6/10/26 BOE Meeting

001You ready, Mr. Omar? >> All right. >> Okay. >> Do you want to let them know about tornado? >> Um, yeah. We're under a tornado watch, correct? >> Yes. >> And this room here is weather. >> Yep. >> Whatever the >> does serve as a shelter, so we're good. Unless you guys want to run down the hall to the basement, we could do that, too. But it's a little John. >> Anyway, just heads up. >> Okay. All right. Uh, ordering approval of agenda. Um, Amy, we have 3.5 designations. >> Yes. >> Additions and uh 5.2 employment additions. >> Right. >> Okay. And you have one board presentation. I have one request for public comment. >> One request for Okay, you guys okay with that? >> We'll add the one um and these items. Anybody have

002anything else? >> Motion to approve amended. >> Okay. Motion to approve. Second. All in favor? All right. Um we will start with um Pat Ler. >> Oh, >> you're up. >> I'm that quick. >> You're that quick. >> Can I go from here or do I need to come up? >> Um you can if you want. Yeah. Okay. >> If I can't hear you, I'll ask you. >> Okay. He can the public hear from there. >> Uh once she starts, >> go ahead and say something if you don't. >> Hearing me has never been a problem. >> We're good. >> Okay. >> Um I I just wanted to know uh I wanted to let you know I've been doing a lot of digging through all the meetings because I was told that's what I needed

003to do. And what I found is unless coma has changed, you guys are really kind of skirting the rules. And where I'm coming from is in February when it started with Scranton, we were told two or three meetings or two or three buildings. And in March, it was talked about. No, it wasn't talked about. They said, "We need to decide what format we're going with and what date we want to we want to do that on the vote." [clears throat] And I believe, and I'm not sure if it was Michelle or Kylie, but somebody mentioned November for the vote because they were afraid people would be gone for vacation and not really be in the school mode. And it didn't seem like like Faith was really too crazy about that idea by her body language,

004but it left that day with November would be the boat and still not decided whether it would be two or three building configuration. And then come fast forward to April and there was a presentation by HTK or whatever the initials are and they said they were only talking about the two figure. So it was me that asked has that been decided and I think it was Justin that said we haven't voted on it yet. Okay. So then later there was a vote on a two configuration with no discussion prior to that and it was spoken by Amy that it was in your packet because Stephanie read it. So, and then at that same time, it was decided that with basically no discussion, it was going to change to August as opposed to November. And Amy

005was even a little bit surprised because in the packet, she said it was November, but she could change that. So you may not be violating coma, but you're really close because it gives the it gives the optical. It gives the illusion. It makes people seem to think that there's maybe some chain conversations going on that you guys are talking about these things outside of the public and then then it's just done. There's no discussion. So maybe you're not, but it looks that way. And more people are watching now. More people are concerned. More people are mad. So I'm just saying that, you know, I found a lot of interesting things in the years that I've gone back and I could point out, but that's not what this was about. This is just that it doesn't

006seem like transparency is is really out there right now. >> It goes back to closing screen as well because they advertised it as a meeting to hear the people's point, but it was already an agenda that it had passed to close and what they do. >> Well, yeah. Say, I didn't I didn't even want to I didn't even want to go into that. I'm just saying that it it some people are saying, "Oh, they're going into executive sation and they're talking about that." I would not make that accusation. >> Can I to speak to you a little bit on that? So, I will say the two and three building that is something we have talked about, you know, a long time and I don't remember when we made it that decision, but we actually had

007a vote and decided, okay, with HTK because we don't want to waste their time. we don't want to waste anymore, you know. So, as a group like so, do we want and this was an open discussion like do we want to, you know, go move forward with the two or do we want to do the three? And we had said like, yeah, you know, we really want to look at the two option so that way they're not wasting their time with the three. However, yes, the vote was not voted on. >> I think that was in late fall. It wasn't it was after the last stand [clears throat] because we were talking about doing it in the meeting doing the the um [snorts] um vote um the bond to run in March, but we would

008have had to decide by December. And so that's when that discussion had happened. >> Yeah. >> I said I'm not saying that it's a violation, but I'm saying because I know you were asked in February. I know you were asked in March and it was very vague and I and I >> but I think you needed to go back further. >> Oh, I've gone I've gone back to way extremely transparent. >> I've gone I've gone back to to the points I didn't really committee meetings and all of that. Um, it's it's funny about the steering committee because I it was Stephanie that said in one of the meetings, "Well, we don't want to pick people for the steering committee that are just going to say no, no, no." And I think that's almost her exact

009words. We want people that are going to push what we've already decided we wanted, which is really not how a steering committee works. But I'm not >> Well, and I will tell you, yes, I did say that because I was not aware. We have a steering committee and then we are making a yes committee. And that was my confusion. >> So I would and I will tell you that's why I said that cuz I was thinking the yes committee. So I'm like why would we put people who don't want this on? So yes, I did say that. But >> I have I just brought a small amount of [clears throat] but I I don't it is not my point to get into an argument today. I am just saying that you are giving the illusion

010apart little things. You truly are trying your best. >> I I'm not. I'm saying that because you were asked because you were asked for three three months in a row and and it was saying no, we haven't made a decision yet. Maybe if you'd said no, we haven't technically voted on that we want two buildings. But that's that's not how it was said. So over people were caught by surprise. Also, >> I'm and again I'm not making accusations. I don't want to get into an argument. I don't want to go through my whole list. You're being watched more carefully. >> Splitting cares at that point a little bit because of we had as a board voted openly in the fall to do a two campus and so we've been focusing heavily on that. So I

011guess when it came to time to vote that's maybe why it didn't seem as clear. I don't know. But that's kind of what we've been [snorts] talking about since the fall. >> In February, it was said we haven't decided. That was said at spring. >> That's what I mean. We're kind of splitting hair is that haven't decided, haven't voted. So, that's where I'm looking at it. >> Okay. So I I agree and I don't appreciate the the tone that is being brought back. But that is why it is seared into my memory is because when we questioned it because it was stated that a decision had not been made and then you guys all sat in this meeting in Scranton and said this this and the other and you came out and the next step

012that the next thing that was said but was so we're going to proceed with two campuses and multiple people in the crowd questioned that. You got mad and raised your voice. Stephanie tried to talk over anybody else who was talking and it just got dropped because it was said in the meeting by the board that a decision had not been made because we were questioning for that time and we were told it's all out there go look and we've said we've looked it's not there and so we asked you to provide the exact meeting date the exact information that should be out there if we've all looked at it and you for verbatim said I wouldn't even know where to start. There's too much out there >> and I still there is >> so but

013you guys were in it and you can recall it >> so you should be able to provide it. >> Pat, do you have a more comment? >> No, I I'm just saying that that transparency I think going forward is >> is I appreciate you pointing that out. Well, I just want to say, Tanner, I mean, just let me real quick because I get where you're where you're coming from as far as there's confusion and when we were saying that it has that decision has not been made, meaning we have not voted on it. Meaning, yeah, I didn't know what he was going to vote for. I didn't know what he was going to vote for. I didn't know what she was going to vote for. They could have easily said, you know, like, I want

014to vote for the three building. Who knew Justin was going to abstain? I didn't know that. So, I mean that's when we say that like that's what we were saying. We hadn't made that decision because we hadn't voted on a formal vote. >> Yeah, we had we hadn't had the formal vote, but yes, we did what I mean. We can look it up. We can find the meeting >> that was that was said once by Justin on on the at the April meeting that we haven't held the vote yet. That was said by Justin and the vote >> election >> and the vote was held >> later that day, but before that it was always we haven't made >> I think a little bit too is like you have to vote on a couple of

015different things. You guys decided as a group informally to look at two campuses. You then have to do a formal resolution for to call an election which was in the vote you took on the project that was established in the bond council documents and then um you had to decide what date HTK presented that there was cost increase the longer we waited and the August election was cheaper than the November election based on industry standards of increase. So I know that those maybe weren't clear. I don't know to the public. We do try to stream everything and make we we've continued that since COVID for a reason. But um I do know the election piece was a little bit about the the cost increase of the project. Um not the election but the project itself

016from August to November. >> I think it I think at I'm not splitting hairs. I think in February we were presented with two pictures. HTK was there. It was the two and the three. and the illusion was given. The decision hadn't been made. I'm I'm done. I I'm done. I'm just saying. >> Can I just speak to that for just a second? >> I I don't need excuses or arguments >> because you're not you're not listening. >> You're not you're wanting to hear you want answers and we try to respond, but then when we respond, we're met with nothing but resistance. >> I I'm I'm not asking for answers. I'm telling you how it's perceived. That's all I'm trying to trying to >> defend ourselves because that's how it feels when we try to defend

017ourselves. We're we're not met with anything but hate honestly >> and it's been exhausting. >> Yeah. >> Pat, >> I'm done. >> Is there is there any information you'd like us to get to or any meeting minutes or any of that? Are you good? Uh >> I've pretty much gone through most of them. >> You can get you can get a hold of Amy if there's something. All right, let's move on, guys. Um, consent agenda. Um, anybody have any questions? >> Anything you need to add? >> No, I don't. Motion to approve the consent as amended. >> Okay, we have a motion. >> I'll second. >> A second. All in favor? >> All right. Um, personnel report. Faith, do you need a little time for this? >> Yeah, let's do 20 minutes. >> You get

01820. >> Mr. President, I move we go into executive session to discuss personnel pursuant to the non-elected personnel exception under coma and the open meeting will resume. >> Oh, no. You're under Do you want to do that? Would you like to do that? >> Um, we'll have to change the agenda. Um, >> no, don't do that. >> So, no, just hold on. This this is really easy. Then you guys can go. >> This will be a lot. This will be easy. Danner can do this. No problem. Um before we do personnel, we have administrative reports later and Carrie was going to let her people present during that time, but could we move the ELA adoption up to board presentation and then Carrie can do her assessment stuff during her time. >> Okay. So, we need

019to amend the agenda and move um administrators. We need to move. >> No, just move the ELA. just moving >> presentation to 4.0. >> Sorry, that's my >> it was under car's administrators. Yeah, >> then they could go now and not have to wait. >> Does that make sense? >> Yeah, we're just kind of splitting in half. Let those guys go and then >> I'll make a motion to amend [cough] agenda [clears throat] to add 4.1. >> It's not me. >> It's okay. It's not a problem. >> All in favor? >> I know, but I just I thought we were the presentation. I thought assessments was the presentation. >> Okay, that brings us 4.1. Ladies, you're up now. >> Okay. >> Excited. Come on up, guys. >> Not a problem. >> Okay. Okay, >> ladies

020and gentlemen, I'm sorry. >> Good to see everybody. I have with me today Mr. Weston Gloss, high school ELA teacher and Mrs. Erica French. She is high school intervention but was ELA teacher for several years. And then we had Tim Hoffman, if he couldn't make it tonight, he was also an ELA member. And then Jessica Nicholson was also on our committee. So that was our committee for high school ELA curriculum. Just to give you a little bit of background, what we did is we spent the year really looking at researchbased ELA curriculum for the high school and we used um we got our resources basically from the state of Kansas approved list and also from the um ed reports. Gosh, I almost lost it. Ed reports. And that's how we pulled which curriculums we were

021going to look at. And then they used them in their classrooms and kind of looked at what they what worked well in the classroom, what matched what we were kind of doing already. We also went and we put it through AI to see which matched our Kansas State assessments the best. And so that was really helpful as well. So wanted to give you that background and then I'll let you all go ahead and get started. Um, [laughter] I guess >> put you on the spot. >> Yeah, I might just be a little bit more informal and just conversation. >> That's okay. Just talk. That's okay. >> Um, but basically is like she was saying throughout the pretty much entirety of the year, we uh would sit down periodically and go basically um try to figure

022out um what was the best fit in terms of curriculum adoption. And so it kind of got narrowed down to three or four and then we um narrowed it down to the uh one that we thought was the best um which was the the steady sync McGraill. Um one and I think that was for um a couple of reasons. Um one was the user friendliness of it. Um being able to um use an online portion as well as a physical portion. Um we thought that was something that is uh beneficial and really both right. Um we thought that was something that was very beneficial. Um uh the fact that some of the resources and novels and things um we felt like there was a good balance of things that we knew or have already taught

023as well as new things. So kind of combining uh some of that um with that. And then I I think really the big one that that stood out um was the the standard alignment part where um addressing um it felt like it did a really really good job of addressing specifically the the Kansas State standards and that's something that's that's important. So um in terms of like how it would look um is each each student would get a sort of workbook type thing. Um and then also supplemented with novels and and others that are going to well um but um that's >> we don't need this slide. I don't know what this >> so the consumable that he's talking about like the workbook it it actually has um so if you think back to when

024you went to school you had the anthology probably that had all of the stories in it and the different excerpts from different things in it. um this consumable they can write in. So this is something that they I mean if they're a learner that has to touch it, feel it, write on it, I mean they're going to be able to get that out of this. Um with the electronic side, those learners that do better and the electronic side of things, um they're going to get to stretch their legs in that part. Um, and one of the the other things that was attractive to us was it um has very specific and like instructions for leveling up those kids that need challenge and leveling down just a hair, not a lot because we need to keep

025them at grade level as much as possible, but bringing it down to help scaffold just a bit for those ones that need a little bit more to get up up to that level. that was that part was very attractive to us and how easy that was to use um for the teachers >> and I believe if I remember when we were going through it um this platform and Google kind of align >> they talk >> and so that's an easy transition there. So I thought that was another thing that was useful. >> So yeah with it'll talk to Google. I think what's important about this is coming down from the state soon, we're going to start getting most likely some regulations on how much time students can actually spend on their devices in the classroom.

