Regular Board Meeting - January 12, 2026 at 6:00PM

001Heat. Heat. N. Heat. Heat. down there. Bill here. >> Very good. >> We are all set. We'll call the meeting to order. Will join us for the pledge of allegiance. >> I aliance 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. >> Well, good to have everyone here. Um before we move to 1.3, want to welcome Blaine to the table and to the board officially. And um we've got Bill on the phone. And so let us know if uh you can't hear us uh Bill and we'll um try to adjust um that. So we'll move to 1.3, which is the approval of the agenda and consent agenda. And I need a motion. >> So move. >>

002Second. Any other discussion? All in favor say yes. >> Yes. >> Bill, did you hear that? A motion to approve the agenda and consent agenda. >> Okay. Very good. Thank you. That carries us 7. Any comments from the public today? Move on to 2.1 which is the donation report. You could give us a detail. Just a reminder and this is first off welcome to our board me new board member officer Jansen or Mr. Jansen. Thank you. Uh we have a very generous um community and we also always funnel our each month you'll see donations uh flow through but periodically you'll see booster club donations that'll filter through and those are always generally in a sizable amount. And so, uh, here you see, uh, coming into the year, we see, um, sizable, um, donations to a

003couple of different programs. So, to MHS football, baseball, and then, uh, mid-season basketball tournament. That always ranges across our, uh, programs from forensics, debate, um, band, vocal, etc. But uh we are very appreciative of those and uh we'd be seeking the board's approval um on those donations from the booster club. >> Looking for a motion. I'll move to accept the um donations from the McFersonen Bullpup booster club in the amount of $6,950 to be used to support the programs as defined. >> Second. >> And all in favor of the donation, please say yes. >> Yes. Yes, >> 70. Thank you. And again, wonderful support to our programs and um appreciate the Booster Club um and their activities across um the district and we'll move down to the superintendent report. >> Playing a little bit of

004technology games over here. Second, maybe Um just a couple of items just we have we have a lot of different things going on. Let me name also one thing for the board's sake just as a reminder about policy updates. You get these are the policies that come forward uh each well once every 6 months. So they're offered here for a first read. They'll be brought forward for acceptance in the future meeting February regular meeting and then for approval in March. The only time that they come sooner than that is uh if and when the uh legislative session or or if a law starts to uh require them to be implemented sooner. That usually occurs in the June or July uh meeting. And there's been some examples of that uh in recent years, which as a

005reminder, the legislature uh will be busy at work this uh spring. So that you'll start to receive updates as it relates to school specifically school funding. That'll be the key item that that we're interested in. Um, as a reminder, um, and and for new board members sitting here, the c the state of Kansas knows how they're funded for one more year. Um, and so we don't anticipate any uh action that'll change how we're funded this year. um or rather how the schools will be funded next year unfortunately. Um but there there's always deep discussion about it the following year in particular. We'll want to continue to watch it very very closely. Um but I'll keep you updated here at the board table as well as in my weekly reports um around that. As a reminder

006to and an apology to some, we will have a so if you'll recall uh in future cadences of this, we always have a February work session and we always have a June work session. Typically when we would review student data and performance data, metrics, things of that nature that occurs in June. You'll recall that our state assessments were not um in until I'm lookout uh there probably October. Um and so we will review student um performance. We'll also take a look at our uh what our tiered MTSS data from FastBridge and I Ready look like. And also this year we will take a look as a board around behavior data and uh including some student discipline data. My goal is for that to be included in both a February work session and in a future

007June. And then the cadence would be a routine um time frame of board this board looking at that and there's been a lot of of great um advocacy by this group to make sure that we do that. Um but just as a reminder and you'll see that here later that we do have a a work session in February specifically for that and that's when we're planning to take a deep dive into that. So know that there's some folks eager and interested in making sure we discuss that and just know that that is um targeted time. The goal on that is to make sure that we have annual times, bianual times to make sure that student data, student performance, and the work that we're doing is specifically targeted for this board's discussion. >> Can I ask

008a clarifying question then to that? Will the board have um access to that information well in advance of that as questions in process? we can be as prepared and that will give uh the team knowing what questions we have. >> That is the goal. Just to be clear on some of that when we're compiling it and taking a look at it for the first time, some of that still obviously it takes time, but yes, the goal is for you to have that um I'm going to say late January, first part of February. Additionally, just for your knowledge, uh, as an as an additional item in February is that the Kansas State Educational Systems Accreditation, KISSA, we love our acronyms just like PD and others. Uh, KISSA, Kansas Education Systems Accreditation Process transition from being a

0095-year cycle to being an uh, well, technically it's an ongoing cycle. It really always was ongoing. Now it's intentional with some uh annual checkups. The for McFersonen public schools that occurs also in February. I think it's early February. So our team will uh present as a part of the ka process in this Smoky Hill in Salina who that will include is all of our district leadership team. We'll actually probably invite a board member or two to that. Last year we were Dr. Vanderbilt was able to attend um and it's just an opportunity to demonstrate progress towards established goals um and then reestablish as it works through that framework. So that'll be upcoming um as well for work within the system and then future um reporting back to you. And final item uh just wanted to

010name a couple of things. Last week was a wonderful week in McFersonen uh roundhouse history because we were back up and running. It was a phenomenal environment and both teams won uh which was a great way to have uh kids back out onto the court. Um, one of the things I just wanted to remind the board of, and this had come up through a couple of your questions, which was as a reminder, um, as it relates to the the flood mitigation back there, um, multiple things have been improved out there. Pumps have been restored or, uh, one pump was fixed. Um, we there were multiple areas within the, um, drainage that we made sure that was, uh, operating better. Um and in addition to that a flooded or a temporary flood wall was installed. Um

011some people the lay person would see look out there appropriately so and they'd say well what about the void? What about the area between the wall and now this like the actual building and the temporary wall won't that trap water and potentially lead to water getting into the roundhouse. Again, that is correct and and is a concern was a part of that design. And the sump pumps that um keep that from occurring have also been installed to ensure that when we do have just normal rain events that that place is secure. So, what what's occurred just as a reminder um is you had approved the retention uh upon expansion back in the early part of the year, September I believe it was. Now that we have a bond that is uh in a solution that

012would bring a permanent fix to that, we've done everything up to that point except for the expansion of the pond because number one, it'll need to occur now over the winter months. It wasn't going to be a good time. Spring will be a time when that in summer is when that can occur and we'll have a better idea of what our community is supportive of come March 4th. So ultimately an approval of the bond, specifically question one, will result in a permanent fix out there at the high school site. And that work can begin with the site work that would also start as early as this spring and summer. Or should our community not support that, the board's already approved that and we would move forward then with the retention on expansion. I just wanted

013to clarify that because especially now that the roundhouse is up and running, I know there's a lot of now that we have this beautiful asset back and we're have kids back out there now, we we all want to make sure that it's protected. It's it is in a position where it's protected now and then come uh early March, we'll have a clearer picture about which which direction we're going. So, >> I do have a quick question on that. What about so the trench? I don't know if that's really what it's called, but the area between the field and the weld shop, there was a pipe that was in the ground that has not been fixed, right? Cuz I know it had issues. What are we doing with that? >> The pipe in the ground. Uh

014there all all improvements that were identified have been all of those improvements have been made uh out there at the site or they've been evaluated to make sure. >> I thought the pipe wasn't flowing properly and it was clogged or something was going on. Well, that's been Yeah, that that's been addressed. >> Yeah, great great question and good good clarification. Yep. >> So, Shala, what about fire exits? >> They are also not in fact actually um fire exits are not impacted. We've had fire um I mean we were we coordinated directly with fire marshall fire local uh group on that. We did have a bridge that was built up and over for accessibility because as you'll recall when you leave the roundhouse you have to get up now that we have this wall. You have

015to get up and over it to the to the weld shop. But um yeah, so fire exits um we've worked in close partnership to make sure that we're meeting code and and everyone's safe. >> Is that bridge that goes over it ADA compliant though? If we've got people that have to evacuate, how do we get them over those steps if they can? do have ADA accessibility for those that are impacted um in both locations. Uh the weld shop obviously if a person had to be evacuated. Um the assumption is that they would need to be evacuated out of that building ADA accessibility they're fine there. There's also it's a much longer route, but there's other ways from an ADA like for example wheelchair bound um for them to still gain access between the buildings. Um

016there's just a longer route that would that has to be made. >> Yeah. So, Charlotte, just to kind of recap that for uh the retention pond and the dirt work, that would be a spring summer uh event anyways. And we are also looking at what the community wants to support because that might change the direction of the plan. But if the community does not support a bond, we do have a plan in place for water mitigation. >> And in fact, you've already taken that action as well. >> Yes. >> Thank you. >> Great. Great questions. Wait. So, we're not starting that until spring. >> Okay. >> So, we approved that in September. Uh gosh, is it the second week of September? And then plans were started to I mean like process started to happen. And

017so, if if we move forward with mitigation, then it will begin in the spring, which is coming up right around the corner um and summer to start moving dirt and getting it out of there. Let me give a little bit of clarifying points on that too and especially in an environment and appropriately so a community that's interested in fiscal responsibility. It isn't very fiscally responsible knowing that in two short literally two short months we will know the outcome of a bond election that could permanently fix it. If we were to uh I want to say middle of the fall when we started to see that as a possibility, we started to transition away from taking active steps to to make that work because what we don't want didn't want to do is invest that work

018invest those monies into an expansion that then got voted for approval and then resulted in getting filled in essentially um as early as the spring and summer. I just hear the word spring and I just think rain and so that's the first thing that comes to my mind and that's why I think we're trying to avoid any kind of emergency trying to avoid major rainfall spring. >> So that's the only thing I'm thinking of >> and that's it's 100% accurate. Uh it's also why uh we have the temporary wall in place so that if if we do experience a rain event and it we would still be secure. >> Now with the temporary wall too when was the last time that fire did come out to check it and everything? We've had fire out is

