001You have no >> really >> no additions? >> No. >> How many years has it been? >> This is the first time. >> She She calls me in her office. She goes, "So there are no ads." And I said, >> "None. >> It's only 1:45. Something might come in. Anybody want to pull anything out if it's an agenda? Just >> so it's not amended. How do I do that? >> Make a motion to approve. >> Approve the original agenda. >> Prove the agenda. Yeah. >> I'll second. >> All right. We have a motion and a second. All in favor? >> Look at that. >> Okay. Um Okay. Resolution adoption. Um what do we have here? election of school board officers resolution and you have what we have here is the second Monday in January of
002each year. >> Right. And that we'll elect board officers tonight rather than in July. >> Okay. Does anybody have any problems with that? That's what we've done the last few years anyway. >> Right. So I make a motion to keep the board meetings in second Wednesday and elect the uh officers January instead of July. >> Okay. Motion. >> We'll second it. >> Second. All in favor. All right. I will pass this around. Everybody needs to sign this. Correct. >> There's two copies. >> Well, >> right. Yes. >> Both copies. >> Right. >> Well, wait a minute. This one's for the meeting >> and then one's for that. >> This one here is for the officers or for that we're electing the officers. >> Okay. >> And now we're going to do the resolution to for
003our regular meeting. >> I made them both. >> Yeah, we made them both. >> I'm sorry. I didn't hear that. I thought we did them separate. I'm sorry. >> I should have blame it on my hearing this time. Okay. Um, that brings us to election of officers. So, President, I'll >> nominate you nominate me. Thank you. >> Motion motion. >> Second. Everybody sure about that? All in favor? All abstain? Uh, vice president. Justin. >> Justin. I'll second that. All in favor? uh negotiations team. You guys have all done such a good job, but you was also done a long time. >> You want to continue? >> Amy joined last year. >> Amy, >> everybody okay with that? >> I'll make a motion we stay with uh Kylie, Justin, and Amy, the negotiations team. I'll >>
004second it. >> Second. All in favor? Perfect. >> All right. Now, is this time when everybody's going to get really, really quiet, we're going to talk about the three lakes, >> board of directors, >> say I don't think it's going to be quiet anymore. Now that we got Jamie, >> I'll make a motion that >> we got a motion and a second for Jamie. All in favor? >> Okay. And we also had an alternate for that. Correct. >> Right. >> You did a good job. >> I I will I will be the alternative if everybody wants two. >> Do we need two? >> I don't think so. >> I'll let them know that you're alternate. >> Okay. >> Do we need a motion for the alternate? >> I would. >> Yes. >> I'll make the
005motion for Canada to be the alternate motion. I'll >> second it. All right, I'll go ahead and vote for this uh government relations network. >> Michelle, do you like doing that? >> Yeah. >> Okay. We don't need an alternate for that area. >> Make a motion for Michelle. >> All right. So, we have a motion for Michelle. >> Go ahead. Go ahead. >> I'll second. >> Second right here. All in favor? Good job, Michelle. and tech committee. Believe that's >> anybody else want to bump her off of that. No, not gonna fight over it. >> I'll make a motion for Stephanie tech committee. >> Second. All in favor and building site council representatives. Who's currently doing all those now? >> Carbondale. Jamie over Brook Michelle High School Stephanie >> Jamie that's what was voted last
006year from the minutes. >> I don't know that either. >> I did a couple years ago and then I went and then I had you guys like >> listen so you know who your side >> I was like I just went to the side council because >> I as well let's start fresh. Who wants to do much building? >> I'm so confused. >> Yeah. Do we want to change anything? Does anybody want to >> I still like doing high school? >> The high school. >> One is enough. >> One's enough. Okay. So, you want to stay at the high school? >> Yeah. Stephanie, >> do you have a kid at Over? >> I don't. >> You don't. Does anybody else do anymore? >> I do. >> Oh, yeah. >> You do? Do you want Do
007you want to take over? >> Sure. Never been to the Oversight. We >> changed ours a little bit. We try to approach because it was all of me and Michelle sometimes. >> Okay. >> Um, so I combined mine a lot. So like we did a site council thing in combination with parent conferences thing in combination with third grade kickoff. That way I can get more people there. Hear the message. So ours a little bit different. >> So how often do you guys meet? Like maybe >> once a quarter. >> Okay. We can we can handle that. If you >> I don't care. >> Okay, >> Michelle, but I'll be >> That's right. >> So, is it one motion for all three? >> I'd make a motion all three. Do that, right? >> Make a motion
008for Stephanie to be high school, Kylie to be Oh. uh SFT Elementary and Michelle to be SFT junior high middle school. >> Okay, motion. >> Second. All in favor? >> Good job. Thank you everybody. All right, that brings us to Board of Education presentation. Uh board of education and board clerk appreciation month. Faith, you have something you want to say? >> I have lots I would like to say. So bear with me. >> Uh first I would like to give Kaylee Boyd a big thank you and a round of applause for our wonderful homemade dinner. And I asked her I was like I'd like to do a meal for the board and our board clerk for our January appreciation month. And she took on the gig of making it all herself. So we really appreciate