026So, it's really helpful that this has the print copy, it has books, it has all of those pieces so we don't have to rely so heavily on the computer and the digital side of it. This also is going to change a little bit our class um offerings at the high school. And so we have worked with Mr. Ellis and Melissa and the ELA team on what we kind of want to redo for the high school classes. So ninth grade will have an English one and an advanced English that would be with Mr. Gloss. 10th grade will have English two and then in advanced English two with our new um BLA teacher and Mr. Gloss. 11th grade will have English three, advanced English three, the Allen County Community College second semester, and then 12th grade will

027have English 4, the ACC class. Um, and we are not purchasing study sync for 12th grade specifically because it's mostly going to be that ACC class. So, um, if we have students that are in that last English class, he has it already mapped out what he wants to do, the novels that he wants to read and things like that, which are provided through study sink. You just don't have to actually buy that for 12th grade. So, the novel um teacher sets come with it for 12th grade already. And you have to have 3.5 credits of ELA and.5 credit of a performance credit to graduate high school. So, that actually meets all of those standards for us. And then that performance credit could be speech, debate, forensics, business, communication, etc. So, our plan includes four novels

028for each grade level. Um, the teachers are finalizing their list now because we'll order in July. Um, some novel sets we already have, some are new. My computer was >> I know [laughter] everybody's looking at me like, why are you looking at me? >> Andy, I don't know what that noise was. Um, but we did specifically have conversations on [clears throat] the novels that they were picking. [cough] I asked them to really be conscious of, do we have a variety of women, men that are authors? Do we have a variety of protagonists? Are there boys and girls? Like, is there different settings? Is there different countries? Is there different like um economic status? All this to give the most varied exposure to all of our students. And so, they did a really nice job of

029choosing those. The teachers will have professional development day in early summer. Those are our choices. And then they will transition the newly adopted freedoms when we return to school in the fall of 2026. >> So we're getting four novels for each grade level. And then what will be additional supplemental articles, excerpts, textable? >> Okay. >> It is. You actually don't have to have the novels like in to do to like use this resource. However, it's nice to have that supplemental. >> I really encourage them to have the full text. >> Correct. >> Because I want them to have a stamina of reading through a book, >> right? >> Will this be like the same four novels for like every year? Will they change? >> They can change. So, it comes with every every novel that

030they have. And there's like 65 novels or whatever it may be. It comes with all of the teacher materials for every novel and then you can kind of pick and choose which novels you want. And they have tons already, but they kind of also wanted a few new ones. And so we've got a mix of >> novels we already hands on paper copies of what you >> Have you seen her book? Have you seen their book room? It's awesome. >> You need the novels or the So they'll have those in their hands and then they'll have the other text. >> Yes. And they have a computer that's about that thick that has, >> you know, the shorter articles or samples from other things. It has a mixture of genre, poetry, all of the things >>

031and the electronic is on top of those things. >> Yeah, you can come look at it. >> You could do it all. >> Just wanted to make sure it was understandable. Right. Yes. And the important thing is it is all green on ed reports, which is very important for our at risk funding. So that is great. Um, it is a six-year renewal. So, every year they will get those consumables that the kids can write in each year. Um, they'll have the student digital license, the teacher digital license, and then our professional development for a cost of $49,182.26. Plus our cost of novels. We're thinking between three to $4,000. We're not quite sure because we're still finalizing that list. >> And there's no concern of running out of consumables. We aren't limited based on number per

032year, per grade level or anything. >> So every year for every company that we have consumables with, I send in our numbers per grade level and then they just >> And that's included that yearly is included for six years. >> Correct. >> And then I always order a little padding extra for students to come in and move or students who get angry with whatever they have. >> Yeah. So sometimes that happens. And this is what you guys wanted. >> Curious, how many did you start out? [snorts] >> Yeah, we had three that we got full samples of. So, we had all of the >> the resources and we could just look through them and like peruse the units and stuff like that. So that part was really nice. We got to see what was actually

033contained. Um she mentioned earlier, so there is a lot of diversity in the excerpts and the short stories and all of that that's in the consumable itself also. So that part is also nice. So they'll experience a lot of different >> We were really excited when we noticed how well it matched to the Kansas State Assessments because you know most of these big curriculums are written for Texas and California and those big states and so when it matched so well we were like very excited. It's a big deal. Good day. Can I ask what the other ones that you had narrowed down to were? Um gosh, >> now you can you can't you can't have them. They're in the >> They're in the closet. They're in Weston's closet. >> I'm just curious. >> We had

034the McGra Hill one and then we had the what's the other big company? >> HG. >> H&MH. >> HMH. >> Yeah. First one. Yeah. Yeah. >> Does it provide any kind of like um intervention materials for like either or are you going to have to >> um so I'm not going to No, I will not use those intervention materials. We utilize um >> I didn't know if it came with like any >> uh they it comes with like the tier 2 in classroom like stuff that they'll use like in their classroom type things. Um but we'll use rewards plus that we're using. We just need I'll make a motion to adopt Hill proposal as presented. >> I'll second. >> Okay. So, we had a motion here and a second right here. >> All in favor.

035>> Thank you. >> So good. Thank you guys. >> Okay. Now, >> now >> you need 20 minutes. >> I need 20 minutes. >> I'm sorry. >> Mr. President, I move we go into executive session to discuss personnel for personnel exception of Tacoma. The open meeting will resume in the Carell Tennis Center Library at 6:49 with Faith President. Okay, we have motion here, second to Jamie. All in favor? All right. >> All right. I'll make a motion to approve the uh first person. We have a motion. >> Second with Jamie over there. All in favor. >> That brings us to 6.0. administrators. >> I'm just saying you guys want anybody want to start? Mr. Malone, it's your building. How about you start? >> Okay. >> They don't have formal reports. So, >> just available for

036questions. >> Well, [laughter] I can talk. >> I mean, just talk about what's going on in the summer in your building. >> Yeah. I mean, we're off to a fast start this summer with the HBAC upgrades coming. They're talking about shutting the AC down the end of June and through most of July. So, our custodians have been working really hard on this segment of the building to get it all done before they start that project because they will have AC on the uh on the north wing most of the summer. So, so that's looking good. They've got a lot of classrooms done. We've had carpet installed. Uh I think they're they're getting close to them. They haven't done your office yet, but they're uh finished up the fourth grade today, I think. And uh so

037the carpet's almost in. Um, so we're in pretty good shape for started [clears throat] the summer on that. Good deal. >> Um, at Overbrook, we are moving right along as well. We have our carpet also installed. Um, they've been working a lot in um, what used to be the K1 wing, which will now become the preK wing. I talked with um Tracy this week and he thought maybe by the end of next week they'll be anticipate this they'll be ready to make an appointment to start moving over all the preschool stuff for the classrooms. Um we have one of the big sets of the preschool playground equipment already over and installed. We're waiting on If you see it, don't be alarmed. It's like right next to the fence, but we are moving the fence 20

038feet so it will not continue to look like that. um they have and now they're working in that second grade wing so we can get everybody out and moved and they they've really just been moving right along. They've got a lot of things that have been done. So, um still waiting on fencing. Um so, just some of the bigger components, but carpet went in super fast. They ripped it out, got it all in. And windows. We'll get our new windows in. Those have not came yet either. Guess I should have mentioned in case you noticed that the tree that fell down out here wasn't from the storm, this most recent storm. That was the previous storm. So, but they have we we do have somebody contacted to come get that tree as well as the

039other two parts of it that are probably going to come down soon as well out and then fence will get fixed. >> Maybe tonight. [laughter] Maybe it'll be easy. Well, hopefully you've uh seen the calendar for the high school uh the building that is still moving right along at full speed. Uh got a lot of activities going on, teams. Uh kids are coming in for weights and conditioning. Have summer basketball leagues as well. Uh Crosswinds has a summer program that they are housing the North Oage area um working out of our library every day. and we have cleared the entirety of the east side of the building and Terracon came in yesterday and scanned the floor to see if they can uh come up with a game plan how to remedy our floor issue along

040that side of the building. Um so hope to hear back from them soon. Uh we're moving right along trying to get everything taken care of in a timely fashion and still create paths for uh all the guests to come in and utilize the facility. Um do have a couple concerns. Uh namely the uh power lines if you have driven down 56. >> I'm a bit worried about what's coming in this evening if those lines will still be standing come tomorrow or not. >> I feel like they've leaned more like the last day driving to work the morning coming back this evening. >> Yeah, they've attached some cables to them I think to in an attempt for them to not fall. But >> I'm a little worried that we're not going to have air conditioning tomorrow.

041So, >> you can come here. We'll be fine. >> Okay. Yeah, we we'll bring all the leagues and everything here. Yeah, it'll be good. Uh but no, it's moving right along. Things are going well. Uh people are working hard. So, >> and Tasha Tasha did give us an update the other day that our numbers for lunches are higher than last year. Um that they look pretty good, but when junior high weights started um at the high school on Monday, they really went because those kids all stop and grab a lunch. So, they're looking really good. Just talked with the ladies today about that and they're averaging over 50 kids every day. So, it's a decent number. >> Kyle kind of talked about weights a little bit. Um, junior high weights is at a high school

042this [clears throat] summer. The numbers over the last it started this week. So, we've only three days in, but on Monday there were 30 kids just just junior high there were 30. Yesterday there were 34. Today there were 37 junior high kids over there. So, uh, turnout's pretty good. So, >> if you really want to get a good sweat in, come down to our wait room at any time. >> I will say real quick though, Dakota Sutterland brought his weights class over to the district administrative center. We had a whole bunch of extra carpet that accidentally got delivered to our building. Those kids had them moved in like 30 minutes. like something that was going to I was going to be crawling out of there trying to move these boxes. Those kids got it done

043and like that. Dakota did a great job organizing it. So, I really apprec appreciate Kyle and and Dakota getting that going. So, you >> guys question update >> or did you have something you want to say? >> Oh, I got a lot. First off, I wanted to share with you and in your board books, you'll see it. Um, yesterday we had a great privilege. The state board of education asked Santa Fe Trails to come and present on all of our amazing success that we've had in growing our literacy. And so it was Faith and myself. Katie was there. Um Laurie was there, Mike was there, and Kyle was there. And so we got to present. It was supposed to be a 10-minute presentation that ended up being like 40 minutes because they had so many

044questions and they were very engaged and they were just very they wanted to know all the details about all the things that we had done and they were very um complimentary of everything that we've done. So that was such a shining moment for us to really brag on all the work we've been doing over the last few years and for to be acknowledged and so that was really cool. So check that out because we're proud of it. Um so thank you to my team that went yesterday. That was great. Good job. All right. So, today we're going to share some state assessment data and then our fast search data. And I have with me here to help Erica and Katie Dinus. Erica is the um assessment coordinator and the interventionist at the high school. Katie

045is assessment coordinator and interventionist at Carbonale. So, and then Laura Lee will kind of type Yep. >> type check type in when she can as well. So, we're going to start with state assessment data. So, this is our spring data. This shows the cohorts and then from year to year. So, we grew from 38% in levels three and four to 42% in levels three and four, which was a very good growth in ELA. We're very pleased with that. And then if we scroll down to math, we went from 31% in three and four to 41% in levels three and four. So we're getting very close to the state average. Um so coming up from 20 20% 19% we've almost you know doubled that in a very short amount of time. So great progress on that.

046Amy, can you show them the level ones? So um last year we had 33% in level one and this year we have 31. So that number is decreasing. That's the direction we want to go. And then for math, we had 30% in level one and last year and this year we had 26%. So again, that's the level we want to go. So seeing the numbers that we want as things go, I wanted the ladies to talk about specifically what they did in their buildings to get some excitement around state assessment, also what they did to prep for state assessment, goal setting, things like that. So share, congratulations. I'm so sorry about blowing up the agenda earlier. I got really excited. We were supposed to present this at the last board meeting and then you know

047things changed and um I saw that 4.0 was board presentation and I thought that was um to prepare for testing this year just our focus at Carbondale this year has been goal setting. So we've goal setting been doing goal setting with interventions. We've been goal setting for fast and then we continued that on with our state assessments. So students took a look at where they were last year. They set goals for this year, not just for level um increases or maintaining level, but also point increases. Um I talked to you guys before about data, and my huge thing is always improvement. We know that not every kid is going to sit in a three or four, but they are fully capable of making point improvements. And so the data that I give you guys tonight,

048that's what that's going to focus on. Um to help build some of that kind of excitement, for the first time since I've been at Carbondale, we did a huge kickoff. um assembly. The high school band came over. We did um a big presentation. We played games with the school with the different grade levels. Um we did trivia. Family feud. >> Family feud or >> something like that. Yeah. We did that and the kids loved it. And then we >> Jeopardy. Jeopardy. >> The game show. Um the kids really like that. Uh we gave raised some prizes and then we also um incentivized some goal setting. So we had um cona ice we did if you maintained a level three or four or increased a level. This was the big one that everybody loved. I know

049the high school did it too. You got your name in a drawing for custom making shoes which um thought wouldn't have been possible without the support in the district. Um so we appreciate that that support. The kids were so excited. We were able to get scores back and put them on a huge wheel and projected those and spun the wheel. We already have our two winners and they have this summer to disaster shoes and they are so excited. Um, another exciting thing after that was that we at Carbondale and I know I said it at our last meeting but it was really um I had heard that when we were talking there was like a lot of feedback or whatever. So, I'm not sure if you guys caught it or not, but at Carbon Hill,