019re my understanding. I I don't know if it was explicitly explicitly to look at that, but I believe we've had fire out already this year. >> Was that before or after the roundhouse was accessible? >> Probably since it was accessible. >> Okay. >> But I'll I but I'll have to I mean I'm more than willing to look into that for the board. >> Gotcha. Cuz just working the game and everything and trying to think of scenarios going through my head, people being able to have access to that area. I'm just worried about in terms of where the safety measures do come into play, especially when there's no barriers or block off at all to the sandbags. It's just open sandbags. So, it just makes me worried too if students or teachers or whoever are not

020taking the stairway and just going directly over the sandbags as well. >> I was happy to talk with our team and see when they were last up there. That was a great question. >> Might be helpful, Dr. been sent and those that are frontline at at the school um to help the community know what this looks like in real time and the process cuz I think there's some disconnect of seeing like I went out there the other day because I had had some patrons reach out and say I don't think what I see is a good thing. So, I decided I better go out and see the update cuz I hadn't been out there. And I'm like, I don't know. I'm not an engineer and I'm not a construction person. Um, and so I think

021that they're not knowing cuz that's not my wheelhouse and many other people's not their wheelhouse. Um, how is this um meeting the needs um at this current and then the next step? So, if we could put something together, I think in a communication that might be helpful um for folks. I don't know what the board thinks, but >> with maybe even with some pictures and with some of our local folks that helped us do this um with some of the reasoning rationale, I think that's a really good idea, so that we just can give answers where people have curious questions because they care so much. >> Absolutely. >> So, >> and and my job too was my goal was to try to make sure I equip you cuz you're the ones that they're going to

022ask. They're going to stop Perry and Jeff at the grocery store and ask about it. So, I want to make sure that you're hearing that here as well. So, we'll I'll talk with our crew about that. So, >> and I do have one final. Sorry. The pond, does it even though if we do the bond passes, we fill that in the dirt, are we still going to have to expand that pond? >> No. >> We It will not take any extra water. We'll still be okay. >> No. If you'll recall, the plan currently shows for the the um the the current plan, I guess that's not the way to say it, but the site that's been discussed for option one for approval in March here would actually raise the that area back there up 8

023ft to ground level. And so it would completely eliminate that. Now to be clear and just as a reminder and this is where we'll have future I can give you clarification but as Dwayne uh pointed out what that doesn't do is impact the n like uh that brings that elevation up but we don't get into the uh water flow I can't think of the name of it but uh it will absolutely the there would be no need for >> cuz I know if that happens we're moving the weld shop as well so I want to make sure all that water is being diverted the proper way >> that brings that completely up to that 8ft ground level which would be essentially recreating a basement level on the back side of the house. So there would

024be no need for the pond at that point. As we transition to our next one, I'm going to bring uh Rob in because we are >> let's uh move to 5.1 which is our elementary boundaries discuss Rob, how are you, sir? Can you hear me? Okay, >> I can hear you. And it's not Rob. Um, I'm here to present our >> Okay, good. Hey, uh, Gina, for one second, I'm gonna pause this and I'm going to ask one of our board members who's zooming on differently to if he see if he can mute for a minute so we don't get an echo. Bill, can you do me a favor and mute your phone so that we don't have the Doppler effect? Kelly, thank you. Miss Wallace, I think um I'm going to pull you up

025here. If do you you'll are you able to present everything right from your >> I am. Yes. >> Okay, perfect. I'm going to pull Let me get you over here on the screen and >> you are good to go. All right. Can you see my screen? >> Yes. >> Okay, perfect. And is my audio good? Everybody can hear me? Okay. >> I'm going to attempt to turn it up a little bit, but that's on our end, so you should be good. >> Okay. Well, um, good evening everybody. My name is Jenna Wallace with RSP Associates. Thank you all for having me tonight to kick off this boundary conversation. Tonight's presentation um is pretty streamlined. What I want to present to you all is really the framework of the RSC process. So we need to do

026some of the data foundation and then how your input with aligning the guiding principles sets up the structure for that recommendation to be created. And so jumping in here a little bit about RSP. clear team of school planning experts. We partner with school districts all over Midwest um to provide clear and reliable data. Um we really specialize in our mapping and visualizations and facilitation. So really trying to strategize what you all need and come alongside those different planning efforts. My client is Joe Wallace. So, Clanner with RSP. Rob and I are splitting board meetings tonight. So, you guys got me while he's at a different meeting. So, jumping into our process here, we're kicking off with our first board meeting. And then what we've mapped out in this visual is three admin meetings. We have

027community input planned in February. And then we would wrap up this process with a data discovery. So an update to the enrollment analysis leading into the board workshop where you would receive the recommendation. The different colors on the visual correspond with who's doing what. You can see that um we have a good team effort with this process. starting with the board, ending with the board, and then of course having that community input sandwiched in the middle to make sure that we've started with the values and that we are layering in those different conversations as we work towards that fundamental recommendation. And so getting into kind of our kickoff to this process, our focus with this process really is um already kind of set at the stage from you all with your recent um board actions.

028And so we have our process goal of balancing our elementary boundaries going from four schools to three schools. And so getting familiar with the geography of the district and then strategizing the best way to um make this different balance using the current elementary boundaries. Here we start with the balance of our elementary students. So this heat map um this is from the 2425 enrollment analysis. So getting a sense of where do our students live. This will really be a good cornerstone of that boundary work trying to understand what what is the density and the proximity transportation limits of where the students live and which schools they go to as well as when we have our adjusted projections for each boundary. How are we balancing with our class sizes and our programming needs? An additional data

029point that really kicks this off is that enrollment analysis. So these are the results from the 2425 analysis that was put together last year. And so we had the district increasing slightly these next five years about a 3% loss at the elementary level. Like I showed in that first video, this is going to be updated um towards to the tail end of the process. So, we kind of have a good sense of the data, but then we'll also have that extra layer of validation as we add in the 2526 student data and the other more updated data, safety, city, county data, census data, um, and producing a 2526 enrollment analysis that would go from 2627 out to 2030 an additional year of outlook to make those boundary decisions. And so likewise, this table's from that

0302425 analysis where we broke down your different buildings. And so in this case, these numbers where we look at reside and attend at each of the boundaries is going to be really important as we transition to three elementary schools. And we're going to focus on here for the Eisenhower boundary having about 200 students that would be distributed between our other schools. And so that's when we look into the density of our neighborhoods and the proximity and the best way to would navigate that movement from Eisenhower to our other schools. And so then the next piece to this process is I want to very briefly kind of go over some of the different boundary criteria. Boundary criteria are different metrics and you can almost think of them as differentes to think about boundary plans. our experience

031on this team and with our work with other school districts, we know there's a lot of different ways to look at a map and decide if it's a good map or a bad map and does it successfully hit the objectives maybe in some ways and not others. So mapping out these nine different criteria allows us to be more strategic with feedback and to weigh out our concepts in a more helpful way. And so I'm just going to briefly kind of go through the definitions of these criteria. You'll see some different maps and visuals that explain the criteria. Um all of those visuals do use the current data and they're specifically just for example perspective. So if I start with this first one which is boundary natural features and so a boundary that utilizes this criteria

032would be trying to make boundaries follow natural features. They're contiguous with one another and you can see in our visuals down here currently you have a contiguous boundary map. An example of a non-contiguous map would be this other visual showing some attendance islands um that would be unconnected to the current boundaries. We also look at the demographic considerations and so you have um really many different variables that can be used when thinking about demographics. Um, we always try to match up with maybe some of the conversation that your admin team would like to have and then using your current student data as an understanding of demographic balance between our different schools. In this process, we would also look at the duration of boundaries. So duration of boundaries, we try to really layer these two visuals

033on top of each other. You can see that K5 heat density map. So do our boundaries um adequately balance the current student population and then also our residential growth areas. Do we account for future growth, future subdivision change, and are we creating a more longlasting boundary? we have our fiscal consideration. And so this criteria would be looking at most like a financial lens of minimizing different costs for facilities, additions. Um some not quite applicable, but it's just another criteria that we look at. And then the other financial lens would be more operational. So thinking about staffing guidelines, programming, do we create a situation with the boundary that um is beneficial for this criteria or maybe not so beneficial? The next criteria that is your neighborhood intact? And so this visual um is zoomed into the

034district here where those green lines would be one neighborhood. And then illustrating that in this case with this criteria, we would try to ensure that each neighborhood um is kept together as it moves between boundary concepts that we don't create a boundary that would break apart a neighborhood and instead maybe we're following um major roads, maybe some major flat lines that the community sees as neighborhood dividers. that dotted um red line would indicate what that would that would be a break to neighborhood and so trying to avoid that with this criteria. Of course, we have our projected enrollment. And so when we're thinking about the number of students to reside in each boundary and how does that relate to that functional capacity, RSP uses the 70 to 100% really as your utilization range. Um the

035kind of most ideal in range is even kind of tighter than that about 85 to 95% utilization. that gives you enough flexibility to accommodate maybe some larger cohorts that move in with still utilizing efficiently your space and your staff. Um so we would use this shading and trying to target that 85 to 95% range with those boundary um balance between the schools. And then um next criteria here is your student impacted. And so this would look at how many students um are we adjusting from where they currently attend to where their new boundaries would place them. So we know we have um we're definitely going to have to impact some students. It's going to be able to be a zero. Uh but there are some different avenues of thinking about trying to minimize impact maybe

036between the other three schools that are staying online. If there's a way to ensure that our students stay together as leading larger chunks. If you think of dividing up a school community, having a 50/50 split so there's more familiar faces as students would transition to their new school that would all fit into this other student impacted criteria. I think hold on my lights are going out. Okay. And then our last criteria here is transportation. And so this visual is giving you the sense of a 1m radius between each of your schools. That tightest circle would be a/4 mile radius. And so looking at of course the transportation network, the walkability, the potential busing between our different boundaries. And so this criteria um sometimes could work against some of the others. maybe the best balance um