009her. She could have just went to Sam's Club but instead she she met her. So thank you. It was delicious. We'll try not to fall asleep up here. Okay, I'm going to read this because um I can't remember everything that I want to say to you all, but I want to make sure I I do get it all said. So, um I'm not the greatest public speaker of remembering everything I have to say. So, I've got it written down here. So, I'm just going to read this to you. Um, but as a proud superintendent of Santa Fe Trail School District, it is my privilege to take a moment tonight during our meeting uh to recognize our board of education and clerk appreciation month and to recognize the incredible dedication and self selfless service of our
010board of education members and our esteemed board clerk Amy Hill. Uh, the hard work and commitment of our board members is truly the backbone of our district. They are volunteer servants to our community, spending countless hours in meetings, studying policy, budget, finance, participating on committees, site councils, and making challenging decisions. All to ensure that our students in our district have the best possible education and future. They do this work not for personal gain, but out of a deep commitment for our students, staff, and our communities. They challenge each other, support each other, compromise, and advocate for their constituents, not only in the boardroom, but within our communities every day. I'd like to highlight specific um contributions that each one of you members has made to our district. I'll start with Amy. Amy has served for
011one year and is a valuable member of the negotiations team, working diligently to support our staff and create policies focused on recruiting and retaining high-quality educators. Amy also served on the district reconfiguration steering committee to listen and learn from our stakeholders while also providing insight on district budget finances operations that affect our long-term future. She is a lifelong educator and she brings a passion for teaching and learning to our board of education. Jamie Sour also in her first year takes on challenging work as our interlocal sped board of directors representative. Her contributions include work on negotiations, a special education budget, and now serving on the interview committee to hire our new director. Jaime is also an educator who works in related special services, which brings an added passion for special education and support diverse student
012populations and the teachers and support staff that serve them. Stephanie Ganger has served on our board for four years. She is our long-term technology representative, collaborating with our tech department to support decision-making, provide essential feedback on our website, social media outlets, school information system, enrollment, communication software, and other innovative technology. She is passionate and a fierce cheer cheerleader for our district, our students, and new opportunities to improve our district. Michelle Schmileley with four years of service, she has served as our delegate assembly representative. She acts as a liaison between our district and the Kansas Association of School Boards, ensuring she stays informed about public schools across the entire state of Kansas. Michelle also served on a reconfiguration committee to listen and learn from stakeholders while also providing insight on district budget, finances, operations that affect
013our long-term uh future. She is passionate about student activities, quality education, and a sustainable and 21st century school district for our students future. Kylie Hastings She has dedicated five years to our board of education, serving on negotiations team to support staff and creating policy to help retain and recruit highly qualified personnel. She has also served on other youth and community boards to help bridge our community programs and organizations with the school district to better serve our students and communities at large. Kylie has high expectations and a strong passion for student academic achievement, student activities, and a proper pro prosperous future for our students. Justin Ramdale has served six years, including his crucial role as vice president of the board and has and as a lead negotiator for our district negotiations team. He has also served
014on the district reconfiguration steering committee to listen and learn from stakeholders while also providing insight on budget, finances, and operations that affect our future. Justin is passionate about personnel and high quality human resources, ensuring that our staff is quality and well supported. He also has very high expectations of our Friday night light bulbs to ensure a safe and fun environment for everyone. Inside joke. >> Lastly, and certainly but not least, Tanner Black. We can't thank our board president enough for his many years of service. He has served on our district for a tenure of eight years, leading our board as a president for many of those years. He has also been a board of director member for our three lakes in our local sped board supporting budget development personnel and negotiations. Tanner has dedicated more
015hours than we can count to ensure that our stakeholders voices are heard that our district is quality and that our board of education is informed, prepared, and working together for the greater good of the district. Tanner has helped hire and mentor three superintendents, including myself. Thank you very much. and he has consistently served his community with resilience and integrity. Finally, I would like to take a special moment to recognize our board of education clerk, Amy Hill. Amy has been with the district since May of 1999, serving for almost 27 years as a charter district office executive administrative assistant and board of education clerk. She has provided invaluable organizational and operational knowledge and leadership serving five superintendent and multiple board members over the course of her tenure. Additionally, she is a member of our school foundation