050we had four perfect scores assessment, which is huge. That's amazing and wonderful. Um, one of them was a repeater, but the other three had never done it before. Three, let me see. Two or three in reading and one in math or two in math. I had to go back. I apologize. Um, but they were in a variety of grade levels, too, which was wonderful. So, that's a huge accomplishment. Um, in regards to like numbers, these were just I sent these out to staff and I think this is this really speaks to the improvement that Carrie's sharing on. Um, in fourth grade, 58 out of 75th graders either increase their score or level or scored to level three or four on both state assessments, math and reading. Um, that's 77% which is huge. Um the numbers

051I'm going to say too the 75 doesn't include the four new students because we don't have their scores from last year. Um in fifth grade 51 out of 59 fifth graders either increase their score level or scored a level three or four on one or both of the same assessments. Uh in sixth grade it's 66 out of 72 sixth graders. So that's 91% which is amazing. In seventh grade, it was 51 out of 57th graders, which is 89%. In eighth grade, it was 54 out of 69 eighth graders, which is 78%. And then as a total as a building, 280 of our 332 students at CAC either increase their score or level or score at level three or four, which is 84%. So that's huge numbers. So buildingwide, um, we had 131 students that increased

052a level. That's that's huge. Those are huge gains. Um, increasing points out out of the building, we had 326 students that increased points. Um, as a building, we had a total point increase of 6,757 points. And the number of students who maintained a level three or four was 166. So, I mean, I know it can be discouraging. Like I'm not naive that we have room for improvement, but I think the growth with new new curriculum being implemented, the rigor increasing, we're seeing the results. I know when we talked about curriculum adoption, it really takes a full five years of implementation before you see this. And we're already seeing these huge gains and I'm just really proud of how hard our students are working and how hard our staff is working to implement curriculum and to

053show student learning and to create a system of buyin. Um any questions that was a lot great data. Thank you for sharing that. Thank you for breaking it down. >> Yeah. So >> yeah, because like hearing >> perfectly to the student level and how much success our kids had. It's great. >> It shows that. So I mean I hate to say like lowest, but our fourth graders were the lowest percentage of injuries that were level maintained at 77%. That's that's huge growth. That's huge growth. So, I'm just really proud of this. I know we were all anxious. You know, we didn't know when we were going to do the results and we got them in. It's it's a lot to look at. >> Can I can I ask Sorry to interrupt you, but the class

054sizes are so different. How does that factor in? Like the fourth grade has a huge class >> as a percentage. >> I just said a percentage of students. >> Yes. So, like I'm just saying when you're talking about growth and such, how does that reflect because some of these classes that are going to be coming in? >> You mean the number of students in each like doesn't that kind of play an equation because there's there's a lot. >> Well, I just took the number of students in each grade. So, the percentage wouldn't affect the total size in the class because I took the number of students the percentage would change with each okay class size. Does that make sense? I know it's >> Does that make sense? So, the percentage wouldn't change based on the

055class size. Thank >> I also wanted to say even though it sounds like we're doing all these fun and we are doing a lot of fun things to get them excited about the state assessment that is just to motivate them and get them excited for it. They still have to have the knowledge to do that. And so even though we're giving away shoes and we're doing all this stuff, they still have that knowledge. They just were excited to show it. So, I mean, that's what we were doing is just getting them excited to do their best on the test and, you know, take it seriously and do all this stuff because they have the knowledge. We just needed them to actually show us that they had the knowledge. So, that's been great. And thank you

056for bringing up that, you know, the five years that it takes because now we're really starting to see the fruition of all of these things come. So, >> yeah, because in my my opinion, it's we're this is just year one from what we're seeing. And so, to see the kind of growth and we're really closing that gap on the state average, I think is huge. a huge celebration. So, >> it's building culture around doing hard things, always doing our best. Yeah. >> Working hard, setting goals, and taking ownership on our learning. Our kids doing that, you know, >> the the teachers do that all the time, but when our kids do it, it's so much more meaningful to them. And when they get to see that progress, and >> I I think that's what's the

057most valuable. So, >> yeah. >> Thank you guys. >> All right. Um, so for high school, um, so if you don't know, ninth grade doesn't test. The only grade level that tests for math and ELA is 10th grade. So they take it every year up to 8th grade and then 9th grade they don't do it at all. Um, and uh then they take it again their 10th grade year and then not again after that. Um, so as most of you know, many of you have a teenager or have come in contact with a teenager, um, convincing them that this is important and it's something that they really need to invest their time in and their effort and all of that takes a lot and it takes the building. Um, and we're getting headed like we're

058going in the right direction. Um, we did see some gains this year that I'm really happy about. Um and I think we made some changes this year um that are going to definitely continue those gains. Um one of which being uh the curriculum that we adopted. Um but uh we had an assembly um at the beginning where we talked about the shoes um and we also put on the table um it's a half day, right? >> No, it's a day off. >> It was a day whole day off. a day a day off school. Um, our site council, that was probably the most that was the most motivating thing is that our site council, our students on the site council were like a reward to not be here. >> Yeah. >> Okay. >> Right. [clears

059throat] So, we were like, okay. So, we took a lot of feedback from that and and did that. Um, so we are still waiting on science though, right? seen those yet. So, we have not done the whole awards thing with the high school yet, unfortunately. We're still waiting on science is 11th grade. So, 11th graders do science and social studies. Um, and we don't have either of those back yet. And we kind of really wanted to just put those together and do them all all at the same time. Um but as far as uh some takeaways for 10th grade for ELA um we had um the number of students who increase increased by points and or levels was 52.9%. So we had 52.9% of them who either went up points or an entire level altogether.

060Um and that's from their eighth grade scores. So we're comparing them to their their eighth grade scores there. Um the number of students we have who scored at level three or four was 40%. Um so we do have have some room for growth there. Um definitely uh the number of students who decreased in points or levels which I think it's important to mention as well was 47%. We'd really like to see that number lower um than that. [clears throat] uh looking at 20 or for ELA looking at um comparing classes. So like uh last year sophomores um we the average score was 514 um with this year sophomores the average score is 528. So that is a gain. It's comparing different students but it's still definitely a gain. Um for math uh we had the

061number of students who increased by point4 levels was 61.4% which was amazing. Um we had a very solid general or 10th grade uh teacher this year. She was amazing uh Rose Hera and so I think a lot of that goes to her credit. Um she also utilized so at the high school level they offer mini tests for ELA and for math. Um and she used those mini tests quite a bit um just within how she was teaching. So it was just part of the routine. So the kids got very very used to how they phrase questions. And that is a big thing with the state test. that you've only come in contact with it once a year and they do phrase things different and and learning what they're looking for and stuff like that, how

062to answer those questions. Um, and that's really important. We've got a little bit of room for growth on using the mini test more in ELA. um but math utilized them well and we really I mean on the growth part of it we saw that um level or um however we are sitting at 31% who scored a level three or four so we'd really like to see see some more growth with that. [clears throat] Um looking at last year sophomores and this year sophomores um so last year sophomores had an average score of 515 and this year's was 52. So we still increased as far as that goes for average scores there. >> All right, Laura, you want to share third grade? >> Okay, so um we [clears throat] did add a few things to make

063kind of our motivation and what we're doing a little more robust this year. Sabrina Grinky, one of our third grade teachers, volunteered to partner with Prism, which is essentially it's under KU with the Achievement Assessment Institute. um they are working under that kite system where we take uh the state assessment the interims and then the mini tests that Erica was talking about. So we had monthly meetings with them um and Sabrina would utilize the mini tests and the interim data and we would go over those things and talk about how we are utilizing it. What's some feedback that she could give them? Um, one of the biggest feedback tools that she said was for third grade students who are for the very first time taking this assessment, you are assessing them through multiple choice, drag

064and drop, um, just so many different measures. She's like, could you just limit it to like one or two ways because not only are we trying to get them to know the content and understand how to show that, but they also have to manage and master so many different ways to answer the questions and it's very overwhelming for the kids. um they really listened to that. We're hoping that's a change that we will see coming. Um we were not the only group of teachers that they partnered with that mentioned that. So they came did some site visits. We had our monthly meetings and we just talked about how to make the system better for our students. So that way when they get to this state assessment um they are we're doing a better job of

065just measuring their content and then how do we set them up? How do we use the data the many tests? because when you get in that system, it's really overwhelming for teachers to find the right thing, find the right reports. So, that's been very helpful and we're going to continue our work with them as well. Um, so because of that, we also did what we call like our little mini like use our MTSS time. We did that for ELA and math last time during a 30-minute block, but this time we offered another 30 minute block. And we were able to divide them out based on these many tests and to look and see also based on they will put out KSC puts out on the state assessment this percentages of questions will be based kind

066of on this standard. So we use the mini test and then that information to try to align where we would need to give them additional practice. So lots and lots of data looking the third grade teachers did. So we worked on that. We started that in about um Janu after January, end of January, beginning of February when we came back just to give them some of those pieces as well as um Sabrina and her class um did the mini test for like throughout the whole year because of her partnership. The we also did a big kickoff assembly. Um we played are you smarter than a fifth grader? There you go. >> Um so but we call it third grader. We did fun things like that. We did our parent kickoff where we invited the parents

067in and they could participate in like fun activities with their kids to practice um test taking strategies. Um the additional thing we did this year is we all we had all the kids set a goal. We are in a unique spot where I cannot look at their gains based on last year their points or their levels because this is the first time they're taking the test. So each teacher sat down with the kids and took kind of um we looked at like what a four means for the state a three a two and a one and then we kind of correlated that to our report cards with what a four three a two and a one means with exceeds expectation meets standards approaching expectations of low standards and then they set individual goals in reading

068and math with their kids. Um, from that we said if the kids can meet one of their goals in both either ELA or math, they have the opportunity to earn an extra field trip. We got a little had a little hiccup in there because we heard the scores were going to come out, then we heard they weren't going to come out and then they wound up coming out. So, every student went on the field trip. But um looking at the scores based on the the kiddos, 90% of our kids would have went on that extra field trip because they would have met their goals. >> That's awesome. >> Um and some of the kids who didn't meet their goals, some people were like, well, what about our special education students or what about our students

069who um it's a struggle for them. Those teachers took that into account. They know their kids' academic levels. Um, and so a lot of the kids who who didn't meet their goal, they're they're not our kids who get extra services. It's just some of those kids that were working on that motivation piece. Um, but everybody went this year. But I think that was a a big thing. I um sometimes I would just randomly see a kid in the hallway or I walk in specials or the class and I would say, "Hey, what's your goal? What's your goal for math or what's your goal for ELA?" And they could all tell me. So that was something big and new and exciting for them. And I I think 90% of kids reaching their goal is a is

070a pretty big deal. So um we are continuing to increase our scores. Um if you look just at our scores for third grade in the last five years, ELA has increased in levels three and four um by 30%. That's a lot of kiddos. Um we reached that 50% mark for ELA this year. So that was great. Um and 21 and 22 we only had 19% in there. So, that's that's good growth. And then in math, um we were at an all-time high in levels three and four at 57%. We did have an anomaly class, that 2023 class, they did score very high at 50%, but if you don't factor that in, um we've essentially grown by about 27 28% um in those levels. So, we are just continuing to maintain steady growth each year. And

071I think it is building the culture around it. Um, I'm hoping as our kids leave us and that they go to Carbondale, they're going to continue, especially with Carbondale, doing a lot of the similar things with goal setting and all those pieces. It's not going to be new for our kids. We're going to continue to see this trend of kids trying to put forth their best effort on the assessment. >> So, yesterday after our presentation, um, Dr. J. Scott, he is works at the state department and he does all of the school improvements for all of the schools. And he ran in after me and he was like, Carrie, oh my gosh, this is what school improvement is about. You guys are doing it. You're making my dream come true. This is fantastic. And he

072was like, I can't wait to show this to everybody and do all these things and talk. So, he was so excited and he feels like what his vision was for school improvement is what we're doing. and he is so excited to see where we're going and what's happening with it. Not this year, but next year. State assessment scores will be part of our school improvement accreditation like making levels and they're eventually going to get up. They want their goal ideal number within the next few years is that all students will be at 75% 75% of students will be at levels three and four. Um he said the state is nowhere close to that. But he's like when he sees districts like ours that are making these vast improvements, he's like, I have hope. I have

073hope that these things can happen and that we can do that. He's like, if a small district like you guys, you know, can do these things, he's like, we can do it. Kansas can do it. So that was really exciting to hear him say that. But what other questions do you guys have about state assessments? >> I had a question about Sabrina's class. Miss Rinky's class took the many tests all year long. Did we compare that to the classes that didn't? >> Yeah. So, her and I didn't run the numbers and that actually is is a great question. Um, her class um actually was was not the highest performing class. It it wasn't. Um now if I do factor in um students needs um she did have um more students that were academically at risk.