037of say projected enrollment or duration doesn't work as well with the transportation lens. And so we try to create these different lenses and use them all so that when we create our different concepts we can understand what are the pros and cons to each of our boundaries. And so I'm going to pause there. Dr. Vincent, any questions um from the room on any of those criteria? how we use them, um, what they mean to scenario development. >> That was an excellent overview. I appreciate your time on that. I'm going to pause and look around to see if there's any board members who have questions oriented or specifically around those ideas. Looks like we've got a couple. Let them say it and if you're having a hard time, I can restate it. Dr. Benz, >> so

038thank you for the presentation um, and the detail. That's helpful. My question is on slides 10 and 15. Uh the way I'm reading that is it's K to five in the total enrollment. So I'm just wondering and then the sub question to that that's May 2025 data and so we would have our September count and so that may be more of what we provided to RSP but I'm just wondering about that K4 rather than K5 in your projected data. >> Yes. Let me you said on page 10. >> Yeah. Slide 10 and slide 15. know the total pay for. >> Yes. So that's looking at um we haven't received that new student data yet. Really just got an example here, but that K4 student total looking forward. This would be updated with that um 25

03926 count and that K5 total for each of the buildings. Would it would it be accurate to say the reason you would be looking at the K4 is because you'd be projecting for next school year when they would be up metriculating up to bed? We just I think the cons I guess I'm going to name one thing that I don't know that I think Dr. Vander is saying too is will we also include the prek that are in those buildings? >> That's a great question. And so typically, so if your prek um is in each of those buildings, those would also be included. Um that might take a little bit more conversation back and forth as far as does prek get placed with the attendance boundaries. Um prek is always kind of, you know, asterisk

040and how that program works. So we'll definitely dig into that more and if that's part of this founder conversation, it would be included. >> Okay. >> Thank you. on slide nine there is a not contigious example and can you speak to uh like is that a possibility? Does that happen sometimes? Um it it just I have >> Yeah, I would say typically it does not happen. Um most of our districts that we work with um this would be more so like an unfavorable concept but we definitely have some different pro like projects in the past where creating a non-ontiguous island is very favorable if there's different maybe pockets of the community that are going to always have to get on a bus for perspective and get bus to a school and it may not be

041contiguous but it balances some of the other criteria like projected enrollment or demographics. Creating that an attendant island um is a possibility. It's definitely an option. But that comes back to kind of weighing out some of the other values with this process if that a concept that you would want to consider or if that's maybe off the table. I would be concerned if we made that and let's say kids that live in the Eisenhower area would end up going to Roosevelt. That's quite the distance for some parents to have to get their kids there. I'm just thinking of certain areas that are over there. Yeah. And I was just kind of wondering is that something that that you know families help to drive more? I mean you know when that would seem like a good

042idea. So okay. So, does some of that to piggy back on that, does that will that come when our um principles and uh special ed are having conversations about placements also because there's some specific needs for classrooms based on um IEPs, 504s, etc. Um what when does that come into the is that going to happen at your these administrative meetings because those aren't decided until later in the spring? um placements typically any I don't know that we need but I just want to name it that that would be something I think has a great impact in this discussion >> do you want to offer comment on that miss well so I think I mean that's a little bit being directed here I would that makes sense that that is when those d then that is

043when that dialogue would occur but is that matching how you see it unfolding in this process >> yes of course um and one of like the demographics IC lens um we often do include your programming and so if it is um you know IEPs or if it's those different programming lenses we can provide the data and then really more so support you all in having that discussion if that is a challenge for the community if that aligns with your overall programming goals and strategic goals um we're here to assist those conversations >> and our kind of our our meeting cadence with us tonight and then a couple admin meetings and then the community input. at those admin meetings, are they bringing you information that um RSP needs to kind of throw into how you're going

044to um create a data picture because what I want to know is that those that our our principles are certainly informing those, but they're not making decisions on things. I mean, we will the family community aspect is highly important to these conversations as well. Yeah, absolutely. I know we will have this process where there is that specific time for that community input. Um, as far as if it feeds into admin or between sometimes we often see between meetings is a lot of that, you know, you get homework, we get homework and there might be some collaboration between the meetings. So then when we come back together, we have those different questions or comments more vetted out as we so throughout this process which is very fluid. Could you describe that community input meeting a little

045bit or maybe you don't know yet what it'll look like but that might be helpful for people to know. Is it a town hall? You know, is it a back and forth Q&A? what whatever that might look like. >> I don't believe it's fully vetted. Um but I can speak to what RSC typically does with these um community input bags. And so what we prefer um just through our process is more of an open house. And so typically what we do is start with a um 20 to 30 minute presentation where we would go through the foundation of the data and then presenting you know the concept one two three whatever it is that we um feel comfortable taking to the community at that time presenting that information and then breaking out into openhouse small

046stations and so I'm not sure where this would be posted um in specifically if it's in the library or something, you would then have different stations that have large maps and data packets and you can have one-on-one dialogue with RSP and other um ad admin team members and then we would all be facilitated. So that input would go into the survey and so that community input is more about receiving their feedback and then directing to the survey. We can capture all of that in one place. And we are open to we we do different kind of variations of that. That's just kind of a rough overview. We've definitely done you know the more formal Q&A sessions. Um, but this is one that we tend to go back to as it does seem the most fluid

047and natural when you're talking to different community members and hearing their different perspectives and maybe their challenges. So, if I was a parent who was concerned about this and I was going to show up to this uh open house, like what are some things that I should be thinking about that I can bring to the conversation that are going to be really helpful? Yes, definitely. Um I guess what are your primary concerns? So if it's your neighborhood, if it's the transition or um the balance of enrollment, um thinking about almost those different criteria, maybe which one of those boxes do those different concerns maybe fall into? We know we um are starting this process so there are definitely going to be an impact on some level but we want to make sure really with this

048meeting tonight that we have our foundation solid enough that when we go forward with our concepts we can line up with those main objectives and um really the entire point of the process. Would a thought exchange before to kind of get some key factors help taking that into that night? That's an interesting thought, Chelsea. And I think for me, the thing is is that this stuff isn't real intuitive. Um, it's not for me anyways. Maybe it is for other people, but when I'm looking through here, so how do we prepare our community to understand these are really the big chunks that typically are brought forward that are that are vital and important to to people when we're looking at this so that they can really be thinking that through um how do we position them

049with well to experience that and really in an engaged manner in an engaged manner where they you know they've had time to really be thoughtful and to think about those things and and think about impact. Um >> we've just to clarify a little bit there, Miss Wallace, one of the things that we've done here locally and we've had really good um engagement with specifically as it relates to uh facility planning was using thought exchange. Um and so when she referenced that, I'm sure maybe you're aware of that, but that is definitely something we can coordinate with you with Rob and and your team on to frontload. um that uh to try to gain some insights from community as it centers around this perhaps later in Janu Well, we're in January, so perhaps here in the

050next week or two. >> Well, absolutely. >> Get ready for those meetings. >> Mhm. And the only other thing I had on the community input, we talked about the possibility pushing it back to 6:00 instead of 5:30 to give people a little bit more time to get home from work, get situated, and get to the meeting. So, is that a possibility? >> Yeah. Let me name uh on here. Um so, just so you're aware, and I see that it shows the 10th. Um that's the original right there's the original one that we did. And so um and that's why it's being used as a visual. But in coordinating with Rob and that team, we will actually have as a reminder, you'll have two days. >> That's right. >> So you'll have the 10th will be

051at 6:00 and we have that slated to run about 90 minutes. >> And then to try to capture as many people as we can, provide opportunity for shift folks and and that captured during the daytime. the following day on the 11th we have slated from 11 to 12:30. So the intent behind that was to try to provide different times of the day exactly as we as this group had been discussed. So those are those are on there um or on the calendar so to speak. How are we going to communicate >> as we get here in the next couple of weeks as we start to be pushing it out for to parents and staff and everybody that'll be those two dates will be identified for. >> I would just encourage sooner than later because of

052schedules that people have three weeks out is what a lot of people need enough time to solidify on their calendar. >> Yeah. Unfortunately, I don't think >> and I do think some just some bullet points about common uh common topics, items that people uh bring forward for concerns. Not limited to, but here's typically some things that other families who've gone through boundary changes have thought through and and been faced with and were able to help us make good decisions around. Absolutely. The one other piece that we have from tonight, we jump back down. It's really talking through um the outlined here in draft as key objectives in this principle. So, I've kind of talked about, you know, how we use our foundation, what we slide here, we really want um you as a board to

053really have a good understanding of what is on this text. This really lines out almost a sandbox of what's in this process. And if there's wording edits, if there's something you want to add or take off, um really we want this to be very collaborative with you all as that working list of guiding principles. And so what I dropped it out here is for that first bullet point that the district administration will consider the facility planning work as a districtwide long range planning process focusing on the elementary level for implementation in 2627. And then with the repurposing of Eisenhower Elementary, we're looking at potential adjustments to the neighborhood boundaries to balance elementary enrollment. Some of those key objectives of the process would include distributing our prek5 students across the district utilizing the existing three elementary

054buildings. explore potential expansion of the three schools of one of those being a threesection building and then conduct facility planning to support Eisenhower potentially reopening as a middle school with that anticipated opening pending bond approval 2829 school year. Next bullet point there is facility planning considerations. And so wanting our facility plan to enhance the educational opportunity and equitable student experience that we would be proposing a plan that's efficient and effective with utilizing district resources and that the district provided building capacity. is that foundational input in this planning process when it comes to utilization and capacity targets. And then our final bullet point there, the planning framework. So we would be utilizing boundary concepts developed between administration feedback and RSP best planning practices. the neighborhood boundaries in our RSP planning areas would be really the key

