth family's leave for spring break which would be for
149students we would target Wednesday >> what do we need for a motion >> approve option one >> I motion to approve option one >> can I add that that in that we would want to specify it's for the 262 starting 262 27. Um, >> do I have to say that to you or did you >> Well, I know you that's a friendly I'm just I think it's helpful to make sure we're communicating that one thing. >> I should say I motion to approve option one for the 26 27 school year. Yes. >> Sure. I'll second that. >> Okay. Thank you. Very good. Any other discussion? >> It's been good discussion. I think it's important that you know we haven't just rushed through the process and asking you know and getting all the information from the
150community as best we could um you know who could participate and how they participated. So uh all in favor of the motion which is to approve the recommended elementary attendance boundaries as presented for the 2026 27 um school year say yes. Yes. >> Any oppose with no? No. Okay. Carries 61. Thank you. >> Okay. >> Rob, thank you so much. >> Yeah. No, I was just going to say thank you for that presentation and uh I think there will be more information still coming. >> Thank you, Rob. Appreciate you. Take care everyone. Thanks. Byebye. So to follow up, there will be communication out with parents moving forward. Tomorrow's Tuesday, Wednesday, parent teacher conferences are going on. >> Yeah, correct. >> Okay, we we have still lots on our agenda, folks. So question, we have the
151um 5.4, which is looking at our social contract. Is everyone ready to look at that or do you need to um take time to be prepared for a discussion of updating our social contract? We also have our food service audit and um >> couple executive sessions. So, I want to be mindful, but I don't want to push the social contract off too far either. We're we're updating that because we have a new board member. I would suggest we move that >> move to the next meeting. Second. Okay. So, we'll we'll table that but come prepared with lots on the you want to view that as a motion so that way it's table. >> Yes, we can do that. So, there's a motion to table um and a second by Rebecca. All in favor of tableabling
152the social contract for an upcoming board meeting. Signal that with a yes. Yes. >> Any opposed with no. We'll 70. We'll uh look at the social contract for next board meeting if we have space on the agenda. >> And did you say you need a break? >> I'm going to step out for a second, but if the group doesn't need it, I can >> Is everyone good to keep going? >> Okay. Yeah. During the food service, have Mr. Come up. That's right. 6.1 push Thanks for joining. Mr. Praise share about the food service audit what that when that occurred and and uh that I've included in the doc or included in the board agenda um the commendations as well as some uh findings that were offered. So I'll let you take it from here. >>
153So yeah, thank you. Who's there in New York? the KSD state of can our so KSD department of education um has their has our representative from the state her name is Angela Dmer and she's over our section of the state and came out and did our review and then the secondary part of the review uh is done uh for the procurement and Robert I have to look at his last name but I can't pull it out of my head right now but uh he did that that section of it and that was just completed last week. But to give you an overview of uh what took place. Um I think to say that this is not uh an easy task is the understatement of the year. Um this our last one took place four years
154ago and um this process is a daunting one. Um, we turned in uh approximately I'll just say over 700 pre- audit questions and after that uh they spent two days here. It could have been three but I give credit to my outstanding staff for providing what she needed and the third day wasn't necessary. Um, this is a uh in-depth look at what we do and and while it's selective in what they choose to look at, um, the requirements for a federal and state audit are are a lot. And anytime that federal money is is given, there's requirements that go along with it. And so I'm very proud of my staff for um getting to the point that that we got to to make this as uh doable as it was. And so uh kudos to
155um my staff and we're thankful for the state and the way that they move through it quickly. But this was primarily uh over Lincoln and Roosevelt and um they look at our our district records uh and then look at our procurement. Um and uh just to give you some highlights before I'll open it up for questions was that um we had uh a change that was necessary in our special diet substitution products that simply required a different product to be purchased. Um production records were reviewed and slight changes were made uh as necessary. Um we process, this is one of the things that I think uh is good to know. Uh we process over 1,046 students for financial assistance uh with meals uh from the government. Uh and out of that we had to recategorize
156one student. So again, kudos to my staff for the outstanding work that they do. Um, and it was uh such a minute uh change that no fiscal action was required. uh the state changed how certain employees were to be listed within CAN claim which is the program which we submit for financial uh claims and as a result we had to change the documentation on how we categorize staff uh which ultimately ended up in uh resulting in in more training for those individuals. So for example, you call someone a food uh lead person or manager. Um that requires more food service training or more more types of that type of training. Um as far as the procurement audit was concerned, uh minor changes on documentation had to be made for our request for pricing and some