074Um but her kiddos so she had um five eight nine 10 they had small classes so she had six 11 12 13 she only had 14 kids. um six of those kids in math, six of the 14 may were um levels three and four. And then for ELA, eight of those kids were levels three and four. So, eight of the 14. So, um but that was a good question because we wondered that. But I I do fully believe the the level of academic students, the academic atrisisk students did play a factor in that. >> Um, but I will also say there were a lot of her kiddos who um scored a lot higher than I thought they were going to score. >> So, just based on um practice there. Yes. Just for for practice and

075and going in with that that confidence. And we do the second grade does and I do want to clarify because I said second grade does take a pilot state assessment but it is nothing remotely even like this component. Um, but we do have the third graders go, [laughter] >> we do have third grade go train them like and be able to showcase like this is how you use your tools and all of those pieces. So, but no, that was a great question and I did I did look at that but and at Corbinale we used interims to build many tests too and a lot of our teachers I know for sure in seventh and eighth grade use those mini tests to do bell readers every day. So they just use their inter data to build

076the mini test and then help. I I think that helps a ton too that they're seeing goes back to what was really good. That formatting is half the battle to the use of the tool. So when they're exposed to that repeatedly throughout the school year, it's a huge difference. So the teachers work hard with that. All right. So remember state assessment is grade level based on state standards. Okay. So now we're going to talk about a different assessment, our fast bridge assessment. And that one varies and will change depending on the students needs and read their scoring. It is also a fast bridge assessment is skills. It is automaticity. It is your fluency. So it's how quick can you do these things and how all of those pieces. So it's a completely different test. Now,

077our fast bridge scores, um, going to be honest, were a little bit lower than we were actually all anticipating. We thought that they'd be a lot higher. Um, we also realized we spent a lot of our efforts on state assessment this year. So, it's like, you know, like you think you have this going and so you're like, I'm going to grow this over here. So, you grow that and you're like, well, wait a minute. So, now next year we'll be back to now, okay, we've got to get both of these going. We've figured out kind of state assessment now. So now we got to get back to our skills on FastBridge. There's still nothing that is atrocious by any means, but just our own sake. We would like to see done a little better again.

078Um so here's preschool kind of shows you early reading and then early math. Um overall across the whole district, our math scored really well. Um so feel really good about our math curriculum that we've been doing there. >> I think it's really import to two like if anybody have experience with their testing. It's confusing for me because it's state assessments you want three or four not a one but on fast bridge you want to be in tier one. So like when you're looking at it say it's tier one. >> Oh good point. >> Tier one good reverse. >> It's reverse. So I think >> look at green >> if you're not green good. [laughter] >> All right. And then kindergarten. So can you scroll towards me a little bit Amy? There you go. So this

079is reading >> and then >> also goes up every >> it's not the same. >> Sometimes you'll see a winter dip and then so it just >> Yeah. The winter dip is very common everybody talks about >> and with fast bridge versus state assessment. State assessments is just grade level questions whereas fast bridge takes a student to their frustration level. It's like a completely different set of information that you're getting. >> Yeah. >> But compared to where we were in 2022, >> leaps and bounds. >> Yes. All right. First grade. So there's their reading. >> This is also nationally normed. >> Correct. >> Which is correct. >> Different than our state normed. Um, so >> and then math >> a lot more kids to consider in who we're comparing to in percentiles. So >> yeah,

080first grade really blew out our water this year. >> Feeling it this year. Um, second grade >> and something weird, completely weird happened in second grade with math. Um, Laura Lee and I are trying to figure out what happened there because we're like, what in the world? >> So, I don't know. That tier two was just >> Yeah, that was >> spike spring dip. >> Yeah. Yeah. >> Cuz compared to what they did in the winter, >> they just completely changed the skill. >> Yeah. That's I mean >> that was kind of like the anomaly that >> Yes. We both were like what? [laughter] >> So I don't know. And then third grade. >> Yeah. And Amy, I tried to get it to change the numbers on the side. [cough] We change it and then

081it would I'd open it again. It'd be back to the others. I don't know why it just I know it's your pet peeve. I'm sorry. >> How will this stay? >> I'm looking carefully at this. >> Yeah, I'm like I should probably just take like a screenshot of it and put it in as a clip. >> [cough and clears throat] >> Sixth grade was kind of a wonky year this year. Their state assessments were also really low. So Mike and I have been talking about this like trying to figure out what exactly is going on. We're going to watch this cohort closely. Like, is this just a brief thing or what happened? We're not really sure. >> Did you look at the kids over time in the >> She just asked. Yes. >> Yeah. Mike

082and I looked at that today actually. state assessments as part of the >> they are not talking about that yet. The only thing they're talking about is making one screener for every school district. So making it a requirement on which one you use. So that's what they're talking about now. They're trying trying to decide which one that will be. >> I bet it'll be this one. >> I think it'll be >> They endorsed this one for the past >> um this summer. They are changing the norms for and the benchmark for um fast. So next year there will be different norms, benchmarks, everything. >> Um so that could be interesting. >> Yeah. So, yep. They were supposed to do it last summer. They didn't do it. And they promised us that this summer they would

083be doing it. >> Okay. or we all get ner. [laughter] >> So yeah, so at the high school level, ninth graders, every ninth grader has to take both math and um ELA one time in the fall and it is only required the first time. And all of those students who score in the 40th percentile or above um on the national rankings um do not have to take it again because it is just a screener looking for students who might need interventions. So if you are in the 40th percentile or above you um that is the suggested benchmark um from the state you don't need an a remedial intervention in either format. Um, so the only people or the only students who take this are students who have not reached that 40th percentile yet. So that's

084why you're going to see scores that look a lot different than um the scores where every student takes it three times a year >> and once they reach that 40% ticket they get it in the fall or the winter. >> Yep. Yep. That's right. Your fall always looks fall looks good and then >> yeah so fall for nth grade everybody takes it fall and then >> but it is exciting when we do take it in the winter and some of those kids who didn't reach the 40% style then turn green we're like hey that's grow that's progress so that's good >> so like we continued to have kids reach it like in the winter and they're done >> and they're done it's so exciting Yeah, they love it. >> So, where's the spring on this?

085>> I don't know. There wasn't like there was not enough data to actually make a comparison. So, fast bridge. There's only like a small handful of >> there's less than 10% of the students. >> They don't 18th graders still taking the fast bridge for reading. I don't know how many for math. I did not I don't have that number. >> So, if there's not enough fast won't even make it a >> Yeah. 10th or because you said, "Oh, that was Joe and that was [clears throat] and that was, you know, the students." So, >> yeah, there's so fewer. >> Yes, [clears throat] that's good. >> Yeah, it is. It's been great. >> Awesome. That's a lot of tier two though. That's good. >> The tier one match to the 40th [clears throat] percentile. >> So

086if they're green, >> green would be so Yeah. >> Or even >> Yeah. Do you know what the percentile is between two and three? >> Uh 40. I thought it was not 15 or 10. >> That's close. >> Yeah, 10 or 15. Yeah. >> Yeah. Yeah. There's like And then 12th grade is We don't even really anymore. So, >> okay. Do you guys have any questions about fast? >> Okay. >> Good job. Thank you. Okay. >> Now we are one enrollment. >> I just wanted to update you where we were. We have 325 fully enrolled students and 34 uh more that have at least started the process and have not quite completed it but have gotten in, started it, maybe not pushed submit yet or saved or whatever. Uh so we're getting there. Um I

087thought we'd have more by now. I thought my hunch was open early, people get it done. That didn't really happen. So that's okay. It was a good test run on it. So, we'll make some decisions on whether or not that's worthwhile or isn't. It didn't hurt us to open it early except for a little pressure on Andy to to get it done. But, um, it does I the point was to try to help with our data on returning students, get our capacity numbers where they need to be a little bit better and then not have so many kids waiting till August to get enrolled. So, the data is the piece that we really wanted to kind of amp up so we had a little bit more. But I think maybe there's some maybe we could

088do some incentivizing um with parents like know your kids classroom teacher quicker or we could do some other things or maybe wave a fee here or do some things like that. I don't know. I know there's some other schools. Who was I talking to the other day said they start their enrollment in March and everybody is done enrolling before school is out. Who was I we talking that was at USA? Who told us that? >> Do you guys remember? I think your new principal >> at his last district. >> Yeah. Okay. Anyway, I thought that was a great >> um >> whatever he was doing was doing it at teacher >> conference. You know, they have the computers up for usually they're taking a short survey or something. >> Yeah. Yeah. >> So, I mean,

089a lot of people do it on their phones. >> So, we'll we'll keep thinking about it. That was just our first trial on opening up that early. Maybe we'll come up with some other ideas that might help us get that data. I'm not giving up on it yet, but that's just kind of where we're at. So, I also wanted to give Andy a huge shout out. If you have been to also our website, it looks fabulous. Amy, can you click up USB 434 and see it? He he just pushed it live and there it was. And I didn't I don't even think I realized it was the date it was going and I clicked on it. I was like, look at it. Look how nice it looks. So, um looks really great. Um it'll take

090a while for people to figure out navigate, but um there's a few tweaks. He's built he's literally built websites within websites within websites to house and make it a little bit more friendly for all of our in or our um behind the scenes users to put our stuff on the website ourselves versus having to go submit a ticket to Andy all the time. we can update things and Austin's got his bound um attached to this. So it it's kind of websites within websites which is neat. Not to the user end so much but from the from the backend side it make it makes it a lot easier to manipulate and and do things with. So um we're going to have to do a little bit of training on it but I love the modern look.

091Think it's clean crisp. I like the uh uh the icons at the bottom things like that. So yeah, so we'll may mess with it. There's things you can do to change if you don't like where something's at or the way we label it. We can change all those things in those aesthetics. I know Stephanie came in and met with Andy. So do you want to provide any feedback? >> Well, you guys all know what I wanted. I don't Is it on the district calendar? >> Yeah, click district calendar, Amy. >> Top right. Oh, and it's not going to show it because we don't have very many events, but >> Oh, well, the colors on the left are going to be on the calendar. There you go. >> You just want to look at OC, you're

092looking at yellow if you want to look it. So, if that helps a little bit, but >> are you talking about up in the code? >> Yeah. Yeah. I mean, that's a lot to probably put in there. >> Character limited. We can. Yeah, that's that's what it comes down to. Up in that up in that spot. >> I could put my grade levels >> like I could just >> move to that. Are we gonna like get more because it's confusing my families >> like not OAC to SFT Elementary. Like I feel like I need some like new signage because like everywhere it's like Overbrook attendance center O. So when like we it's not they just are like what do you mean SFT Elementary? And I was like well that's us. So, I just don't know

093like if we can brand it better or if we can like change more than just like putting it on the website or doing whatever because even or and like we we really need if we're going to do it, I feel like we need to really do like one big rebrand and I need to even train like my secretaries because like right now they're like overwork attendance center to be like Santa Fe Trail Elementary. Um I just >> and it's it's not it also has to be officially changed at the state level and that's not been done. So, if you do a a building name change or a building change on record, those all have to be changed >> um in a process. >> And it's not that I'm in disagreement with you. It's just I

094I just was saying Go ahead. >> So, if we change names, doesn't that mean that you have to change all of the signages on outside of these buildings? >> That's what she said. >> That's what I was asking. >> So, like if we're not money, how like rebranding is expensive. So, like or would we do this with the if this bond passes or are we saying that we have money set aside to rebrand? >> It makes sense to wait until August with the results and then decide from there. My personal opinion is I'd like to see it called what is in the building, not necessarily a town, >> but that's my opinion. That's not maybe shared by everybody. No, I've always thought they sounded like juvenile detention centers myself. [laughter] >> But I mean, [clears

095throat] >> but that's it's Yeah, now it's I mean that was, you know, when that's way back when, but um like when my daughter's in kindergarten. But anyways, it's just expensive. That's it. It's really expensive. >> And like I said, I'm not I'm not opposed to that. I just would like I just if we make one shift, I would like to make it all at at one time that way because that way it says it on the top of our report cards. It says it on the >> like as one >> but I do agree. We I say I work at a detention center and they're like what is that? >> Well, but I mean because like when in all of our I'm assume like all of your letterhead everything's got to be changed. Like

096we're talking like that's Yeah, that's just that's time commit. It's fine. You guys know that. >> All right. You got anything else? >> Yep. No, >> that's great, Andy. >> Thank you, Andy. >> Thank you. >> Thanks, Danny. >> All right. Uh, did anybody else have any questions? >> Did you do yours yet? >> Okay. Uh, 81 flag football discussion. >> Um, is this >> Yep. I um flag football has become sanctioned by Kisha. So, we decided to do some investigation on the process of um implementing this at Santa Fe Trail. Is that something that's going to work right now? What's the student interest? What's the cost? What would we need to do to get ready? Uh, etc. Who would we play? So, I put Austin on this project with um other administrators kind of

097they've been talking about it. So, I will turn this conversation over to the board and and our athletic dire and activities directors. Yeah. So, um, flag football would be seven on seven girls flag football. Um, prior to this year, for the last couple years, other schools, um, have been playing it as kind of a club sport. Um, what they've been doing is somebody out of the Chief's office has been doing all that scheduling. Um, saying, "Okay, we got Wellsville is playing, we got Baldwin that's playing, and whoever else." Um and then scheduling them to play mostly tries um on Saturdays is what I understand. So I know like Lawrence Free State has it really big and hosts a lot of um tournaments and tries there on Saturdays. Um this year in late April, Quesa did

098sanction it as a sanctioned sport for next school year. Um that was April 28th I believe that they sanctioned it. Um since then they haven't given a whole lot of guidance on what that's going to look like. Um all they've really given us is that they're going to follow the NFHS um handbook um and the NFHS rule book um for flag football. Um and the schools would be required to play six to 10 regular season games with a postseason tournament. Again, all that would be in the fall. Um as far as like what days of the week uh schools are mostly playing on, that hasn't been set. Um, I think that a lot of the schools are mostly playing on Saturdays. Um, some are playing on Wednesdays. Um, so with that, we pushed out a

099survey to 8th grade through juniors. Um, so students that'll be at the high school next year with what their interest would be in flag football. Uh, we got pretty good participation um, out of 94 responses. So this survey was uh, number one, which fall sport do you intend to participate in next year? And then the second question was if flag football was an option at the high school next year I would and then they mark have no interest in playing plan to participate in flag football or with dual sport. So of those questions um out of 94 responses we had 24 say they would participate in flag football only. >> Um 17 said that they would plan the dual sport. Um how that would work would have to be ironed out later. um because as