055building blocks of the boundaries anticipating future need aligning with our natural or man man-made features of the community and then grandfathering student options. That would be a recommendation um by administration to the board more so at the tail end of the process. So, I'm going to I'll pause there. Again, like I said, this was just a draft of us typing out um what is might be the wraparound items of this process, but we want you all to inject your feedback and when we go forward with the public know that this would be the board approved guiding principles. One question I had is couple places there were talking about total K4 initially where fifth grade's going to be in there also right now is it K4 because those kids will be five or whatever or are

056we somewhere in the account missing some kids that should >> he's recruited >> here. Uh Mr. McCabe is referring back to that slide that we discussed earlier. >> So we'll get the point is that that'll get updated and reflect PreK 5. Is that correct? >> Yes. >> Okay. >> Mhm. Those numbers we're using last year's and so it was more of a roll up of preK um five last year to K4 this year. But as we start this process, those will all be updated with your current preK totals. >> So, Oh, go ahead. >> No, go ahead. Okay. Um, I'm just wondering under bullet point one, the district administration will consider this facility planning work as part of the district-wide long range planning. bullet to sub point under that as number two. It says um

057with the repurposing of Eisenhower Elementary, this process will examine potential adjustments to the neighborhood attendance. That word potential or that phrase potential adjustments doesn't sit well with me when we know we have to make changes. So, does that word or phrase um mislead or misguide us in the work? >> I think that's a very valid um comment. So, we could really rework that and then maybe take out the word potential as this process will examine adjustments to the neighborhood attendance boundaries. >> Yeah, I would appreciate that. I don't know what everyone else would I also have the same kind of comment but on the key objectives. So bullet point two it also says that Lincoln has been identified as potential top candidate. Lincoln and Roosevelt are sister schools. They're identical. So they could essentially be

058twins. So it makes me wonder why Lincoln was designated as that cuz it is the the biggest building that's got the most landlock. Like it can't go anywhere. Roosevelt has the potential. Of course, it would take a little bit more, but to me, that school plus looking at the demographics would make more sense to expand Roosevelt verse Lincoln. That's just my take. It are we talking about an expansion or are we just talking about the potential to need a three section for a grade or two? >> Either one. Like, but they're sister schools. So, I just would clarify why one was picked over the other. I would like clarifying. >> Yeah. Well, actually, I'll personally clarify that. Sorry to jump in, Miss Wallace, but um specifically that was the feedback that I offered to RSP

059um through feedback and discussion with our DT around the fact and and we would obviously um want to look to you all RSP on that. But where you have Eisenhower closing and hearing the discussion and the feedback from this group about le, you know, trying to impact the few specifically trying to have the least amount of impact. The thoughts were if you're going to have a two system, if there's a potential of having two of your buildings with two sections and one of your buildings with three, knowing that we're going from one from two buildings on the north down to one, that made sense for that to be the top candidate for being your three plus building. neighborhood wise that would make a lot of sense given the fact that there is the exact same

060space in both of those school buildings. >> But isn't Roosevelt of the three elementary isn't it growing the most? I mean, yeah, >> picking up all the kids out of south and east of the cemetery. >> That's why I said I think we should look at both buildings equally and figure out which one makes the most sense. not just narrow it down and say we think Lincoln is we're going to make Lincoln that one. >> So Paul you could just I think what I'm hearing him say is strike out that part about Lincoln has been identified and we'll just explore which options make the most sense. Is that capturing what >> I did question? Um, in terms of the community input, just from the sound of it, it sounds like it's more of an in-person

061in terms of trying to gather. Okay. Is RSP are they able to develop any type of further outreach, whether it be a general idea of the plan moving forward and being able to get that out at a mass in terms of like emails cuz we have the potential with our principles being able to distribute at a mass amount to parents because unfortunately well fortunately unfortunately parents do get very caught up in life and parenting and sometimes they're not able to make it out to these certain events. So if they're not able to, would we have that option to be able to send that out as almost like a survey in a sense to be able to gather further information or input? >> Yes, a survey is included in that inperson public input sessions. And so

062um we would have we use a platform that's called social pinpoints. and um we'll be able to kind of trial that and see what works best, but it would be really an online survey that would have all of the information that's presented at the inperson sessions. We could even record those presentations and have it posted on that site as well. And so if you are not able to attend those sessions, you would still receive all of the information and be then able to take the same survey that the in-person sessions would also also have all of the translation ability. So if there's specific communities that we want to have different languages, everything can be boxed into that platform and that's already factored into um your process. >> Perfect. Thank you. I have I have another

063just another word smmithing um question. I do apologize for that. The boundary planning framework under that section um bullet number two there it says earthb planning areas will play a key role in shaping attendance area concepts. what for the patron for the parent attendance area concepts may not help facilitate what we're trying if we're making a decision as a board on our language and scope I just wonder if that isn't our um a different is it the boundaries um identified is it attendance center is it what instead of area um it's because we're talking about the The boundaries I I believe are >> yes. >> So so have it >> we use boundary a lot in other um have I rested this before in other conversations. So does that feel better that you attended boundary

064concepts >> for simplicity? I think it's helpful because attendance area could give people what is what is that? So just like we're talking about the same thing. Attendance area concepts are the same thing. Those are boundary line concepts, right? Is that what you're saying? Yeah. >> Yeah. >> I just think it matters what we're trying to convey so we don't lose people and think that it's something else than what we're identifying. And for us as board members to be able to have those conversations so we don't get lost in the communication either. We're using the same language would be helpful. um on key objectives of the process where it says distribute Eisenhower Elementary prek5 students. So bullet number one there is also a likelihood that there's to keep neighborhoods together which I love that goal.

065I think that is a value of ours. I think that should be spelled out in our values here. Um it potentially there are other uh students who might need to be uh moved to a different boundary other than just Eisenhower students. Correct. >> Yeah, that is correct. >> Yeah, I think we name that. Um I think that should be named. >> Are you saying >> so you're talking like the potential of like Lincoln's kids might have to shift to Washington? >> Yes. I mean there could be So it's not just the Eisenhower kids because our goal is to keep neighborhoods together. I I mean is that a goal of others around this table? That's certainly a value that I would have that we try and keep our neighborhood so that you don't have kids on

066this side of the street are going to this part of town and kids on this side. You know what I mean? >> Yeah. >> So I'm going to ask just for because I are you saying on bullet point one under the key objectives of the process. Are you saying just strike out Eisenhower Elementary so that it's distributing preK5 students across the district by utilizing >> Well, I mean I would not just right. So I would say distribute Eisenhower and other elementary preK students across the district. You'd have to name Eisenhower otherwise >> I mean we are obviously gonna I mean that's we have to do that but I also would want us to add key objectives of the process would be to um maintain neighborhood uh congruency. I don't know what the language is that

067we use for that but I mean that's a high value at least for me. >> I wonder can I just ask a clarifying question behind that? Is it helpful to have the community input to tell us what our parents not that they have the >> go down on the boundary planning? I think our community should be included in that. Not just potential administration and RSP. Like I do think our community feedback is very important. >> Very important. And I and I know our administrators feel that way too. Like I don't want to pretend that I don't think that they know their families and their families know their administrators. However, I would like us to name that that, you know, the decision- making process. We we need help and it's not just resting on the administration.

068Um, that's I I would hold that as a value. >> Where do you see that? I'm I'm just asking where do you just for her since she's getting this, where would you see that being installed? Any potential boundary concepts will be developed using uh family admin and administration feedback and RSP best planning practices >> done there by the planning framework. >> Yeah. >> Is this a living document or is it tonight? It's what we're using and or is this more fluid as we get information? Will we be making adjustments to it? >> Um, normally it's pretty it's fluid in the moment tonight, but then it does become more so um >> I I like used and communicated >> so that we we present right and it doesn't change, right? I just because it's called draft.

069I want to make sure where we're at in this. >> That's helpful. Thank you. And what does grandfather mean? >> What does that mean? >> Like if you're already going there, you might have the option to stay there because you've already attended that building. But again, that would be upon the recommendations of the administration. Like I still think the parent should should be able to advocate and be like, "Look, my kid's gone here. She's a fifth grader. he's a fifth grader. I would really like to stay for one more year. This is what they've known. >> I think that Miss Wallace, am I correct in what you're framing there at the bottom that you're saying that the recommendation of what those what grandfathering and student options will look like will be formulated by the administration

070to the board in alignment with our policies. We're not explicitly stating in there we're going to that the administration is going to be making decisions around kids. You're saying the administration would have the responsibility for bringing forward what that frame what that process would look like in alignment with policy. >> Correct. And this also um really goes into why we if I move down more slide this community input. So taking that input then is what leads to that final recommendation. So this statement here for the grandfathering is more so illustrating that at the conclusion of the process there would be a recommendation along grandfathering student options. A lot of that would line up most likely and with community input what we hear from the survey and from different families and it would be alongside the

071boundary recommendation. Well, and often times we have families that put in requests to stay. We moved over across town, but we'd like to stay. And so, I mean, there probably would need to be some policy coming out from us about, you know, this one year while we have boundary changes, what does that look like to give our system the ability to um adapt and listen to families, but also predict for some stability to get school rolling. So, >> so I think you have to keep all of those in mind in terms of kids in the classroom. How many kids, you know, too many want to stay, >> right? >> You got class size, right? Class size. Um, >> I mean already we let some kids do that like uh if their parent is in one

072place teaching and their kid by boundary and where they live is another place, they would probably take their kid with them to where they're teaching. >> Depending on class size, right, would be some of the way we would draw that. Yeah. Be helpful. Yeah. As we've been going through the fall and the community meetings, um these two community meetings, is that something board members want to um look at and get communication to Dr. Vincent so that if if on those two dates we um we meet we don't meet quorum and and try to or the come and go of of that. I would recommend we coordinate with um Dr. Vincent on what is available. It's not a must but um could be really helpful also. So just I'm just naming it. >> Any other thoughts?