157uh procedural changes had to be made. However, the the changes were insignificant in the in the overall view and so again no no financial uh findings there. um the uh the comment that I I there were and I know you've seen the the commendations but just a comment from the state saying uh thankful for our professionalism and the process and uh yeah uh our staff doing a great job. Uh, but I know you've gotten that information sent to you as to what those commendations were, but I can't speak highly enough of the work that went into making this a reality. And so, um, I'm open for questions. >> So, they didn't shut you down, so it's got >> um I'm very thankful um to you. you hear different things of sometimes things that are required
158and uh we didn't have to do that and so I'm very I feel very blessed and I'm very pleased to to say that we are where we are. >> Bill, I did have a question just cuz I'm new and getting to go over all of our budgets and everything like that. Maybe you will be able to answer this question. I was just really curious when I was looking at everything in terms of our federal and state awesome where we get the 1.3 and then another 14K. I was just curious for the local for other where does that come from? >> The local for I'd have to >> the 863,000. Where does that come from? >> Oh, local for Okay. You're talking about the year annual budget. Okay. So, we have sales uh within um our
159district. Mhm. >> So when a when a a parent or a student purchases a lunch or if we have all a cart sales, uh that would be what I would call local revenue. Uh now I'm I'm shooting from the hip here a little bit without seeing what you're showing. Um but that would be my guess as to what you're referencing. >> Okay. You said how many students do you serve throughout our district? So that's uh one of those things that you you actually have to run a calculation on because we we have certain students that only buy all cart, >> right? Um, and so you have to do a calculation based on, and I haven't done that recently, just to be transparent, but based on the price per school lunch, you would take the allocart
160funds and do that calculation. But I can give you another shot from the hip. And I would say that I'd put that number I can make it easier. Uh, Ty, how many students do we have within our school district? or 251. Sorry. >> Lots of kids take lunches though. >> I'd say 15 to,700. >> That's just my my kind of >> that and I'll ask you that another time. The only other question I had off the top of my head was in terms of our cash balance cuz I wasn't here for the previous years. Uh what was the expenditures on that for food service from 2023 and 2024? I'm sorry for what now? >> Under our cash balance cuz it dropped all the way from about 160,000. So it dropped from 258 all the way
161to 96 and then drop from 96 to 74. Just was curious what the expenditures were just out of cash balance funds specifically under the food service budget. >> I would want to investigate that and give you an answer at a later time, but I know that we're talking about some extensive recent purchases. One of those would have been a food service truck. Yeah, I can't remember the the years you just quoted, but if I'm thinking about extensive purchases, it would it would go under that. >> Okay. So, is that Oh, that's the ones I see that go around town and everything back food and everything. Oh, okay. Yeah, that makes more sense. I'm just curious what that was cuz it came out of the cash pallets. So, >> I'm I'm guessing I have to guess,
162but >> we also had a lift that we worked on 3 years and and a multitude of things. Those are not directly related to food service audits. So you wouldn't ordinarily just for board's reminder be prepared to rehash things on a budget just for future reference. But I would imagine those were the items. >> So I just had his brain to pick since he's asking questions. So >> yeah, it's uh I'd be happy to if you wanted to give me questions, I'd be happy. >> Yeah. The other one I'll just email you on that one cuz I have something on my mind. So >> you bet. Be glad to. >> Awesome. Thank you. >> So what do you need from the board? This is just for your information to inform you that I have outstanding
163staff. You are we appreciate that. We kind of already knew. Well done. Well done, friend. >> With with that, I would say um I'll just use this opportunity if it's okay. We have struggled significantly to staff food service and uh we're we're getting back there again. But some of the struggles that we've had even in recordkeeping come from the result of us having to um work positions that we wouldn't normally based on who we have. So that's anotherformational thing to say. uh many of the the results that you see are from people spending great amounts of time uh in areas that they normally wouldn't be. And so another reason for me to pat certain individuals on the back. And so >> good good work, good report um in making those corrections and modifications that are