100far as like which day of the week they would practice and all that that hasn't been hasn't been discussed. So um those were the responses we did have of those 94 53 um well originally so the first question was which fall sport do you plan to participate in 54 said that they don't plan to participate in anything and then on the question if flag football was an option 53 said they would still have no interest in participating in flag football. with this I mean I like the fact that more opportunity to do stuff. Is this something I mean is this something that you can pull off? I mean I know we're >> into June time. I mean you're going to have to find the games or do whatever. Right. >> Right. So >> I mean

101I mean we need to get >> as far as like other school. So there's some factors that would go into it. Other schools who's participating within the league. Wellsville is the only school that has said that they are going to do it. The rest of the league has said they won't have a flag football team this school year. Um Baldwin has a team. Um I will say we talked with Baldwin at I was at the KIAA conference and was talking to them about it a little bit. Um they did it last year. Um they did have four ACL injuries last year. Baldwin did. Um his take on that was it's different kind of movements than they're not used to. a little bit more aggressive agility movements. Um, which led to, you know, it could have

102been just by chance that they had four ACL, but that is always a risk. Um, and then of course, you know, finding coaches. I would think that we would need at least two coaches. Um, if we're going to have that many girls out, >> um, and then uniforms. Um, and then equipment is pretty minimal. Be flags and and I think they're youth size footballs is what they use. Not a helmet. >> Not required. They they can wear, as far as I understand, it's not required. The helmet here, >> you guarantee it's first or second league. [laughter] >> so with with being required to play six to 10 games, if you if you're playing Wellsville and you're playing Baldwin, you know, assuming they want to play, you're looking for other games. Um, mostly I I've heard

103Lewisburg will have a team outside of those three that are kind of similar size to us. It's going to be mostly your Free States, your Washurn Murals, your Shauny Heights of the world. So, um, my recommendation would be to wait a year because there hasn't been a whole lot of guidance from KA at this point. Um, let it kind of the whole state's just still kind of figuring out. So let them kind of iron out some of those kinks of you know uh who's flying, who's participating, and what what days of the week are kind of the traditional here's when we do flag football. So >> this is a flag football discussion so shutting down if we need to. But is there anything else that was sanctioned by like maybe esports or something that >>

104we could look into or >> esports was sanctioned last year. So they have we're kind of in that field where they've kind of ironed out some of those. here's how it's going to work kind of thing. Um, I haven't sent out a survey about esports. Um, I would venture to guess we probably would reach some of those kids that I that don't really have a thing. You know, if they're if they're planning on playing flag football, they're probably the same kids that are playing either volleyball or girls basketball or softball or whatever else. Esports, you're probably going to reach you're going to reach girls, you're going to reach boys, and you're going to reach kids that aren't involved in something else. That's a volleyball players when they picked. >> How did that take the number

105of volleyball players? >> They would do both. >> Yeah, we had five. No, 17 said dual sport. 24 said >> eight said they would do volleyball and football >> because some would be cross country probably, >> right? There were >> there were four that said they would do football and golf that said they would do cross country. >> Cross country. Golf too. Where would they practice? >> Those those are question. Where would they practice? You know, >> um, >> you probably go late in the evening after after football's off the field, you know, six o'clock or whatever on the practice field. So, >> I I would like us to look into esports a little bit more. I know. Um there's a there's college money in esports too for kids that aren't don't have other avenues.

106Um I just I I I feel like we might want to catch up to some of the rest of the world and look into that a little bit more. >> Yeah. No, I agree. It's >> I will say that Andy and I have conversations about this about the equipment needs that we would have, how we'd be able to set that up. Uh so that is something that we are investigating. Uh again with our league uh talking with the other league administrators I believe only two uh have it and again I believe Wellsville is one and then uh Oswami is the other. >> Like how does that work? >> Yeah, there's three games, right? That's the Super Mario Smash Brothers, Rocket League and >> Mario Kart. >> Well, there was another one that I had to

107ask Britney about. I forget his name. >> And then they're also looking at adding >> Madden. Yeah. >> So, I mean, yeah, I think those games are out there. A lot of kids are playing, >> but I agree with the college thing. You go to college and they have cheese to >> everything. I have friends who send out their full ride on >> Yeah. >> I like the poll for student involvement. um that capturing kids that don't do anything extra at school clubs, even sometimes band or any of those extracurriculars that get them out and involved in school things. Um some of us may not consider it a sport, but a lot of people do consider it a sport. It's competitive. It's got teams. It's got the same kind of concepts, even though it may

108not have quite get their heart rate up. Maybe >> I'd like [laughter] to get their heart rate up. So you could teach kids to keep calm under pressure. >> We could jog the hallways before you know [clears throat] the >> we struggle sometimes with getting numbers anyway, right? If there's four options for >> it might water down our numbers or they have to try to do everything and now it's like well Saturday volleyball tournament we can't do >> I don't know. It's also [laughter] only seven versus seven too. You know, it doesn't take very many kids to formulate a team. I hate to take that away. I mean, I know lots of people. >> Yeah. I mean, >> I don't want to take it away either. To me, if there's four options for girls or

109something else, what is what is esports season? Is that winter? >> Um, >> I just looked it up. they kind of left it up to the school and the league. >> Their championship is in late January. So their state championships are in that time frame. So they >> most schools were kind of running it as a winter sport. I mean you're going to be inside in a way. So >> yeah. >> Um >> the other thing with the esports is like so right now we're at seven girls sports, seven boys sports. If we had flag football then we're at eight girls sports and seven boys. If you had esports that's co-ed. So, it kind of keeps it level. >> I mean, I know there's interest in it, but I >> I would like to see

110what it looks like before we implement this. >> The flag football. Yeah. >> Yeah. I'm with I think I think you're >> a big interest. I I'm okay with I guess waiting to see what it looks like. I just >> Yeah. >> And then maybe revisit it after the season >> next year. >> Yeah. >> Like maybe Yeah. November or December >> and then we'll know games, >> right? And based on kind of late discussions, that's kind of where the league's at is let's let other schools kind of figure this out and then and then decide if we want to do it or not. So, >> so there are other schools who like m or like maybe have interest. They're just not. >> They're mostly the schools that were running it as a club sport

111before. >> So, Wellsville was doing it as a club sport. Baldwin was doing it as a club sport. So, now that it's sanctioned, they're going to continue with it, >> right? So, okay. So, yeah, they they already know >> they already kind of had a process in place. Gotcha. >> I think there's maybe more than Do you know much about club? >> Um they're still running it. They they ran it as a club last year. And I just texted my dad who's board member over there. He says they have not voted on it yet. So he doesn't know what they're going to do as official transition to a sport or club, but they do have a club team. So >> yeah. I mean the option of picking up clubs as a team versus just >>

112Well, how would that work? Yeah. club and notification. >> Sounds like there's a lot of questions answer before we jump right in. >> It was sanctioned a little late. Had it sanctioned in January. Maybe we have a little bit more information, but it was kind of late. Um, do you guys want to table this for further discussion after season one of >> table for the 26 27 school year? >> I'd like to see I'd like to see, but I don't want to rush into it and do it wrong. >> Sure. >> Would you like a similar survey about esports to go out? Sounds great. >> Great. >> And I guess it's still pretty early if that's a winter sport, but I don't want >> Yeah, that might be something we could do. But we've been

113talking about it for a year. So, um I know that maybe that's something we can get going this year. >> Yeah, >> they don't need a lot of >> trucks. I So, from a cost standpoint, we've done a lot of infrastructure stuff, but you're going to have a lot of hardware investment there, too. I mean, if if there there's there's going I mean, esports isn't necessarily cheap on the >> the hardware side of things. Just full transparency. I would love to see you guys vote and go go for it. >> And Annie knows lots of grant people out there devices. We have lots of device grants. >> Look, you can be My kid literally will go stay the night with a buddy and put his PlayStation and his monitor in his bag and go. I

114mean, just have them bring their own gear. >> Some when they start his clubs, they a lot of times they do that. >> Do their own gear. >> Yeah. You can have I mean that's where maybe you do have a couple of school items but not enough for the whole team >> and there's a lot of risk involved because they are expensive devices and you're bringing them to school and storing them and >> right we'll collect some more data for you. I'm able to flex football on the table >> as a little he he said something in equipment and esports is in my head now and just thinking of where I work and knowing how technology works in a lot of places like that is that they are willing to offload their old monitors and

115everything that there is absolutely nothing wrong with laptops things like this these are laptops that could handle high-grade financial security things that they would offload for a significant discount so it would be I think it would be advantageous if this is something that we're going to go down to look into those places that have a lot of that technology that would be useful for the kids because >> it so part of the the thing is with the esports they're going to have to have the right graphic card like the that it's going to have to have a certain spec that it that to meet to meet it. So if we can find that oh yeah absolutely we're we're we're game it's just got to be that right. >> Don't judge me. My question was, if

116I bought this, can I play World of Warcraft on it? And [laughter] they said yes. You know, so >> that's fair. [clears throat] >> I'm just saying. >> I don't know anything about it, so you have to tell me. >> Good. >> All right. Thank you, Austin, checking in. >> All right. 82 fundraising. Uh I think we have the >> Yeah. So there's some data in front of you. Uh this was one of our topics in May that we uh took off the agenda due to our virtual session because I had a board member request. Um some information about fundraising. So the Austin's here obviously he knows probably the most about fundraising in here. Uh we do have a fundraising policy based on um how we solicit for items uh for clubs or or school

117or staff or whatever. So I just leave it open for you guys to ask questions or what information you needed or yeah I feel like my initial concern for questions are having multiple kids in high school doing multiple things fundraising is somewhat out of control. Um I just feel like you go to the same people, the same businesses, and I just wonder is there a different way, a better way to handle fundraising than what we're doing. Um is there an activities fee or a fee for each sport or >> we used to do that, we got rid of it. >> That was the pay to play. That was a lot of funding that we lost. That was some of my question is like do is football not to you know this much money every year

118and volleyball this I mean I didn't know like if there was any set amount that each sport was and I know it can't be the same because costs aren't the same for every sport but I don't feel like that's there's no like set amount for correct >> so we had a while back a few years back we had where they was requiring them to raise so much remember that thing was you superintendent then >> no it's before me but I know what you're talking about We got rid of that. >> That has popped up. >> Yeah, >> that has been popping up where if you don't raise this much then you owe >> you pay the difference. >> I believe our polic Did we set a policy against that Amy? >> I mean I should

119have asked you for >> it is still being put out there. >> I thought that I thought that >> it's just hard. >> You said that you couldn't because I know there's families that probably can't afford to pay. >> The other thing is though is I know if there's no incentive why would anybody do it? You know, I get both sides of the story there. But so, I'm going to tell you right now, I'm a little ignorant to all that you guys as parents probably know more than I do on what you're experiencing as a parent for fundraising. So, what I know, and I guess what I'll bring Austin into the conversation and Kyle and Mike, whoever knows about fundraising, is um when you guys submit fundraising uh requests, we then bring those to the

120board. are all your coaches uh communicating with you about exactly what the fundraising is going towards so you have at least a good sense of we're buying our warm-up hoodies for this or team sweatshirts for this or things beyond what the district al already provides uniforms and equipment things like that. So, um, you guys want to talk to that a little bit and then maybe you guys can share what your experiences as parents are on the on the other side of it that, um, maybe there's a misfire on some things that coaches aren't communicating enough or there was a miscommunication on what the fundraiser was for or where the funds are going, those types of things. That might help us kind of clarify what all the concerns are. >> I'll just confirm your statement about

121coaches coming up with specific things. from my experiences, especially when coaches have asked for like, hey, do you think it'd be all right if we try to target this much money? I've I've asked the question why. So, say for instance with football, uh last year they wanted to get a new sled, so they were going to fund raise for half of it and then we covered the other half of it. So, that was a special thing that they wanted to get additional funds for. uh basketball for instance, a lot of the shooting shirts, um the extra gear, equipment that they wear that's personalized to the individual. Um that is what some of that fundraising has gone to. The biggest expense that I believe that most teams have is food. Um feeding the athletes and that

122one I shouldn't say the biggest expense, I should say probably the the one that you can't uh >> quantify as. >> Yeah. You you can't really narrow down to a specific amount of money. Uh because say for instance, you go into postseason. All right, there's more food expense there. Uh, you start getting into travel. Okay, now we also got hotel costs, things like that. Um, so there are some areas in there where you can't definitively say it's going to be this much is going to be allocated for this. Uh, but the vast majority of the large purchases or the the large lumps of money are accounted for in terms of equipment. So, I don't know if this is true, but I've heard tell I've had a parent tell me that and I forget which board

123it was, but if you didn't raise raised that quota, then there was extra running for you or everybody that raised a certain amount didn't have to do the extra work. But if you didn't raise it, you had to. And I thought we specifically had there was no punishment for not meeting the quota. >> I have heard, >> let alone not have a quota, but now that you're doing it against our will, now you're punishing for it. that so I do know that I that has occurred but not in that way that that has kind of been framed as the opposite like if they meet this goal then they get out of conditioning versus having extra conditioning so it's like this is our normal practice this is our normal conditioning >> that's the same thing >>

124that's that's how they've changed their referral >> I believe that that's how it took place either because I >> can I ask >> do you guys have policy at all for parents to um like uh you pay this amount and you get out of it. I don't that's not I don't love wording it that way. That was a really bad way to Yes. But like policy >> that's why it's just so different for every sport. >> It is. But like as from a parents perspective, >> sometimes you're like, "Hey, what's this?" >> Basically, like and I get it that not everybody can has that option or wants to do that option, but I'd appreciate that option. Just tell me what you need. >> I would tell you $400. I mean, like I'm just I'm not