073>> Not seeing any. Um, thank you so much for your time this evening, Miss Wallace. We appreciate it. >> Absolutely. We will, um, we have a lot of work to do in this next, you know, month and two. So, we kick off for our first admin process or admin on the 23rd. And so, there will be a lot of work for both our sides to kick this off and start it off with that community input in February. >> Before you go, was there an appendix? So, was there something more we should see? Cuz the last slide we have, it says appendix. So, I just wanted to make sure there wasn't something more that we you wanted us to be looking at. >> No. >> Okay. No, that uh is the template that we are going

074to have at the end of the >> Thank you for your time. >> Thank you. >> Have a good night. Appreciate you. you as well. >> Do folks need a break? >> Well, can I ask one question real quick? >> So, I did want to ask because I was glad that you did bring up in terms of classroom capacity. I don't know cuz again, I'm just coming into this board and everything like that. I don't know how much of a discussion has been held in terms of the mass amount of students. I know I say mass, but three, four, five students can make a world of a difference in the classroom. I don't know how much has been discussed in terms of how prepared we are to assist and help teachers once we do make

075that massive transition. >> Yeah. So, there's a lot more to discuss in that that would probably be perfect for you and I to just catch up about at some point just to talk about all the work in the background um and as it relates to the building utilization study and specifics around that. But um there's been a a significant amount of of work that's taken place over the course of this past fall to um examine specifically sizes uh specifically class sizes, what can be distributed, how many sections are needed, at which grade level they're needed. Some uh could could well some could go down as low as five sections needed for example across the district. Some may be to six or seven. And so um the short answer is uh that'll continue though and I

076appreciate you bringing that up because as we talk about it and certainly as a part of this boundary component it'll be that kind of the specifics that we'll be looking at to say okay one of the things that was mentioned is and that's what the the task will be is how do we make sure um in where our our demographics are that that you're structuring it or intentionally setting it up so that you if you are going to have your two plus where you've spill into a third or section needed at each grade level that it's specifically being kind of directed towards one location or the other and we don't we wouldn't for example in a three elementary system want that to occur at Washington >> because they do not have so that's we can

077talk more individually but >> and Shiloh in our in our uh best analysis so far the highest class sizes that we predict are >> we could predict within a system like what we're talking about that the average class size would be right around 22 or less. >> 22 or less. And we currently have classrooms in the district that already have 22 and 23 students in them. >> Yes, we do. So, just I mean I think that that's a great question, Blaine, and we can't overstate that enough. Um this is this is our analysis. This is what we uh anticipate and we currently are already doing that in many areas. We have way less in some too which is you know part of the challenge we're facing. >> Yeah. >> Well and sometimes when that occurs

078that you've got a classroom with a lot of needs. >> Yes. >> You put additional parents in there. >> And that's what I'm kind of hinting at in terms of the help for assisting that cuz one child can make a world of a difference whether it's 10 kids still in the class or 22. it can make a world of a difference. >> And what kind of supports, you know, as a district are we going to start thinking through to help some of those those uh challenges that we're seeing? Yeah. >> Which I think that will be a February conversation. >> Okay. >> That will be included in that behavioralization how our students are doing too. So great. Well, I heard um a need for let's take a five minute recess and then we'll come back.

079Hey. Hey. Hey. No, I did. >> I brought my computer up because I forgot my glasses and now that I'm getting older, I may not see the TV. >> Hey, great to hear you again. All right, I'm going to get you on speaker and we're going to get started on the next uh next agenda item. >> Okay, we're ready for 5.2, which is our initial discussion on the cell phone policy. Dr. Vincent. >> Yeah. So, wanted to invite Dr. Herps uh here to share uh the work that they've done. They've conducted a book study, the anxious generation, over the course of the um school year uh this fall. And I wanted her to provide an update. Also, I'm sure that the board is aware um but there um this is a hot topic that far

080exceeds just the local level. Um this is actively being discussed uh in committee related to or in a committee related to um at the state level for the law around it. So, it's an interesting very timely component and Dr. Dr. Herbs, we appreciate you being here, but I'll turn it over to you and let you share the work that your team has conducted where you're at and uh discuss some next steps for us. >> Well, thank you for the invitation. Um, you know, this all started because if you have kids, had kids, love kids, care about the future, believe that they are the future, then this book is a must readad. Uh, in fact, I just want to say now so that I don't forget later if anyone wants a copy of the book, Mrs.

081Bluehof wrote a grant to the McFersonen Community Foundation. And so, uh, if you're listening in or if you know anybody that would like this book, I still have a few copies left. I'd be glad to share. Uh, so this was born out of the book study this past semester was born out of well, a couple different reasons. one is we wanted to bridge to the community and really partner and collaborate with stakeholders. Uh and then also for the sake of what's best for kids because everything that we do is what's best for kids. Um so like Dr. Vincent said recently there has been a lot of discussion nationwide. This is a hot topic. Uh, in fact, our Kansas State Department of Education Oh, I'm clicking my computer, not moving your screen. >> I don't know

082if it's if it's working, but there we go. Okay, so our Kansas State Department of Education uh formed a blue ribbon task force and what they did was they looked at all of the recent research and they came out with um these recommendations. These are the um at the core of their work what they recommend that school districts should do. So one is uh they recommend that a district implement a bell-to-bell no cell phone policy. They also recommend that districts due to the research implement a policy for K12 students to store personal electronic devices inaccessible to students throughout the school day. They also recommend that students de or districts develop robust safety and emergency procedures to give parents peace of mind. Uh because if you've heard any of this hot topic conversation, that comes up

083a lot. I want to be able to get a hold of my kids if there's an emergency. Uh so they recommend that we have robust safety and emergency procedures. They also recommend that districts develop a process for teachers to report gaps in district provided technology. So we still want to be sure that we have the technology that we need for learning. And then they recommend districts create a personal device policy for staff members. In addition to Kansas State Department of Education Blue Ribbon Task Force, our own Kansas legislature has introduced a bill, Senate Bill 302, which would prohibit student use of cell phones and personal electronic communication devices during instructional time. That has strong bipartisan support. Um, we are not the only state to bring up a bill like this. In fact, there are numerous

084states across our nation where they already have passed legislation that either ban the use of electronic devices from bell to bell or have mandated that local school boards adopt policies that have a strong cell phone policy in place. So, I wanted to give some historical information because it may feel like, especially if I put myself in the shoes of a high school student right now, I might feel like, why are they punishing me? I've had this freedom. Uh, why are they wanting to take it away? I like my cell phone. Uh, so there is some historical context to this because back in 2000, if if you went to high school in the 1900s, you might remember when cell phones came out, there were the big bag phones and then the flip phones and the tablets,

085the iPads, the cell phones, they were a new thing. And back then research said, you know, technology is evolving. We need to get these devices in the hands of kids. They need to know how to use it because it's not going away. Um, this is the way of the future. And so we need to prepare our students and actually research back in the early 2000s supported technology in the classroom. Our research now still supports technology in the classroom. But how do we do that in a safe manner? Um so that was the research from 2000 to 2010. Then you move to 2010 to the early 2020s and that's when we started finding um well we started gathering the longitudinal data which actually showed the repercussions of the >> constant access. >> Yeah. Constant access to

086technology. the way that social media has evolved. There are people that get paid to make sure we keep people hooked to social media and they know how to market to kids. Uh, in fact, you may hear high school students say, "Well, I look at my own kids and they have their cell phones out and they're constantly snapping pictures. What are you doing? You just took a picture of your leg." They're like, "Well, I got to keep my streak going." I'm like, "What's your streak?" I mean, there are apps that count. How many times you post on their their app and that's keeping kids constantly worried about this social media thing that they've got to keep going. So, research from 2010 to 2020s is starting to show us that okay, research is coming out with the

087way cell phones and social media has evolved. We are seeing distraction, reduced attention. We are seeing increased anxiety, depression, uh sleep disruption, kids not resting. I know I've found my kids many nights when I forget to turn the Wi-Fi off. They're laying up till 2 or 3:00 in the morning watching YouTube videos. Um, so it is impacting that social skill regression. Um, and we see this even not just with kids. We see this with adults when we go out to eat. They're not looking at each other. They're not interacting. They're on Tik Tok or updating social media, reading Facebook. uh classroom management challenges, decreased face-to-face interaction, difficulty disengaging from devices, and learning suffering. That's some of the the research that has come out since 2010, and we continue to gather more. So um now we

088get to current research which is what this book Jonathan Hey wrote this book with regard to recent research and um we're finding out now that uh purposeful structured technology use versus unrestricted personal device access. The key conclusions now are that educational technology can be effective when it's intentional and when it's limited and that personal smartphones during the school day reduce learning, increase disciplinary issues and increase stress for students and staff and that younger brains are more vulnerable to constant stimulation. And so the question is, how do we protect learning while still teaching the digital skills? So I wanted to review our current policy at McFersonen High School. We do not have an away for the day policy. What we have is when you enter the classroom, you put your cell phone up in the pocket

089chart and it's up to the teacher to enforce that there are no cell phones out during instruction. Well, there's a couple things with that. Number one, now the teacher on top of teaching, managing classrooms, uh, managing behavior, and most importantly, delivering instruction is now policing, who's hiding their cell phone, who's sneaking it out. Um, and so it it does disrupt the classroom from time to time. I mean, if you think about it, it doesn't only disrupt student learning because they're fixated on it. Even in the pocket chart, when the phone is in the pocket chart, it's in their eyesight. They're like, "Oh, you know, if you're if you want chocolate and there's a Hershey's bar right in front of you, you're going to be looking at the Hershey's bar." So, it's it serves as as

090a distraction that way. But then also, if you put yourself in the shoes of the teacher who's teaching, if you have a student, they're going to sneak them out. If they're in the building, they're going to sneak them. Not all students, but there are some that will try. Um, so, you know, what teachers have reported to me is that, okay, I'm teaching, I'm trying to focus on instruction, and I have a student over here that gets their cell phone out. Now, while I'm trying to teach, I'm thinking in my head, "Oh, great. The student has the phone out now. Okay, how am I going to handle this? I don't want I want to handle it discreetly. I don't want to cause a distraction or a disruption." So, even just those few seconds that takes the