164needed and review needs there. So, we thank you for your, you know, extend that to the your staff. >> We'll do. >> Great. Unless there's anything else, I think. >> Okay. Thank you. Thank you, Mr. Grace. >> Awesome job. Awesome job. >> Okay, we have routine items. >> Yeah, I'll hit our routine items uh fairly quickly here. Disposition of minutes. Uh nothing to report there. the clerk's report, as I've shared, um we we always look at that budget comparison as a reminder. That's a budget comparison. So, we always want to make sure we're just tracking that over the course of the year. And you can see that the from a budget percentage standpoint as we compare to uh the previous year. There's uh we're we're right in alignment with it. We know that we're going
165to finish the year um with with some amount of quote overspending because we knew that we were going to spend at the deficit this year, but we'll continue to monitor that um closely and and share that with you. Primary items, payment of the bills. Um a couple of items. Uh one item came up relasbody. So, we have and I I shared this with that board member, but I want to share with all of you. We uh we have a lot of vehicles that are out and about all over the place courtesy of our transportation team. It is not um uncommon for well, let me say this. Anytime that there's a fender bender, I do not necessarily inform you of the board about that because everyone's safe and everyone's okay. And usually those buses are kind
166of built like a tank, so they're they're all right. We did have an incident where a person backed into the bust and that resulted in us uh having an insurance claim that that person's insurance rode or paid for it. So you see an expense in the bills to date cuz that was for fixing that. There's an insurance on the other driver's perspective that that paid for that. Um probably bigger note that is something that we're working on um which is related to PayPal transactions. So, um I've shared actually before about those we're running into that more um more than what we've seen in the past. And what what I've actually in doing a little investigating what we're actually finding is that we're that people are you is PayPal started out as a way for me
167to send money to Perry or me to buy this thing or share cash. Now it's a people are doing legitimate business and that's the way that that's the mechanism they're using to process it. So I've tked our business team with taking a look at what are other districts doing, what are their practices and procedures um and then how can we do that cuz there were several in here that occurred this month um that were directly related to some music festivals that we were attending and sending kids to and that was how it was processed. it wasn't that there was an intent to to violate the policy or whatever it is. So, I'll bring more back to you as a board on that. Um, but those are a couple of key considerations. So, now I want
168to be clear, there has been some vi some things where people have used that. Those are always addressed, including these ones. Um, but we're going to take a look at, you know, as the world's changed a little bit related to to PayPal and what it how it operates, not just that, but others, what what are the policies that are out there that people are using? uh other districts. So, we'll bring that forward. Um I think those were really the items. There's one always around uh there was another one around uh um AI. So, we have some AI subscriptions and I've actually talked briefly in the past about that. I think along with our cell phone policy, um I think we'll anticipate seeing some language and some suggestions from KESB around um future considerations for that.
169But we'll address that um or at least have that dialogue. Now, there's nothing that prohibits um some subscriptions and things that are needed for tools and resources for staff. Um but we'll take a look at that and bring some some things forward. I'm pretty sure that there's some AI that teachers are using that helps them understand the level of AI kids are using when they're turning in assignments. And so it is a tool that we need to consider and we also need to consider board policy on that um after we weighed through the multitude of other things because we do need to set some guidance. We also need to have good conversations around where we're at with it. I'm going to echo a comment that I said at the state board. We had the chance
170where Miss Espine and I and Miss Corkran and by I I mean Miss Corkran and Miss Espine did a great job presenting to the state board and I also got to be there to to answer a few things. But my question to them was is is technology good? Yes. Is technology bad also? Yes. And that's where you have AI. There's a it's a highly it's a highly valuable tool that can make a lot of things efficient. It also can can pose problems. So really enough about that. We have plenty of other things on the the docket. But uh with all those in mind, we'd be seeking approval of routine items. >> So moved. >> Second. Any other discussion? All in favor of the motion to approve the routine items. Say yes. >> Any opposed with