125>> Oh, $400. Does that go back and like do you pay? >> But I mean, I I don't know how to answer that. Um, I mean, >> I don't know how to answer that one cuz I like tell me like there's just that's really out of context. Like what is that $400 for? Like for for volleyball? Like I don't >> where's that you know like how is it $400? >> Um like right now like honestly like why do they have to fund raise to get personalized sports? Like why can't parents just buy that? >> You your parents you took your form home. like >> yeah that's why I feel like I need to have this conversation because when you have multiple kids doing multiple things it it's just like I hate fundraising I mean >>

126and that like when you talk about the buyout so I would say with a kid that has done all the sports like I've never been required to raise money except for one year and it actually kind of surprised me and of the fundraiser that we did we were only getting I want to say like someone would buy something expensive and we would only get >> it4 $4 an item, you know, and it's like, oh well that's nothing. We can sell a ton of this and we're still not going to meet our goal. So then we were told, oh well then you need to pay this amount. So we were like, "Oh." So that I guess to me was kind of a buyout. But I mean, yeah. But I >> like But like from a school

127perspective, like when you bring home these like red ring flyers, you know, like bread sales, like I don't want to take my kid to do doortodoor. Like what it what what Yes. Like give me a number, >> please. >> Now, when it's like a cheerleader is doing a car wash, I'm going to feel like a jerk if I'm just like, "How much do you need? How much does this guy cost me? because I don't even want to show up to your car, you know, like that's that's the difference. >> So, I guess my question would be what um do you want to put some different parameters in place, some um procedural things that would help alleviate the the overwhelm. It sounds like there's overwhelm in fundraising >> and then maybe some obviously, Tanner, what you've

128spoke to three times now, the punitive or you must raise this or whatever. we can make sure that's um added to the >> fun. I guess we have I thought being over this I don't know why we're still talking. >> I was not part of that conversation in the past. So I'm not sure. You've brought it to my attention. Yes. Um I don't know of a policy. It's not in the current fundraising policy. I don't know if that's in a athletic handbook anywhere. >> I'm looking that up. >> I don't I don't know that I have all I don't have all the answers. I feel like this is not this is going to be a hard part is >> but some people's some people's number is zero. >> Mhm. >> No. Yeah. No, that you're

129absolutely right. And I get it. And this goes with twins. >> When I had twins, we're like what do we have to pay? We're done. And you know, >> but I'm just saying like yeah, if you were to communicate that >> because they're true number is zero. If that makes sense. You know, >> it goes outside of the athletic aspect of it too because it's every Yeah. But no, I'm even talking about the way the way it's perceived by the students because even if like I've paid almost $800 to $1,000 to the district over the last couple months, but I keep getting emails and reminders of fees and now I had to tell my daughter that she doesn't get to know her teacher next year because there are fees out there that can't be explained

130that aren't paid. So my children are being punished for the financial issues of their parents that they should not know. And I know that goes across the board and it's frustrating, too. So, I get that there needs to be that eb and flow on everything across the board, but it sounds like the kids who should not be punished for it are the ones that are getting the repercussion. Um, I mean, even with the jump rope for heart, you know, when I told Keville, I don't know if we're going to participate, you know, just seeing their >> faces. There's a lot of pressure to put money into something that just isn't there. >> Well, I guess parameters. >> That's so hard to say. >> Like you have you have one >> club or sport that might

131not travel. >> Look at cheer. Look how much cheer fundraises, >> but she does a phenomenal job. You have to you have to fund raise. But I'm just saying like if like a a club decides to go out of town that isn't like a postseason where the school district doesn't cover like hotel costs >> then that's where fundraising can be very beneficial. >> Yes. Like they go out to Hayes, they pay for the rooms, they go out to where like I mean >> as a as a sponsor and a coach of two small parts of the kids do. It also gets really hairy to not fund raise at the same time as someone else asking for money because you're like you said you're asking the exact same people over and over and you I feel

132guilty >> but it's hard too because some of our organizations that we our sponsors were like KY for example they're fundraising to donate money right so they're not paying for something but that's still like the responsibility of the organization we're trying to pay for nationals we don't know how many kids we're going to take and we don't want ask her to be in for a bunch of money. You golf, we fund grades for new uniforms. But I it's like but every organization we're doing some type of fundraising and it's overwhelming. >> For one, you shouldn't fund raise, >> right? >> You should not fund raise for uniforms. >> Well, I mean, we do for equipment and stuff like that. And >> but I mean, why? But those are things that those those like hu there's

133things that the district pays for that I want to make real clear. There's a lot of money that goes into athletics and activities that we for student opportunities and student >> involvement. Um >> well I don't not paying for like I know you guys are but we still have like we feel a sense of responsibility for our own clubs and organizations to pay for stuff too. >> I get that. I do, but I also work with my ads and principles on rotating a cycle through getting new equipment upgrades, getting our uniform upgrades, trying to be equitable in all of our sports, that everybody has [clears throat] new nice things, we're not wearing 400 year old track uniforms with [snorts] holes in them, and that we, you know, have take pride in our activities on athletics.

134So, I don't want there to be a perception either that there's there's got to be a a line between fundraising and then what the district takes care of. But if you guys have some thoughts on what you'd like the district to take care of beyond what we're already doing too, you know, those are things we can talk about. So >> that's what I I didn't know like if there was a set amount for, you know, clubs get I mean I have no idea. Yeah. >> $500 a year. I mean and you know I but I also know it can't be people cannot be fair because one football helmet costs >> correct >> so much more than >> and we and we have rules that we have to recondition them off. >> Yes. I mean, what

135was the thought of moving away from like an athletics fee? >> Were we thinking that that was >> an athletics fee? It was what they call that activity fee and that was to eat dry. >> No, there's still that taken away sport. If you were going to do volleyball, it was next. If you're going to do track, it was next. >> And then we took away that additional athletic fund. um gate >> of students students paying to come to games. So all that all that kind of went away at the same time I believe. >> Um >> I don't know and I don't know like I would Kyle I've talked to Kyle a little bit about this. I don't know if other schools have >> you know I don't know >> I'm sure they have

136the same problems. >> Yeah. I don't know. I mean I just I just don't know where you start with the limitations. >> If we're going to have these activities we need to supply your uniforms and equip which we do. But we need to do that. >> But we're not because people are still fundraising to buy us. I mean, I'm just saying >> we fundraised. >> We met. >> Yes. >> I mean, I just >> it was for there's clarity on what the funds are being. >> You mentioned somebody was buying their laps or something. Correct. Uh, so like basketball, uh, has them purchase their shooting warm up. >> Yeah. >> And they keep those, right? >> The things that the students keep up is what I'm saying. >> If it's a if it's a uniform

137that they give back to the district and then we use them the next year. Yes, we pay for all that. >> So they're fundraising for a walk outside of what we're providing. >> So we play devil's advocate. >> What What color were the basketball warm-ups two years ago? >> Black, right? And then this year they were blue and black, right? So if I don't my $80 warmup, am I gonna have a black one from last year that somebody brought in or is the school gonna purchase an extra blue and white one that or blue and black one that doesn't have my name on it? Right. That would be my only thing. I don't I mean it doesn't say Ramsdale on the back, but it looks just like the one that Stephanie and Amy have. Right.

138So, >> well, but could we also I mean it would wouldn't be fresh every year, but why does a junior need three different colored warm-ups? Why can't we have the same warm-ups? You could have >> choose to use your warm-up again if you haven't outgrown it or whatever. Totally agree. >> Not spend money every single year. We could do things like that as well. >> That's how they did it when we were in junior high. Like seventh grade would have the old uniforms because eighth grade had them or passed down and even the high school trickled down. >> Yeah. >> Um but then at Scranton at one point what they did too is to cut cost on things is she started like a shoe fund. So kids that went out and you're never going to

139use track spikes again, you can donate them to the school and then there's somewhere where you can go and pick out spikes. >> They do they do for a better we do that for the junior high track if you don't want to buy some. They've done a good job advertising for the kids. Hey, and there might be $10. >> I just assumed everything did get past that one. I didn't >> I don't mind a fundraiser. I mean, I understand they want to get some fun things of food. I don't mind a fundraiser, but I don't want to >> a quota or a number they have to hit. I don't want to be mandatory and I don't want >> Here's the thing is what's your motivation? >> Yeah, >> that's that's you know, playing devil's advocate.

140What's your motivation for doing it? because I'm I got to be honest every time. >> Devil's advocate only. >> What is the school required to like what are like isn't there an expectations that parents provide? Like if my kids join the trap team, I'm not expecting the school district to raise money for guns. >> Like they have to bring their own gun, right? >> Okay. >> I was on track. >> Thank you. [laughter] >> YOU BETTER RUN FAST. I don't >> think you guys want to start. >> We could do things like I think some maybe a starting point would be um for all coaches we tell them you get one want fundraiser and that's a hoodie or a something that the kids then get at the end of the season they take with them

141if something like that we could limit those wants. I don't know how many t-shirts or warm-ups or extras, sweatshirts, things like that that each team is doing. I have zero idea. Uh stitch. >> But then what what about band and cheer? I feel like those are a little bit different. >> Oh, are they? >> Yeah, but they do. >> I think about band for their trip. >> They have their boosters that do >> right. Are we going to put limitations on that? You see that? To me, that's different. You're going on a trip. It's like, >> well, that's different than force sweat insurance. >> No, I know. But where do you That's why when you put that into context, it's got to meet all of >> you got to meet all of the criteria for

142every that's where that's where it gets really tricky. >> Can I just So, and I [clears throat] I understand and like I definitely would like some kind of clarification cut off, but I will tell you. So, with my daughter, I you guys keep talking about food. I mean, I don't know. The parents made the food >> every year. We went to tournaments, parents brought food and she had to bring food to the bus and we had to feed not just like if my kid was on the varsity, I had to feed the varsity and the JB at at one point, you know? So, like >> it's Yeah, we're doing this fundraising plus we're doing this senior gifts. >> I mean, I had I somehow got stuck in charge for three years of senior gifts. I

143was begging people like, "I'm sorry, but you know, we got to buy senior gifts now. Now we got to buy this and now we got to do this." And I mean, it's a lot. Like, yeah, you do the fundraising, but that's what I Yeah. What is it paying for? Because I know as a parent, I'm paying a lot more than just the fundraising to feed these kids and do everything else. Why are the parents and I guess that's a difference in different sports too because in wrestling that's not that like fundraising is going towards like the fundraising money is going towards like >> principles do you guys have any thoughts on any of this >> yes >> I got a lot of thoughts but uh I don't think it's going to resolve anything >> no

144but it's I don't know how you would resolve >> I think one of the situations that we're coming across is that there's so much varian from activity and sport to sport that it's difficult to really define it because you're seeing some like for instance just ask like well what what food is being paid for well I know on football away games they buy the boys pizzas after the game so that's that's one of the components for football whereas uh some of the other ones like you're saying the parents bring all the food so they're not spending money on the food so there's there's a major discrepancy on what's being purchased for each >> activity [cough and clears throat] Maybe we just need to start off with keeping very good track of each sport or club

145and what fundraising are they doing, what are they spending it on. I maybe we just need to get a really good baseline. I don't know. But I I agree with Kylie like at some point the incentive because I just looked at my outstanding fees just fees for my building. That's not sports. That's just your come to school fees. And I have 25% of my families that have not even paid their fee. Like they have outstanding fees with us. So what? So if you do wind up going to a buyout, what are you gonna do with it? >> Yeah. >> Right. >> Exactly. And we're saying we don't want to pun I mean because then you're punishing the kids and you want kids out. >> No, I agree trying to find >> Well, like Kyle said,

146everybody uses it. It's their account. They use it differently. >> And >> what if you did a Here's >> And I I don't have I don't have a problem with them having that. I just don't want the punishment. Sure. >> And I think but what what if you had an option of like at the beginning of the year is you could buy you it's $100 for sports fees across the board or you have the option of you sell $100 worth of these cards. Whatever. I'm just using that as an example. >> I don't really care. >> But but then you have an option. You have the option of buy out versus buy out for the whole year versus selling. I just know um Ken the Kinberry League does something similar where they they give kids

147options of that. >> You know, that way if you pay for any of your high school sports >> and your charge may not be a great >> Do you charge the family that has a kid that does one activity versus the the kid that does seven? Like >> I mean >> I don't I mean I'm not saying I'm saying I don't know the right answer. I guess I thought with buyouts work, it's just like literally on the sheet of paper that comes home that says, "Hey, we need a fundraiser for this." You send us a check. >> Yeah, I would like $45 to buy out. Send a check or >> show up and we're going to have a fundraiser. Like why would it get added to our account? >> They're talking more like we used

148to do activity fees. So it's like if you're going to play any sport or anything, this is something like you paid an enrollment. But I guess so to like to that question though >> if they don't do the fundraising and they don't pay the fee, right? >> I mean we don't want to send the kid obviously you can't play but >> it's no different than lunch. You don't pay your lunch fees. We're not not feeding kids. We're still feeding kids. >> They're just racking up debt. >> I don't know. I don't >> I don't know. I mean I just feel like it's something that as >> I sponsor we need to be much more vigilant and we need to >> I don't know. I feel like we got to do something different. >> And I

149get it now. Like you said, you know, like they wanted to buy a slide, so hey, we're going to fund raise and pay half of it and then school pays the rest. I think that's great. You know what you're fundraising for. Whereas like when you know, we were purchasing a new bought like, "Oh, okay. >> You gave >> No, the sled wasn't the it was the the drone technology that was what we >> I guess maybe like meeting at the beginning of the season. Is that something that can be like in a discussion >> like, hey, we're going to do fundraising and this is what we're going to fund raise for this season >> and trying to hold. >> We've got we've got our organization has $6,894 right now. >> How much more do they