091teacher away from instruction to try to redirect someone that might have their cell phone out when they shouldn't is distracting to the learning environment. So researchbased recommendations from the book um there were several but the main points are they recommend an away for the day policy like the blue ribbon task uh task force mentioned lock the phones away store them away don't have them out at all in the classroom um you know when we're talking about storing personal electronic devices the logistics are some things that we have to consider. Um, what does that look like? Do we have, you know, some schools have the yonder bags where they lock up the phones? I priced those out for a school our size be about $30,000 to do that. Um, you know, would we get mailboxes? Do

092we tell them to keep them in their locker? But then I look at the lockers in the high school and I don't know if you've seen the area that they're in, but having all the students rush to their locker with that small space, I I just don't think that would be the traffic wouldn't be able to flow very well the way that our building set up and it would be way too many kids in a small area. Uh so there you know if we were to move to an away for the day policy we have to think about logistics. Um and then also the other recommendation from the book is just unplugging from technology for the day and allowing kids to be kids and learn how to socialize face to face. So our current response,

093the other thing is you can have any policy in place, but what does that look like in practice? So currently um side by side, this is what our current response is. We we do a restorative approach. Probably could refine it, make it a little bit more restorative. Uh but the first offense is just a warning. The second offense, uh, we confiscate the device and the student can get it at the end of the day. We store it in the office. Uh, third offense, the electronic device will be confiscated and the students parents then need to come pick it up. And then successive, should there be infractions after that, then they lose their privilege to have their phone at all during the school day. And then I ask for them in the morning, step in the

094office, we're going to take your phone, get it at the end of the day. They try to tell you sometimes if that happens that they don't have a phone, but when you call home, you usually find out that they do. So um a suggested response from the book study that it should be conversation driven review the expectation with the student um reflect and then take the phone and store for the day. So similar but our policy could be refined to be a little bit more restorative and include the conversation and reflection piece with the student. Okay, so this is what we see at McFersonen High School on average. It was hard for me to put together concrete data that would show you the effects of cell phones in schools. Um, I can tell you that

095we get about one cell phone referral about every other day, maybe every other two days or three days. But why it was difficult for me to put together some concrete data for that is that how many times do teachers redirect in the classroom and we don't see them in the office. I'm sure that's quite often and I don't have access to that data. Uh the other thing is how often might students have problems on social media outside of school and then bring those problems into school. I don't have access to that data. What I can tell you is that we do not have a slew of kids. Our teachers are doing an excellent job making sure that kids have their cell phones and pocket charts. Um, and we don't get a lot of referrals to

096the office. They are handling it in the classroom, but I'm sure and I know just from subbing in classrooms that it is just an added layer of a headache to manage um, and distracts from instruction. I can also say that most of our staff at the high school are in favor of in a way for the day policy. A large majority. I can also say that a majority of uh stakeholder input that I've gotten would support in a way for the day policy. So I wanted to share this bit of demographic information. When we conducted the book study, we had a good amount of parents and a good amount of community members join us. And so that was awesome. That was really nice. Uh we had a few couple students and I don't know what

097the other would represent, but we had a large a pretty equal amount of school staff, parent, and community member. I was, you know, we didn't know what we were what to expect when we started this book study, how many stakeholders would join, but all in all, we had 87 join in the book study. So, in this book, um, Jonathan Hay talks about, you know, some of what we're seeing now is that we have moved from a playbased childhood to a phone-based childhood. students aren't allowed the freedom to really even understand what danger might be and how to respond. Um, and I know growing up, I don't know about you, but I was always told, don't take candy from a stranger. Stranger danger. Don't get in a vehicle with anybody. And then yet, I think back

098to my kids who were born in 2003 and I was part of that era. Oh, here's an iPad at age eight. Oh, here's a, you know, a tablet. You need to learn how to use this. I thought I was being a good parent because, and I am a good parent, but I thought I was doing the right thing, I should say, >> uh, because that's what the research said to do. And, um, instead, I was handing my child a device where they could access anything without boundary. So he talks about overprotecting in the real world and underprotecting in the virtual world. Um four of the main points in his book is uh he points to the social deprivation that technology addiction can cause. Um also sleep deprivation. It could cause attention, fatigue, anxiety, depression, addiction.

099all of those things. So, we culminated our book study on December 11th and we had some good discussion. We didn't have a high attendance in person, but we had a lot going on that night. I think there was a Eisenhower Elementary meeting, there was a middle school event, and then we had wrestling. It was just busy band. Uh but a lot of good discussion came from that. So one thing that we uh talked about was we can have a policy in place but what does that look like in practice? We need to be sure that we're clear on the logistics of things which is what I'm currently working on with staff right now. We're having these discussions. In fact, BLT, the majority of our BLT was in favor of an away for the day policy,

100but you know, we're trying to line out if we were to move in that direction, what the logistics would look like. Um, what would storage of phones look like? What would the cost be? Uh, logistics with close quarters, where our lockers are. um whatever direction we may go moving forward, we need to keep a restorative approach. We need to maintain always maintain a focus on what's best for kids. And teachers did note and I thought this was interesting. They said, you know, with cell phones in schools, their first and their last interaction with kids is about the phone. It should be good things in a launch, but it's about, hey, >> put your phone up. put your phone up. Hey, get your phone. So, um, they feel like they're a nag in that way. Logistics

101of the blue ribbon task force, you know, how could we implement those? We don't know if the the legislature is going to tell us we have to put them away for the day. I mean, that's to be determined. So there's just a lot of discussion that is still taking place at this time. Um we're in the information gathering stages uh refining a cell phone policy or procedure at the high school. You know it is a little bit you know high school age students do have responsibilities. So that's what I hear too. you know, how am I going to get a hold of my kid if I need them to pick up their sisters, their brothers? Um, and then I hear the safety and security. And the one thing that I would say is that our

102phones are always open for use in the office and we can easily get a message to kids that need it. Um but yeah, societal shifts, social engagement, uh brain health and brain changes are noticeable. Just a couple things that I thought were interesting in the book. He provides some resources that you can refer to online. And here's one graphic of the research uh from 2010 to 2018. And he in the book calls attention to when you start to see the sharp inclines of mental health or declines or social engagement versus social disengagement. And it always happens around 2010 with the development of the smartphone. So, in this graphic, I mean, you're seeing uh people that report psychological disorders was on a sharp incline since 2012. This is the one that got me. I remember when

103I was in high school, we back in the 1900s, we hung out all the time, face to face, um you know, got together with our friends in person. And I noticed with my kids even they they just they're not I you're seeing the decline there. They're not doing that as much. I thought that was interesting. >> I think it's also worth noting that interestingly enough and I took a look at this and in advance too in our conversation, but >> every group declined. >> Yes. >> That's interesting. >> Mhm. So I will just say we are in information gathering stages of a cell phone policy. Still collecting feedback. We wanted to do the book study first to gather stakeholder input. I've talked to site council BLT. Um we're still giving this some serious thought because

104you shouldn't just throw a policy in place. There's some logistical things to think about too. We have a cell phone policy in place. It's working for us, but it's not in line with what we know is best for kids >> with the current research. So, I was going to end with a co a quote. We cannot always build the future for our youth, but we can build our youth for the future. Audrey, well done. And I like the intentional way that you have spent like building the conversation and really kind of seeking input. I think for me as a board member, my question is why are we waiting? I've sat with multiple different districts who have done this and the benefit with kids uh mental health, social health, academics, reading, library books flying off the

105shelves, kids looking at each other face to face, lunchrooms that are loud again with kids talking. We know it's the right thing. Why are we waiting? >> People are going to be upset, but they were at the other schools. Parents get a little alarmed because we do want access to our kids. I don't like the idea of not having access to my kids. Like, I want to be truthful about that. >> But as I sat and listened to a a a panel of superintendent talk about there was some anxiety in the beginning and then a couple of months in um they said the parents were more nervous than the kids. kids do kind of like uh but then they got over it and they said the stuff going on in our schools is incredible. Bullying

106has gone down. We know there's a ton of bullying happening on social media, not just in person but in all communities with kids. Um so yeah and there is a lot that comes in due to social media. Yeah, to answer that question, Rebecca, we don't have anything in place yet as far as a policy to present to you, but we are moving forward. I was looking at some different cases online. There's some some schools I've talked to that are uh they have kids figure out where their home room's going to be at the end of the day, their last hour day, >> and that's where they're turning phones in in the morning. And if they don't get there in time, then they need to leave their phones in the car with their parents, right? So

107that they can pick them up on the way out. Uh there's different kind of containers you can buy that um so that's something that we talked about too because having containers and and things that you would lock a phone up in, it would just it's just another added layer versus if they didn't bring them in the school at all. >> Most kids will stop bringing them in, Audrey. They will. In the beginning though, they they they don't like that, you know. That's I mean it makes them nervous. Um and the restorative piece when kids uh part of restorative is not just loving on kids. It's you have consequences when you uh get into your third and fourth infraction and how are you going to give back to the community that you're taking away from because

108you're using staff time, you know, to run around on this. And so I'd love to talk to you about some of those things. >> Yeah. >> I'm also 100% for the film policy. Just a couple things like as a parent of a senior, she's off campus for lunch. So if you've got a bell to bell, how does that play in? Um she's in her car driving. If something would happen, I would want her to have access to her phone to call 911 or call me, you know. Um and the other thing too is when they're in transit to the college, she takes college classes off campus and she also does an internship. So how does that fit into the bell-to-bell policy when we've got kids that are not on our campus? You know, I think