016committee where she organizes meetings, process, and procedures. She is my behind-the-scenes Wizard of Oz as she knows the district inside and out. We simply cannot thank Amy enough for her commitment and dedication to the district. I want to personally thank her for taking on the young new female superintendent and being a support system that I can lean on when approached with new challenges and opportunities. I couldn't do this without you. To all of our board members and to Amy Hill, our clerk, thank you. Your efforts and servant leadership is an investment that pays dividends in the lives of our students and every single day. Thank you all again for your commitment and we deeply appreciate the time, energy, and wisdom that you all share with our district community. Charger proud. Happy appreciation month. >> Thank
017you. >> Okay. And really, she's the one that kind of makes it. >> Just so we're clear, right? Mrs. Hill is the one that really >> She's in charge. >> Okay. Uh Tasha, do you have Stacy? both of you. >> Yeah. >> Okay. Come on up. >> I'm gonna apologize ahead of time. I'm not a public speaker. >> So, I just wanted to take a minute to thank you guys for meeting me. Um, I'm Stacy Stein. I've been the food service director here through OPA for this is my third school year. Um, we just wanted to kind of give the board an update of things that have been happening in the district. Um, every year we do what's called a business review and this year we wanted to share our review with you guys so
018that you could see some of our numbers and things like that. Um, do you have to do the you don't wasn't in the file? >> I didn't know it. >> Oh, sorry. And they do have it in their book. >> Oh, they Okay, >> that's okay. They do have in their book. Yes, we can find it. That's fine. Thank you. >> So, I'll go ahead and get started if you guys want. Um the first page just shows how OPA's in nine states now and shows all of the areas around us that are OPA. So we have very close contacts if we ever need anything. We have a strong team to be able to rely on each other, call for help, that kind of thing. Um this is my support team, Sydney Kowitz, um Byron Walford,
019Jack Payne, and Becky Gla. And then these are just some pictures that we have taken from the start of the year up through December. Um just of our teams and some of the items that they do. Um for community engagement, we do have a couple of meals at Overbrook. We do a Thanksgiving feast and then at Christmas we do a holiday feast or Christmas feast. Um Carbondale does a big Thanksgiving feast also. um pictures of some of those events. These are some of the new item menus this year. Um I'm not from this area, so Crispitos was completely new to me. I have been hearing we want crispos for the last 13 years and OPO is finally able to get them this year. Um, we have had such amazing response from the kids with Christ
020and walking tacos. All of our new items that we have had this year. Um, I feel like the kids have really liked. We've really seen a lot of um, gain and participation with those. Um, the next one is a growth plan that uh, Tasha and I kind of worked on a little bit together. Some of it is still ongoing. Um, we have started the subbar and pizza bar at the high school and the kids really love that one. Um, we are bringing back the salad bar like February 1. It'll be on the new menu. Um, Tasha received a grant for a new salad bar at the high school. So, we are going to take full advantage of that and get that out there for everybody. Um, OPA did a survey in the beginning of the
021year just to kind of survey the kids, the families. Um, these were our overall results. It takes a lot of the favorite menu items that the kids are wanting and so these are things that you see on our menu more often um because that's what the kids are asking us for. So, we try to keep kids favorites always on there. Um, our breakfast program. Um, as of December, I believe fourth or 5th, we served 16,622 breakfast meals districtwide. Um, that has gone up a little bit. Um, second chance breakfast at the high school has been doing really well. Uh, the kids start out slow, but once we figure out what they want for second chance breakfast, that's when we start seeing our numbers go up. Uh we started what's called turnover Tuesday on second chance
022breakfast where we make homemade turnovers for the kids. So we do apples, strawberries, blueberries, whatever in the pastry and the kids seem to really like them. Um our lunch program, we have served 40,945 meals. Um again with these new offers that we're doing, um the kids are really liking the meals this year. um they're they're noticing a difference in the flavor, the appearance, all of it. We've worked very hard um as a team to to get the things the kids want. Um in the summer we do our non- congregate summer feeding. Um this year we served 3,192 kids. Um, for us, I feel like that's still a great a great thing because we've fed that many kids that needed meals. Um, we love that program. We think the non-conident is great for everybody. They like
023to be able to come in, grab their meals, and go home. Um, the next slide is just benefits of non- congregate feeding. Um, I won't read all all of it for you guys. I'll let you look at yours. And then this is just our percentages of meals we've served and some pictures of items that we have done. Um, one of our ladies at Overbrook just is very excited to be serving the kids. But that's all we have. Um, there is a QR code on the back if you guys want to send any comments or anything to OPA. Um, you guys have any questions? >> Well, thank you. >> I was just here to support >> answer any questions. >> I needed my hand up. >> Thank you guys so much. It really is great to