150need to >> Well, that's >> Oh, you're on the high school high school. >> They have 6,800 bucks sitting there. How much more do they need to fund raise? >> No, I agree. And that's what I was saying. I'm asking like how much more do you need? >> Well, I guess my question to that I don't know the breakdown on that, but I that might incorporate some of the summer travel. >> Okay. >> So, I don't I can't going back to like the trips. I mean, >> that's difficult to make that determination of okay, how much do they need depending on what they do? >> So, >> and do they know their balance at the beginning of every year? Do our coaches know their balance? >> Like wrestling booster. positive. Do you share with your

151coaches your balance? >> This is different than that. >> Which balance? >> Oh, their balance. Yeah, that that's >> I can only speak to the junior high. So, what's on that junior high list there? Um, prior I was running a golf tournament, a scramble for the last two years. Coaches would recruit whole sponsors and uh whatever they would get three whole sponsors. If they went out and got 10 hole sponsors, those extra seven would go into their activity fun time. So that is mostly from all one fundraiser, the golf scream. So >> the issue >> from the folks that I've heard from is I mean typically it's a $25 shirt for a basketball or volleyball or something. >> I think we just bought them. >> And yeah, it was just, hey, these are what we're

152doing. They probably just purchased it with our name or something. maybe if if they didn't opt in. But I think from the folk parents I've heard from it's been high [snorts] school. Um and I I guess my my challenge to that if if we're doing and I'm not picking on side because I don't know if he does this or I don't have a kid that's there or a parent talk to me but okay if they're traveling for for basketball are they stopping and paying for all those kids meals on the way home or is that something that the kids are covering themselves or what versus maybe another sport that's not? So to me that's just where the frustration is. is the the clarity of okay if we're paying you know $200 to play sport X

153>> and a shooting shirt or whatever she bomb or whatever is 80 bucks what's the other 120 >> and if we're sending food with them every time or we're his parents diving up and Stephaniey's covered today and he's covered tomorrow's covering the next day what's that extra 124 >> so we want real clear measures on fundraising what exactly this is paying for um >> I mean >> and that should probably be communicated with parents like we're fundraising this for this sweatshirt or fundraising this to cover food costs or if [cough and clears throat] maybe we say we don't cover food costs or we cover all food costs. So I mean there's probably got to be some what we're doing or what we're not doing. I guess like does the school take any responsibility like you

154know there I I don't know the school buying pizza for the fiddle players and not the basketball players I don't know >> the school's not >> yeah that's the >> fun thing it just depends on the coach I but that's I mean I just like is one coach asking for money for this and not for this I don't know I mean >> not from the district >> is that what you mean >> but she's saying was one coach fundraising for food for after the game and another sports not >> oh yes absolutely Some are saying we're feeding food, we're using prioritizing looking at these numbers, why do we need this much money in some of these accounts? I mean, to me, this is >> why do we have $10,000 in chair >> or is this

155total over two or three years has to pay for everything? They've either >> this was total fundrais,000 >> that's what's been fundraised, not what's currently in the account. This is not what's sitting in their account. It's not just this page. Is it? >> This is what they've raised over two to three years. >> Which page is it? >> I thought that was what they count. >> No, the question the question that was asked was, would it be possible to determine the total amount raised by each border activity over the past two to three years? >> You can look. >> So, this is over the last two. >> Now, you have to look in your book. >> Trust me, I don't like why aren't you paying for what's in your account? I mean not usually >>

156right isn't that what you gave me Austin >> right yeah that's just total that they have fundraised over the last two years not what's in the account right now >> I mean like it's chair why do they have to pay for everything themselves >> I I brought that to AD's attention last year and I paid for uniforms for cheer so they also go through uniforms differently and have um >> I I think a little bit of difference there is it's a person I mean >> it's very your uniforms are pretty personal it's hard to >> it's going to be tough to get sizes >> reuse those reuse those all the time >> she has she kind of built an inventory is what we did >> from the school behalf and the parents behalf I mean

157like something other than the >> well and the other difference is is a cheer uniform is probably what I don't even know anymore $600 >> I don't know incredibly expensive versus I kept tracking this one where it might be $100. >> So, can I just like I'm so playing devil's advocate here, but I am >> like are are you when you guys are saying like why do they have so much money in their accounts? I mean, these organizations aren't going to get penalized for having successful fundraisers. Is that like correct? Like that's not what this conversation is saying in any way. >> Okay. right leg and Libby is a little bit lack of transparency with the with where the money is going. I think that's the big I don't think it's necessarily oh my gosh

158>> like why do they have so yeah >> but I think the biggest complaint is that we don't we don't know where this money is always going >> so what if it was just the coaches communicating >> maybe for the next year we we our data instead of just >> I don't think we should change I don't think Yeah, that makes sense. >> I got it. >> Are you taking notes? >> Yes. >> Year one. There you go. >> All right. >> Got it. >> Okay. So, we're going to talk about some things with coaches, coaches meetings, gather some data, talk about maybe also what's actively sitting in their account um at the beginning of the year. All the coaches know here's what you have, what are you guys planning on fundraising for. Some of

159those we've already approved for summer. Um but for the fall ones that may come in, uh ask some questions about what are we fundraising for? You need to be transparent [clears throat] with your parents on what you're fundraising for. If we're asking to fund raise $200 for every kid, where's that going? Um, if it's going to food, tell them. >> Okay? If it's going to a sweatshirt, tell them. If it's going to hotel rooms for we're going to go to Great Ben, tell them. Um, and then we need to make sure punitive measures are not taken and that um we are not forcing a a limit, right? A limit. Is that what it was? A a dollar amount. Sorry. And a dollar amount. Um, if kids can't get that mark. Okay. I mean, I just

160feel like the coaches need to be very aware >> that it's hard on the parents. >> It is. Yeah. >> And then and the communities in the same depends on the fundraisers, too. Like, you know, you do a fundraiser and where you're selling a $90 hoodie and you get $4 from it. You know, you're like, >> is that even that even worth our time? Maybe we should do better fundraisers, too. You know, >> I'd also love to see as much of our funds raising stay as local as it can. It's like not an online purchase where you get $4 off of a $60 item and it's not Disney. But >> we have people that can make that do that and buy those things locally. I don't feel like we have to go online and ship

161it across the country to get $4 an item. >> Absolutely. And I know a lot of local, you know, people they give discounts too because, you know, we are in the community. >> You can negotiate with those people. >> Yeah. We used to we used to do cookie dough in junior high and the guy says well we give you 35%. >> Which was pretty good but we said no. >> We guarantee we're going to sell this much but we want 50% >> and and got it. >> Yeah. >> Faith is like the snow cone guy at homecoming. What what did they kick back >> a lot? A lot. >> Yeah. As a parent, I was like, "Oh my gosh, who invited these people?" [laughter] >> But I tell you, >> just take my money. [laughter]

162>> But 50% of on the return on >> Well, and it doesn't hurt so bad when it's I didn't realize it was for a fundraiser. So, like now I'm like, "Okay, well, I don't care." You know? I mean, that's >> just changes. >> Were you good? >> Yes. For now. >> Yeah. Yeah. For now. Good for now. >> Yeah, sure. >> I think Austin's got what it needs. >> Okay, we're good, Austin. >> Yep. >> All right. Thank you. >> Um, all right. A3 reconfiguration discussion and updates. >> Okay. U, we haven't talked in a while about status on a few things really since April and we've had a few things that have happened since then. So, I just want to update the board. the uh we've put pause on the school closure for Scranton

163due to a petition that made it to the state. Uh we we we received word from KSDE uh that the petition was not valid with the right amount of numbers um to meet the percentage that was required for the state to do an administrative review. So um they were just told move forward with the resolution that you had made. Um the disposal notice went to the legislature and they had 45 days to act on that. They did not actually never actually ended up on an agenda. Um so the disposal um they've lost their right to first refusal to um to purchase the building. So we can move forward with disposal and um we have obviously not taken any u continued steps forward with Allen County at this time. Um, so all we've done so far

164because we pushed pause was that proposal. Um, but we talked about getting a preliminary contract going to review and discuss about what you guys wanted to do in continued conversations with Allen County. So, I had our attorney draft up a um just a simple preliminary draft real estate sales contract. Uh, talked about some of the things you guys have mentioned in the past. Um this is just a draft for you to look at. Uh just to give you like a little kind of cliff's notes on some of the provisions in here u based on the proposal that we talked about before which was um some partnerships with with Allen County on use of the facilities, transportation, food service, um the community being able to utilize the facility as well. um a clawback uh or first

165write a refusal if their program, you know, doesn't sustain over time uh and does not remain as an educational um organization in our district that there would be some sort of clawback that the district would have first right refusal to either take the building back over um sell it or or not. But you guys have a option to do that. There's provisions in here about um let's see what else call back to the community. Oh, scholarships for students and benefits for students that are attending Allen County Technical School. Um and then obviously a price point. Allen County did talk to us about they brought to my attention that they did not believe they would be able to take over that facility. um and afford all the um essentially onboarding costs of what it's going to

166cost to hire all the people, bring in all the equipment and do all the remodeling or or provisions they may need to do to host these technical courses there. Furniture, all the things that are going to take to go into that building um at the um price point that we had kind of discussed, which was half the value of the building, which was $800,000. So they came back with um we will do all these other things. You could actually have the building back if if we fail in our programming and um we'd rather just have an exchange of the of the building that wasn't monitory versus um a partnership in the building and then a future clawback of the facility if needed. So the contract kind of legally puts in all those provisions. So, what

167I need to bring back to uh our attorney to then bring to Allen County is any changes, edits, or other considerations that we need to put into this. This is obviously nothing final or anything in that capacity. It's just a draft that puts in some of those provisions that you guys have talked about in the proposal earlier before we push pause on some things. So, are you talking sale or lease? Because you've talked about both. >> This is sale. This one is sale. >> Have you checked the deed? Because uh people have told me I told them they were full of and uh but people in the county have said the land that the building's built on does not belong to the district. So I'm I'm just passing on >> I mean the county has

168provided us with all the information for dispos I mean we don't have all that to do the disposal process. Um the county has given us everything that is Santa Fe Trails property that had to go to the state department to even do this process. So we I've not been told otherwise by the county. Um and we received all those documents. So I don't I've not heard that rumor. What's the call back period >> like that's in your in the proposal? >> 10 years in here. >> I don't what I didn't see when I read that through this which was somewhat quickly but um because you just got it right now but >> I just got it today. >> Right. I just didn't want people to think that >> No, I literally That's why I'm saying

169our attorney's been out of town and has >> Yes. had a death in the family. So, I just got up today. >> I didn't see where like is there going to be student tuition scholarships or reduced tuition rates for seller students? Do we >> like put a dollar? >> Yeah. Is there going to be is there going to be parameters around? >> I'm sure there are state parameters on what they can offer in tuition and scholarships and those types of things, but we could put we could still ask. >> Something we want to ask. Yeah, we can still ask >> in there and it it says that [cough] to [clears throat] me, are you going to get a 2% discount or can you give us better can you give us more hard information, [clears throat]

170you know, some more straightforward >> if it's a CTE program that is funded by the state already. There's already um provisions on those dual credit um tuition reductions. So, those are already in place. We already do that with Washurn Tech. Um there's certain amounts of of um tuition cut off of those. Kyle, do you know what those all are? >> Those dollar amounts. Okay, I wish Tasha was there. She She has all the information. >> They vary based on programs. >> Yeah, I think each program has different uh tuition cost. So, I'm sure there's already things they're going to have to do, but this is more like a scholarship type things because they're trail students. That's kind of what I was thinking you wanted. Are you wanting this to sound a little bit different because

171I can >> There's probably rules and regulations that we're going to have to follow. >> Okay. I guess I would like to see those rules and regulations. Yep, I can absolutely do those. >> Well, and it does say tuition scholarships or reduce tuition rates, >> right? It is either >> and that's already done through the state through the CTE. Those reduced rates already exist. So, are you looking at additional on top of that? >> Well, I don't know. Is that an option? I like I don't even know. >> So, are they saying they're going to give us what the state already gives us anyway? >> Yeah, that's why that's why scholarship is in there. I guess I would want to know what the state already what they're already required to do by the state. >>

172Okay. >> Um and then because I right now I don't know what we can ask for if we don't even know what they currently. Yeah. >> I mean I feel like that and being able to use the building for food service and you know the busing and things like that. Those are some of our best that's I mean that's the best thing we're getting out of it. I feel like >> you know I mean on a technical program for our kids. >> Yeah. No, I know. I mean, I'm just saying like, but if it's only, you know, a $100 scholarship for one kid a month, you know, or whatever, that's in my mind, that's not a fair not that's not a >> That's why I brought you a draft. I just need you guys to

173tell me what you want me to bring to them. Ask questions you want. Um, >> a little bit >> and you guys don't have to answer all this right now. I just wanted to provide this with you. So, um, but I can absolutely get those rules and regs on, um, CTE tuition reductions already that's involved at the state >> and then what they can do with scholarships or not. Do you want me to ask specifically about scholarships? I want to know. >> And um, in terms of do they think that they would be able to get it up and running for 26 27? >> I think they'd like to get a couple going. Yeah. >> Yeah. So, I guess with that, I mean, time is probably of the essence with that then, right? because it's

174already June. >> Yeah. >> So it's >> But it's okay. I want to do it the right way. I don't want to rush. >> But do we need to have a special meeting on this map that I love meetings? >> Yeah, we could do that. >> But if only to make sure that happens. I don't know. I don't know. Or is July sufficient? >> If July sufficient, great. But >> as long as I can get you all the information you guys want, I think we can do July. But they'll have to take it to their board. Uh >> which is before that >> which they'll probably do is I'll give it to them. They'll take it to their attorney and then they'll take it to their board just like I'm doing. They'll do the same.