109I skipped over that, Chelsea, but there is something in here that says if they left their cell phone in their car, of course, juniors and seniors would have access to their phone when they went out. Either you leave it in your unless they didn't bring it at all and they left it at home. >> To make sure we were thinking of that, like, yeah, >> we do have kids in transit. So, if they're locked in the phone bags and that's the route that we choose to take, >> Mhm. >> what are the options? because it's going to be a question that comes up if I've got it. I'm sure somebody else thought of it as well. So, >> right. >> So, I for full disclosure, I joined and was a part of this particular book

110study along with others and kept a very low like Dr. Herps did never saw me comment in there because I didn't want to be >> the board member in that. that I did attend the final um conversation in and out because there were as she mentioned other activities going on and I just the things that I heard from the folks that were present in the community discussion was for the board to help help the teachers help the administrators help the students with this process in the policy. I heard that loud and clear that they need our support. um you you didn't say that here but I want to just echo that we have a board responsibility to support um you know whatever we're coming to with that the other component was um there was a

111lot of engagement this was not a passive discussion that was you know there were questions always you know from the book from the chapters and a lot of meaningful I thought um discourse going on in that space. Um thank you for leading um you know everybody through that that you know was maybe hard or intimidating or overwhelming at times with some of the conversations that were you know but good meaningful I think >> we were excited. I it was a little bit because personally I'd never done a book study opening it up to the community and I just feel like that's important when you're addressing especially at the high school level such a hot topic in trying to lead into that so that we could learn together. >> Yeah. I have one other comment. I

112mentioned this to Dr. for Vincent this afternoon um that I learned that Thursday and Friday our legislative body is going to take action um and so I would encourage you if you have an opinion that they do not tell us at the local level how to u make the policy but that's what they're looking to do is decide by Friday um what every district um is going to have to do um so if you yeah that that is Thursday and Friday on the docket um a decision by Friday. Um, that's how I understood it. That's how it was presented. Um, they meet this week. So, I just encourage us, we have a role we can take to make sure this is a local decision to meet our needs of our community um, with the work

113that's already taken place and with the work that this board, you know, was starting to look at the book and um, draft information um, that much paralleled what Dr. Herbs and Dr. Herps um had seen um the draft that I had um given the board also um and some of the feedback we had. So this isn't a brand new conversation either at the not for public consumption what we've been talking about necessarily but that we want to come alongside based on the the task force information about the research also. Um so we I think we're looking Dr. Vincent for guidance. Is this something we need to move sooner? Um but in the middle of a semester that was one of the concerns I heard um at the community discussions was um where do you start

114that and throw a wrench, you know, and sometimes that band-aid is painful. Um and so I I don't know what that looks like, but I want to make sure we're caring well um and and meeting some of these challenges that you are leading. Um, and I was in there all semester, man. Students won't put down their phones, but I observed when I was helping in classrooms teachers having to wrestle with and go over and take phones out of um students hands and put them up, which did distract from that learning. Not too much, but it's still enough that they had to stop what they were saying, take it, say thank you, and they handled it very respectfully. what I observed. Um, but I still feel for students in that situation also with their peers and

115here we go. You know, I saw the non-verbals from this one student that I'm thinking of that was, you know, the rolling of the eyes and just like, oh no, you know, so I would hate for that to continue to be um experienced by our students and our our staff too. So I'm not sure where we go, but I would think we need guidance and what actions. >> Two really quick ones. one, are we going to more implement just for the high school or are we going to roll something out that's districtwide no matter what building you're in? I think it should be uniform across to everybody. I don't think the high school should have theirs and the middle school have one. So, I think we really need to collaborate all together and come up

116with one district-wide policy that is a blanket for everybody. Can I speak to that a little bit which is that u part of the reason that it's being explored at the high school as much as it is is because really K prek5 >> it isn't anything in place 68 has essentially transition to I think there will be certainly implications of uh more 612 on this but that's that's generally speaking you have no access K prek8 already but I think to formalize it for this you know for the sake of it from an implementation standpoint. Uh I always filter it as any policy that you would want to uh ultimately that would be about finalized. We would be planning to implement in the 27 20 sorry 26 27th school year. So next school year is kind

117of what what we're thinking. But certainly we could presumably we could certainly pilot or do something different. Um, the thing I was going to just say really more in alignment and just as an as an affirmation to Dr. Herbs and and this team um along with just some of the good work that's taken place um in other buildings, middle school for example, I've really appreciated the willingness to take a look at the research around it technology as an instructional tool and not being afraid to say, "Hey, there's a time and a place." And I appreciate your guys's work on engaging 87 people. That's that's amazing to get 87 people to dive in and have dialogue around something uh in anything related to schools these days. Um excellent job with your leadership on that. I just

118for the board's sake. I think that that's important. That's almost in some ways there are a lot there are still systems out there that are highly resistant to this idea. And I appreciate that we have leaders who are looking at the data and and saying, "Hey, it's we're not saying that, you said it right there. We're not saying technology needs to go away, but we are saying that there's some significant impacts that it has, >> right? >> And we need to be thoughtful about what's allowed and what isn't >> and when it isn't, when it doesn't." I mean, I appreciate your work on that. And and I would like to say also, I know it will feel like this to kids, but it's not a punishment. It's not like we want to take away a

119privilege, >> right? >> It is the research now tells us that maybe we needed to do things differently, but we didn't know what we didn't know historically. And now we do. Now we have the data. >> Audrey, I think deep down our kids know, our high schoolers know. Kids are smart. They know. Yeah. So, >> yeah. >> The other thing I want to add in is what about the teachers? If we're if we're restricting the kids as use, I also think the teachers need to have a policy in place as well. >> There's I get they've got the planning period. Do we call that their launch fit? And they need access to their kids too if something happens. I understand that. So, it might be slightly altered, >> but what are what are your plans

120for what are our plans? I guess that's more for us, not really them, but staff. >> Right now, we do have a policy in our teacher handbook that states they shouldn't be on their phone during instruction or social media throughout, you know, during school hours. One thing the blue ribbon task force did do is they stated in there that they would recommend that teachers not communicate with students on social media. So that might be >> and I believe just for the board's knowledge I believe that um social media is a com is a specific component in the proposed law. Not that that would come specifically to fruition, but specifically to help eliminate um social media as a tool as a basically prohibit social media as a communication tool from staff to students and vice versa.

121So that's important for us to know uh because that would have you know this I these things not really related to high school although that could have is all of these different Facebook groups that are associated with the classroom or things like that those would immediately um change if the law was to be uh passed as it currently is written. So, uh, as it's currently proposed, there's a lot >> 302 does state that any school policy shall adopt any procedures to prohibit each employee of school districts to not privately or directly communicate with any student via social media platform. >> Yeah. So, that's important as well. >> So, that may be something that u Mr. Bakus and his team also and any of our other extracurricular because of the various communication apps that are used

122to communicate the practice times or change of or all the pictures we get, you know, parents, you know, receive that'll change potentially. How do we I I don't know the answers to what is used. Um >> because the first thing I thought of was like Mc for all the different things that you have wrestling, football, baseball, and all that. I don't know if that would restrict. I would hope not, but I just don't There's different texting, but that's still a private message. >> Well, and it says privately through social media, so I don't know if that starts to reach into a gray area or not. I'm not sure >> like a WhatsApp or >> so. So, I don't know what constitutes under they haven't specified it. >> Well, even beyond that, Dr. Vincent and Dr.

123hurts the that is the main communication or the reminds you know or the band apps if we're communicating cuz like my student gets the update okay practice changed that comes at whatever time during the day while they're in class I see I don't sometimes see it cuz I'm working um and then I don't know what happened but that's what we're using um we did things before having technology so I'd be curious what the tools would look like. Um, let >> me name a couple of things just for the board's awareness. Um, appreciate those comments and those questions. We have a district uh communication team that was pulled together quite frankly in alignment with the district's strategic plan. So, that was uh and that group has been um working on uh all of that and and

124some of those that have been mentioned are an integral part of it. And one of the things that's kind of nuanced with uh how at least the current language of the bill is being proposed is um that it would likely be um not could may exclude things like remind which are not overtly for social media purposes. So to to be determined about those impacts, but something to just be aware of as a board is that one of the things that that group from a communication uh perspective around the district is is reviewing is all of this and that's been uh in place uh since early fall. So the things that they're exploring are things like and more for purposes of getting rid of disjointedness and bringing consistency to really a centralized platform long term for

125parents um so that you don't have to have 27 applications in order to know what things your kids are going to. So just know that those things are being uh worked on um from a policy perspective. Obviously, we'll be working with Dr. H uh and that crew as well as uh bringing forward some language associated to what's recommended out there so the board can consider action to try to ensure guidance for Dr. Hurst uh as handbooks that are being developed in later this spring. >> So, looping back around to my initial question because I'm not sure I got clarity on that. Are we going to put in a district-wide or do we have a districtwide policy? I think that'd be the hope. >> Okay. So, we don't have one in place right now. >> You

126do not have a district. You have districtwide expectations around cell phones that are installed in your that are approved each districtwide policy. Okay. Just clarification. I need I was just making sure I didn't miss it. >> Yeah. And we would be seeking to do that. Yes. >> Perfect. And the point I think that's being discussed is it's potential and highly likely that we may have a state law that puts that into place even before a policy is assessed is in fact in place. But we'll continue to work on that because we want to know what implementation looks like >> which then may be a policy around the state mandate. >> Well, no matter what you shall adopt policies and procedures under bill 303. I think the important thing is for all is really for everybody.