171no? Carry seven. Thank you for the update there and look forward to looking at policies moving forward. Those items >> future meeting obviously key items are facilities work and continued updates. We'll uh have other items. Those are pretty big umbrellas. But from an announcement perspective, we have parent teacher conferences this week and then no school at the end of this week as a result of those. Um, and then spring break. And then I always find it interesting that it's this time of the year that we remind you how quickly the year is concluding, especially for those that have seniors. Uh, it will be here before we know it. So, uh, no school on May 8th, no schools day, and then seniors will walk across the stage. um right in that same area. So, it'll be
172uh it'll be coming quickly. So, we do have our executive sessions. Thank you. >> Okay, we have 9.1 which is our first um executive session. So, I'll go ahead. >> How long are you doing that? >> How long? >> 30 minutes. >> I want a break. Take a break. Okay. 5 minute break. I have an indigen. The >> I was ready to >> the size of my diet. Dr. Pepper wasn't really a lot. >> Sorry, I didn't respond to you. I responded to him when he was just sitting around knowing that was probably the best. I didn't want to go over. >> I was out for a long time. I was at funeral for and then I saw your email about Heat. Such a lovely day. I went out to the bulldog park to see
173us play you softball. >> How was it? They beat us 42 and three 21. They're a solid team. >> Yeah, they're pretty good. I went to the baseball game. They were playing and they were when I left 13 to six. >> They're also solid age. I try to circulate it. Sorry for that Jesus. Heat. Heat. Heat. I always say no. Heat. Heat. Heat. Where were you? Just like you want to go to Germany, he gets like what are you going to computer. I'll just walk around all day. Do I No, we're on our silly. Going to the secret stash. Oh, where I went. Oh dear. >> Oh dear. The secret st. Let's get the back. Okay. >> Okay. I'm going to make a motion for um 9.1 which is executive session only personnel. So a
174motion to go into executive session to discuss individual employee pursuant to the non-elected personnel exception under the Kansas open meeting act and the open meeting will resume in the board room use 30 minutes. So a time to roll. Okay. Thank you. The exe executive session will include the board and the superintendent second. >> Thank you. All in favor of that say yes. Yes. That's 70 to go to executive. >> Yeah, I'll set a timer and I'll just timer goes off. Sounds good. Verify something actually. Heat. Heat. Heat. Heat. Heat. Heat. Hey, hey, hey. Hey, hey, hey. Heat. Heat. Heat. Heat. Heat. Ooh. Oh. Oh. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Baby, Heat. Heat. Hey, hey, hey. Nat. Heat. Heat. Heat. Heat. Hey, hey, hey. Heat. Heat. Heat. Heat. Heat. Heat. N. Heat.
175Heat. down. He What a heat. Hey. Hey. Hey. Hey, hey, hey. Heat. Heat. Okay. Check. Check. You need to open that door there. We can there. >> Okay. Motion to go into executive session to discuss an individual employee pursuant to the non-elected personnel exception under the Kansas Open Meetings Act and the open meeting will resume in the boardroom for 15 more minutes. The exe executive session will include the board. Need a second. Sorry. Who was >> We're all very eager. Give it to Laura or give it to Rebecca. All in favor say yes. >> Any opposed? No. That carries 70. We'll do 15 more minutes in executive session. Heat. Heat. Heat. Heat. Heat. Hey, hey, hey. Heat. Heat. N. Heat. Heat. Oh. Oh. Oh. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.
176Heat. Heat. Heat. Hey, hey, hey. Hey, hey, hey. Heat. Heat. All right, transition live. Okay. Maybe just five more minutes. >> 15. >> You think 15? >> You cut it short anyways. >> No, you got it. You're locked in, man. It's like jail. >> Okay. Motion. Motion to go into jail. >> I You can pay out. Yeah. Motion to go into executive session to discuss an individual employee pursuant to the non-elected personnel exception under the Kansas open meetings act and the open meeting will resume and the open meeting will resume in the boardroom in what you say 945. The executive session will include the board second. All in favor say yes. Motion to go into executive session 945 is passed. Heat. Heat. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat. Heat. Oh. Oh. Heat.
177Heat. Heat. Heat. Heat. Heat. Heat. Heat. transition. Good morning. Good evening. We good. >> You're good. >> Okay. I'll make a motion to accept the resignation of um Dr. Vincent, which will end at the end of this um school year. >> Need a second. >> Second. >> All in favor say yes. >> Yes. >> Thank you for finishing up the year with you. >> Congrats. >> Okay. Um sec executive session number two. How much time? 10. >> 10. Motion to go into session to discuss proposals being considered in contract negotiations with teachers pursuant to the exception for employer employee negotiations under the Kansas open meetings act and the open meeting will resume in the boardroom in for 10 minutes. The executive session will include the board superintendent assistant superintendent executive director of special education state
178and the board need a second. Second all in favor say yes. Yeah. Yeah. >> Um actually go into executive session passes zero for 10 minutes. Who was the second? Kelsey. Chelsea. >> Yes. I said that like Heat. Heat. Heat. Heat. Heat. down. Heat. Heat. Heat. Heat. Okay, we're back home jail. Superintendent sir, what did we do that? >> I think we know. >> Did we read a case? >> Yeah. >> Did you catch that? >> You're back. >> Okay. Well, thank you for the long and lots of work tonight. Um, and we will consider the major. Well, thank you everyone.