175>> I would like to see too which I know um so it will be >> I know they're going to be different classes and stuff but like I want to see like the incentives that our kids get from Washurn Tech also. >> Okay. >> Because I don't want them to say oh I could go to it might be a different class but I can go to Washurn Tech for a lot cheaper. You know what I mean? Like I would like to see our incentives there. >> Well, I can tell you right now that the state incentives are the same no matter what. >> The difference right now is that >> you're referring to what we get through the buffet grant. >> And so we could utilize that buffet grant money >> to all county as

176well. Yes. And that's all we get through Washurn. We don't get anything else from Washurn. annual discounts or >> it's just the bo scholarship that goes that do dual credit classes >> like um core classes >> is that bo that scholarships that also >> okay we would want something >> but there's also state reduction yeah there's state reduction in technical school that's on top so talking about >> so like the credit hour that kids have to pay now while they're in high school for CT credits is cheaper because they're in high school Yeah, >> that's part of it. Um, >> so I will get some >> I did talk to when I met with them last week. Um, I did talk to them about the BOE scholarship and partnering with the BY just as Washurn

177does. Um, which I don't think would be any BY as long as they're an institution that's accredited, I they've never turned me down for any institution that we've asked scholarship money for for staff or students. So, they've been around and been a partner for many, many years. Um, are we going to provide transportation from our high school to >> Sure. >> We do for wash, >> right? Sure. >> A lot of kids will probably just drive. >> Well, I guess what I'm getting at is >> are we going to make sure that we're providing transportation versus asking them to drive like we would just as we would a shuttle bus? >> Yeah, absolutely. >> Is that going to be program dependent? Are they going to be programs? >> I don't think we know all them

178yet. I think it's going to depend on on enrollment and we're going to have to get this going and see how it participation enrollment goes to probably know evening night >> a year or two before they're up full speed anyway. >> Oh yeah. Oh yeah. It's going to take some time for them to do some of their projected studies, but I think I think we need to get going though. So we know I know their CDL program they're very excited about. They've already bought trucks and they were going to do this program anyway. So now they've got a place to do it. That was one they want to get kick started real quick that everybody could participate in the precision a um the the healthc care fields and what was the other one we talked

179about? >> Uh oh welding and we talked about welding a little bit partnering with with welding. >> So that's a good start. and some general general >> maybe some general education college courses discussed >> they did talk about >> online competes with all that >> like biology accessible people with jobs that you can also choose to do >> okay so so far I'm going to let you look at those contracts I've got rules and regs the CTE tuition reduction scholarships and then maybe a little bit on a timeline of what what they're thinking their kickstart would if they want to start in the fall. Is there anything else that immediately? >> Yeah. Okay. All right. >> Got it. >> Okay. >> Anybody else have anything? >> No. >> Okay. >> All right. Mistrict budget close

180out. >> Yes. Uh we are getting ready. I have shut the spending down essentially except for essential bills etc. payroll obviously getting all that closed out shut down requisitions and all spending is is done. So we are going to close out the budget. Uh we obviously every year meet with both Greenbush and [snorts] KSD to uh review our closeout um discuss our required transfers uh to all of our funds and and then we will begin building the budget again. So that's where we're at. I close out and we'll start up again in July, July one fiscal year, right? Um I don't think I need any action per se. Just um letting you know what we're doing. Questions about the current budget. We ended very well. Um I know you said we don't have any money.

181That's we we don't we do have money. We we have money. the the purpose of when we're talking about money, it's with declining enrollment, our revenue goes down every year and we continue with the same operations and expenses. But we have made a ton of changes and really pulled back on certain expenses here and there to make sure we are maintaining a very healthy budget. We do have a very healthy budget. So, um, but as we talk about kids and programs and and and losing kids over time, it's only going to get worse. So right now we are sitting at our our student population on average class sizes from fifth grade and below and fifth grade and above um a difference of almost almost in some classes 20 kids. So as we are exiting classes

182of 80 in the seniors we're replacing them with in the low 50s with kindergarten. So that's our our biggest change in that enrollment. And so we've been we've been planning for this for a long time though. It's why we've done some staff absorption. Um we've changed some contracting we've done. and we are um looking at being more efficient in and operational things we're doing. So um I think we're we have a good healthy budget right now. Um we are max levying though all of our funds. So maybe those are changes we can make over time um to adjust our mill levy. The bond obviously will be a telltale on um what is supported for the future. And if not, then we'll we'll go in a different direction and we'll work on another another idea on

183how to to combat some of the high enrollment things. So, but are you saying that we have a healthy budget if like because I'm thinking needed repairs, the dome roofs, the foundation, and we only have what like what 13 $1.3 million in capital outlay. But we don't like that could we don't know how much it's going to cost to fix the foundation, right? And it's going to cost $800,000 to fix the domes. So that is what I mean by where's our money going? Like there's to me it does not sound like we have a lot of extra money right now. So, capital outlays um always in in small districts that do not levy a a heavy um amount for capital outlay. Running four buildings and taking care of all the expenses that are pulled out

184of capital outlay. You're absolutely right. There's never going to be enough money in there to fix all those things that are on my facilities assessment, especially in a timely manner. So, that's why you build a long range plan to tackle each one of those things each year in which we've done. We've done window replacement, roof replacements, HVAC replacements overtime, and some of these bigger projects. Um, they're going to take time and savings to to do them. So, the bond project has included some of those larger maintenance projects to get those taken care of to alleviate some of that pressure. That doesn't mean I don't believe Capital Outlay is healthy. I do believe Capital Outlay is healthy because we're we're max levying what we can get. I would argue with that because if you have three

185if you have four buildings now three >> $1.3 million isn't really a healthy capital outlay account to maintain >> no three buildings that's not what I'm saying >> you'd have to keep saving >> I I agree with that and we have we've grown it >> which is why I'm like where is there to be like where's the money going to be for like a rebranding >> I didn't say we were going to rebrand I mean >> no I don't know but that's when I when I said that comment like is there money set specifically aside for this because it doesn't seem like we have any money. That is what I'm talking about. >> Okay. Um, capital outlay is spent specifically for facilities, >> right? >> Um, we also spend that on our uniforms for athletics,

186things like that. I guess >> custodial pay I think comes out of there. It can. >> So, it which is why I said again, do we have separate money set aside in another fund? >> We have a healthy cash carryover every year. Um, you can also use general fund expenses for certain things. you can transfer funds from different funds. So I I do believe we sit healthy are you are right. We are not going to be able to maintain four facilities. It is why we are working on reconfiguration. So that's >> but I think something I've learned about school budget since I've been here is not it's not like our home budget where you can just move money around to wherever you want. So if you know you need to move some of this money

187over here to cover that, we can't do that. like once it's in that category, you can't move it around, which it took me a little bit of time to figure that out and to understand that. So, when we are talking about budgets and we say we have a healthy budget, like we're making all these expenses and doing all these pieces that we're supposed to, but we can't just move some of that extra cash that we have over in this account over to capital outlay to then cover something else. Like, it has to stay within that column. So, I think that was confusing for me when I first started working in admin and working with the money and the budget spaces because I was like, well, why don't we just move the extra money over there?

188Like, why can't we just use that? That was extra. It just doesn't work that way. So, I think that's also a piece that's hard to understand. >> No. And I guess too to be clear, like again, as a taxpayer, that's not for this bond. Um, clearly, uh, it is very hard to hear like why would we do a rebrand? I think we're not No, look. No, but again, that's You're right. It's just when we're talking about budgets and healthy and healthy um >> and healthy uh balances that is all of this is going into >> the other part of that is is if we are going to redo the front of the high school, we are going to build the junior high and that did get passed. Why wouldn't we do the rebranding right then

189with those new buildings? You know, that's what I think that we're also talking about. >> And I also think that there is still so much me me within the communities that Justin and and I know several of us have shared this along the way that this makes it more of a we instead of a me. It's not OAC. >> Scranton's not here. >> That's your That's your thought. I I still very much see them as a part of our district. So, >> kind of. >> Okay. Well, uh, time for policy updates. >> Okay. I >> can I pause real quick? >> I'm going to say strong weather is going to be here in about 30 to 45 minutes just for everybody in the in the crowd or whoever. Just give you an idea. >> Yeah,

190we got to keep moving. >> Thank you. >> Yep. >> All right. Um, Amy emailed you uh all the policy updates. I'm not asking for action tonight because I want you to have time to look through them. There's a lot in there and I want to align it to our new student device and um staff online activity policies that uh were just passed this spring in and the new legislative session. So look at those if you have any questions now that you need me to take back to KSB uh based on what you may have already looked at. I am happy to get any more legal guidance or questions you may have. So I wanted to give you time for that if you have any questions. If not, um, you can email them to me

191and I can get them to the state and, uh, ask if you have any questions. Otherwise, I'll bring these back to you in July to align with our handbooks that and the new cell phone device policies. >> Have the state given any more guidance on that? >> Yeah, kind of. Buy a box, put stuff in it, whatever. I'll we'll share it all with you. We're we're working through it. So, [clears throat] >> it's It's messy. >> No. Well, that's Yeah. >> So, but we're going to work through it. We've got some ideas. We've met uh Tuesday. Is that yesterday? Yeah, yesterday. And talked about it for about four hours. >> So, there's lots of considerations to make and uh some of it's going to cost a little bit of money to to do. So, we'll

192see what you guys think about that. >> Okay. You have any questions about the policies that you may have already looked at? Any guys on? Okay. All right. That's all I needed there. And yeah. >> All right. Um, executive session for student. >> Yep. >> How much time? >> 10 minutes. >> 10 minutes. >> Mr. President, I move we go into executive session to discuss confidential student information pursuant to the exception relating to adver actions adversely or favorably affecting a student under coma. the open meeting. We're doing the library here at 9:02 with B. All right, we have a motion. >> I'll second. >> Second. All in favor. >> The front edge is around 9:30. >> Okay. So I've been watching this they first part skirting and going into PA but go back to school

193you know no action will be taken >> that big cell right >> [laughter] >> 800 like right when you start but then it's going to go like the whole thing is going to go right right over. >> Am I going to drive you if I were right? So, you're clear straight line right now. How long does it take to get there? >> About 30 minutes. It's right on the >> If I were you, I'd be woken up. >> Okay, I'm going to go get my kids. >> Thanks, Andy. >> Yep. >> Hey, Kayie. [clears throat] >> Are you there? >> You really should. It was really somewhere in some electricity. >> Yes, exactly. >> How was it? Thank you all for waiting. [laughter] >> You're welcome. >> We now are going to move to >>

194All right. I got to transition to the crowd real quick. Sorry. >> Get the joke. >> Negotiations. How much time you need? How much time? Um >> 10 minutes >> 10. Okay. >> Y >> get my time. I just got a notification closed ring. >> Another 10 minutes. >> All right. Mr. President, I move we go into executive session to discuss negotiations pursuant to the exception for employer employee negotiations under coma and the open meeting will the board not the boardroom in the library here at 9:13 with present. >> Okay. Motion second. >> Second. All in favor? the dome of the light and gun instruction. >> I need uh 10 minutes. >> Okay. >> Executive session personnel just the board. >> All right. Uh Mr. President, I move we go into executive session to discuss

195personnel pursuance personnel under coma. The open meeting will resume here in the library at 9:24. >> All right, we have a motion. >> Second. All in favor? All right. Do we have a three report? >> Uh, we had meeting Monday. Um, they starting negotiations. We are we're not going to have assessments. Uh they gave us our new numbers for our assessment increase for next year. What those percentages would be. Um we're actually going to reduce our you know we've been at 33% 32%. We're going to 30. >> Yeah. >> And that's because our district size is changing and we're kind of evening out a little bit more. So, we're not going to be the largest. Yes, we're still the largest, but we're we're shrinking a little bit. So, that's why our rates are not going

196to continue to go up so much. So, it's going to even the plan get a little bit better. They're going to have to some are going to have to kick in a little bit more and we're getting reduced. So, um >> I do feel like we still are trying to build our cash reserves. Catal reimbursement was not what they thought it would be. >> No. >> So, >> and that's hard because that's based on a state pool of right of uh >> people they have. there was 547 vacancies in special education this this school year. And so when you're lacking 547 positions, you're lacking FTE that you get for all those positions that are not filled. You don't get those. >> So I think um the projections were off a little bit. They're also getting

197um less money in CAT aid next year. Um, so what I told them is, you know, I'm fine with the money we give, but I want to make sure that the money we give also goes to keep padding so we get in a better place in three years, which was the goal. And so I emphasized that to Jamie and I told her, we've got to make sure that we're very smart with the money that we're giving and that we're patting so we are not in this crisis mode all the time. So >> Bill Clark will start next in July. >> July one. He did not come to our meeting. I thought he might. >> Okay. >> Faith isn't good at guiding me. >> Just hold in line, girl. >> Yeah. >> Hold in line. >>

198Yeah. >> And it's not that I don't want to I these are our people. They work in our buildings. They're our teachers, but we've got to be mindful of what we can and what we cannot do responsibly. and they're middle of the ground with um where they are on their base for compared to so they compare themselves to all the co-op schools and they're right in the middle with their salaries. So >> anyway, >> good. >> Yeah. >> All right, we're journal. Nice.