127It is um like a lot of things there are we you do you you do what you do until you know better and then you do better and I think technology is such an interesting I appreciate you bringing the research forward. When you think about that 20 year span and the way that it has gone, we've had a lot of interest about onetoone devices and there's a lot of discussion around those types of things too. And it's there's a lot of recognition across the research and now across systems to say maybe all the time isn't the right amount, none of the time wasn't working, all of the time isn't. What's the happy balance? >> Thank you so much. >> Thank you. >> Something like power school where you have really cave everybody might be a

128tool I don't know the latest greatest power school potentials are but yeah I think the reality or the thing that I yes power school is an option some of those things that we have happy to have that these members of that group kind of share out later on as they have that a little bit more refined but we also have websites like we have a centralized website and that can have a tap to it and then what you know how can we leverage those things for the central communication tool. I will say one last thing just cuz Bill 302 has a lot of different distinctions within it and one of my most thing that I think a lot of people aren't realizing about it is it does straight up say to about but not limited

129to so it's not just phones the main focus is not just phones it's anything they can communicate on so of course that's including tablets and all that kind of stuff now luckily we do provide that thing the watches headphones all those different >> devices so that's where that's where it might fall into even more tricky because now we're starting to attack more of the personal items, especially those students do that have, you know, an IEP or anything to where it's a focus in terms of headphones. Now, luckily, that is an exemption according to this, but it's just something else to to think about because that's a very specific rule. >> Yeah. So, I just encourage folks uh to reach out to your representatives um in that too. So, you want that. Well, good conversation, good

130information, good research, and again, thank you Dr. Herbs and you and your team for bringing that to us this evening. Okay, we'll move to 5.3, which is the need for or the idea at least that we've been talking about for another meeting in January. >> Yeah. So just a name, we obviously we welcome a new board member and typically we shoot for some time after new board members come on, we try to shoot for boardsmanship, board governance, uh training and in particular as now this election comes around, it's good to to have dialogue around um around the dos and don'ts, so to speak, help clarify your questions. So, we're proposing that in two Mondays we would host uh a training um on those items. If that's a something that works, that's already availability has been

131checked. I've already established we we're set up and ready to go. um with a representative from KSB to present. If that is generally works well for the board, we would be seeking uh that date and time to be established as a special meeting for work session for this group. >> How does that work for folks? >> Complex 26. It's a Monday. Jeff, you're good. >> You think you're good? >> I don't know. I'm not sure. Yeah, the majority of us are. You could call in and go for it. Yep. Okay. >> So, we need a motion then to add that or did we >> You need a motion. >> so moved. >> Second. No, that that is uh to add Monday, January 26th as a meeting at 6 p.m. for boardmanship and bond election training.

132And so Mr. McCain made a motion. I second. So any other discussion? That's not for board governance. That is for like how typically KSB would come and help us understand how boards operate and what we need to. Y. All in favor say yes. >> Okay. Second zero. Thank you. So we'll add that meeting to our calendars and you'll see a calendar invite on that. >> Okay. We'll go to routine items. >> Uh this is just a just a reminder for board and and for uh Mr. Jansen. the each time each month in the regular meeting, the unofficial minutes will be presented from the previous any of the previous uh meetings. And as this board knows, there was a uh um a lot of work that got conducted and done. Although it looks like we included

133one that isn't needed to be included. That one's been approved already. So, I bet that was an inadvertent grab. uh we would be seeking your approval of the special meeting uh on January 5th uh 12:15 uh and um then the 129 uh meeting those items that are in there I'll remove here in a second. Um the items just as a reminder and really as a thank you on on behalf of all employees, the board took action back in December to um uh approve and ratify the negotiated agreement. What you see here and just as the reason I draw your attention to it is you can see here that in terms of our our comparison and I've shared this each time is you see that we're trending virtually right on target where we were the previous

134year. we will see that change as we uh as you know as we do retroactive pay. So we'll continue to monitor that um and I'll continue to share updates on that um as we continue through the year. Treasures report don't uh always provided for you um as well. Don't typically do a deep dive on that but that obviously accounts for across all of those and matches. And then payment of bills. Um just for also uh your knowledge uh we are on a cadence of uh where those bills are always shared um Mr. Jansen with the board officers and a third or a third um board member. So each so every fourth month you'll receive the the bills. You'll review those. Any questions that you have, we want to make sure that you have clarification around

135it. a couple of questions that came up uh this this time around the bills. A couple just to be clear um a couple one of them in particular related to the PE cards is if you ever see something PayPal associated um Venmo those are things that are prohibited. Uh those are addressed when we see staff that have have done that. um we have addressed that each time there was one item and I'm not sure how that's >> whether the question was whether it's been addressed or not. So I don't know that um at this time but it certainly if it hasn't it would be um directly with the the people um involved in that. >> One quick question on that. Where do you guys keep itemized receipts on all that? If our business if there's

136a question about specific items um we would have all of those items uh within the business department and what was spent can be identified and found. >> Okay. So it has to be identified upon request. >> What do you mean like it's well it's just nice that we have all the numbers and everything is very organized. I just was wondering in terms of why it's not attached with itemized receipts on top of purchases cuz it's just it's nice too. and some of the other stuff they even attach like checks, they attach credits, debits, invoices, and everything like that, which is nice cuz it's able to identify where purchases are. >> I can check to see what the past uh purposes behind that. I think that just for the board's knowledge to do that kind of

137work would be a tremendous amount of additional effort um to make sure. So, it's really more this the purpose of getting to this level is to bring it forward for you to know what those expenses are. or if there's a specific uh question associated to PE cards. I'm only asking cuz the city of McFersonen does that. So, Sure. >> at the city meetings. >> Well, in the city of McFersonen, they just keep track of all invoices in that sense. Which does sound like the business does. >> I mean, every time I spend something on my organization's credit card, I take a picture of it and send a receipt and so I bet it's somewhere. So, yeah. So, it should automatically be an electronic copy somewhere. That's what he's asking. If it's already electronic, could those

138be attached to us? I will >> happily look into that, but I can >> Is that what you're going with? I'm asking. >> I'm just curious why everything else is just so like blatant and out there. I was just curious why maybe like things aren't attached in terms of expenses and what that expense was attached to or for the reason asked for expense. >> So, what I'll share on that is that I'd be happy to look into that um just for be able to provide some clarity. um the PE cards in particular that I is where you brought that up related to it is if that specific amount was spent at uh any one of those locations those absolutely we have documentation and receipts uh directly related to that. I think the question really becomes

139around um what the purpose of the reporting is and the approval of the bills at this level as opposed to the additional um work that would go into including it on to that magnitude. And while there's a lot of things that are digital, there's not everything that's digital. So, let me do some additional checking on that and provide that clarity for anyone. But having been there, that would be right. Be a lot of work and we're a lot bigger than the city. >> Yeah. >> And so multiplies all that. And I think if you got a question, ask the question. >> I I want to be crystal clear though for our community that that people are turning in receipts currently. >> Like there there's absolutely if someone in the school system spent money and didn't

140turn in a receipt, there would be there would be lots of questions until we had a receipt. And in fact, just as a reminder for this board, you just had your audit and that is absolutely the kinds of things that when you have your auditors come in, that's exactly the kinds of things that they're looking for. So, we have documentation across any one and every one of the expenses and and what and appropriately so we have the right systems in place to not have any findings on that. So, meaning that there wasn't anything that was advised. >> And let me be very clear, I'm not trying to bash the integrity of our teachers. Like, I'm not saying anything like that. I fully and trust that they're spending on what they do. It's just in terms

141of just availability for things cuz I mean it is a lot of money. But I'm also not saying to I'm trying to restrict like a shop teacher from going out and dropping $150 on tools for the students. I'm not saying anything like that. It's just in terms of just the availability of being able to see it cuz everything else was very out there and open. So, it's just because it's a lot of numbers and I do agree it is a lot of receipts but >> and you know if you've got a good person in the business office my accounts payable and the where all the receipts and those things came in was a bulldog. >> We don't let somebody off. I can assure you you've got that that I I what the question was I'll

142absolutely I've already provided the answer but the question was do we have receipts for those and the answer is yes. Yeah. >> And when you have a question about those you know let Dr. Vincent know and he will you know or Nikki know when you're reviewing like I had a question from this uh series that came through and I was like I really believe we cared for that. Why is that still on here again in December when this was like from the summer? Um and so it was a bill still being um you know cared for as as they do take a time. So the we all have you know we'll catch different things each one of us and that's important that transparency and um following through. So appreciate the the inquiry there. >> Did

143we get through all of that? We we did we'd be seeking approval of the routine items. >> So moved. Second. Any other discussion? Not hearing any. All in favor of the motion to approve routine items say yes. >> 70. Thank you. >> Future meeting suggested items. Just a reminder for the board obviously facility planning bond work that's ongoing. So there we'll we'll have some additional updates. You had your discussion this evening about elementary boundary work that'll be ongoing. Performance data as I mentioned February work session, student success indicator data, tennis discipline, etc. Also included in that work session. Some announcements which is always interesting coming out of the break um to then tell you what's going to happen between now and spring break. That's how quickly these things will all go. um is that there's

144a multitude of of meetings. Um and uh some just kind of key items to just be out there is that there are some days where there's you know school in session. Um we always provide those for uh as an announcement. The the reality is um we always include this as a component on there and uh there was likely a time uh across all boards uh where that those types of announcements were uh probably the place where people got their information and now we've talked about a lot of different mechanisms for for that. So we always provide these here or our goal is to always provide those here. So, even though they're on a calendar, likely printed in a lot of people's places and electronically provided, they're aware of those. Um, we do have one uh

145executive session. I would say let's if we take action now, I'd like to give an update and stay well, but let's I would say until 8:30. >> Did you? >> Yeah. I motion to go into executive session to discuss an individual employee pursuant to the non-elected personnel exception under the Kansas Open Meetings Act. The open meeting will resume in the boardroom at 8:30. The executive session will include the board, superintendent, and assistant superintendent. >> Second. >> All in favor say yes. >> Executive session till 8:30. Thank you. Hey, hey, hey. Hey, hey, hey. Hey. Heat. Heat. Heat. Heat. N. Heat. Heat. N. Heat. Heat. What do you do? Heat. Heat. Heat. Okay. Appreciate um the work this evening. Remember we have added um the January 26 meeting to our agenda and um communicate with Dr.

146Vincent the community input meetings if anyone is interested in attending either both of those and um meeting a journey you everybody Heat. Hey, Heat. Hello. Funky.