024meet you all. Thank you. >> Thank you, ladies. >> Okay. Horizon award winner Ashley Swanson. >> I'd like to invite Ashley and Mr. Malone up to the table, please. And I'm going to actually let Mike speak on behalf of award. So, the Kansas Horizon Award is given each year to 32 teachers, uh, eight teachers in four different uh, districts. Uh, each district is allowed to nominate one elementary and one secondary person from their district. So, if they over like what is it 290 some districts in Kansas, that's a lot of entries. um uh the the people that are selected as and that's an honor to be selected by your district as number one. And then they have to do a lot of work. You have to do a lot of writing and get recommendations. And
025so the uh the decision was made this year to nominate Ashley Swanson because of an outstanding first year she had last year and that came from Austin. Austin was very uh emphatic that she was a great candidate. Um having been here this year and gotten to watch Ashley, she is an outstanding teacher. her her her organizational skills, her instructional skills for for just in her second year are just unbelievable. I was in her room today and was just sat back and amazed at how far at how how well she does her classroom. So last Tuesday we received a call from the commission of education during our inservice. So we kind of surprised Ashley with that call and she took it on speaker phone in front of you saw that post on Facebook. I don't know
026how well you can hear Randy but Dr. >> It's pretty loud. >> It's pretty good. and she was recognized this year as a Horizon award winner for the state of Kansas. So she will go in February to the King conference um and be presented there too. So we have this for you this practice your speech. >> I mean I guess I'll just say thank you. Um, like Mike said, to be nominated by the district was honestly enough in itself. Um, and then just winning across the entire state. Um, it was much like the cherry on top for me. Um, but I'm really happy to be in this school district. Um, my mom also works in education. We've had many of talks when I was applying of what you want in a school district and she
027told me that she thinks I struck gold um, based on what I've told her from here. So, I thank you for all the support that you give teachers, um, and allowing us to do the jobs that we need to do in the classroom. Um, and I'm just very thankful that you all believed in me. You see the hard work that I put in. Um, I'm a person that doesn't do anything 50%. I have to go 110 or it's not good enough for me. Um, so I'm just really happy that my efforts were seen, recognized, and by SFT and the entire state of Kansas. So, thank you. I appreciate it. Okay, >> I'm off to training now. >> Okay, consent agenda. Anybody? >> Nothing. >> I want to point out we're getting the grant. >> Yep.
028>> That is nice. 25,000. >> Okay. Any any other comments want to be made on that? Motion to approve the consent. >> Okay, motion to approve. >> Second. All in favor? >> Thank you. >> That brings us to personnel report. You need some time? >> Yeah, probably 20 minutes. >> 20 minutes. Yeah. >> Okay. >> Mr. Mr. President, I move we go into executive session to discuss personnel pursuant to non-elected personnel exception under coma and the open meeting will resume in the boardroom at 6:45 with Floyd present. >> All right. Motion >> Second. All in favor? I'll make a motion to approve the personnel report as presented. >> Second back here. All in favor with us now. >> Are you back up now? >> All right. Um, administrators, Mr. Ellis said he wanted to go
029first. >> Well, we're we're back at it. Uh I'll let Chris talk a little bit more about students activities and uh everything going on. Uh but we jumped into things on the 5th with teachers coming back to the building. I like the energy. I can definitely tell the people were rested to get back at it. On the sixth, we had a professional development. Uh reemphasized some of our main points uh with staff. went through quite a bit of good things and along with uh Car's standards alignment. So everything that we're doing is continuing to match our goals and our processes and action plans. Uh so encouraged by the start of this semester uh kids to jump back into things. Uh but not skipping a beat. So I'm I'm very pleased with how how things are
030starting off. Um, in terms of this month's, uh, board goal that we're looking at, uh, with recruitment and retention, uh, I would definitely say I am leaning on staff and personnel the most in terms of recruitment, uh, and networking with people, uh, the best we can, trying to establish those relationships and reaching out to, hey, I heard that this person might be or this person might be, and just building that network so we can get some more people in here whenever uh, helpings are available. Um, so encouraged by what we have right now. Um the only thing that we have at the high school in terms of an opening is a uh part-time library position. Got a couple applicants there that'll be looking at to hopefully build that. A lot of that is just the
031community networking again. So really pleased with how things progressing there. So in terms of board goal three, that is the biggest emphasis that I think is is helping our building is that having our people talk about us and celebrating us and and advertising that getting that out to to others which draw people in. So very pleased with that. Um, but in terms of what's going on the building, Chris, >> well, if first uh semester didn't go fast enough, second semester that we're in now is currently off to a fast start. It's hard to believe that next week we start our midwinter basketball tournaments at Rural Valley. So, we're halfway through the winter season. Real close. Our wrestling teams are gone a lot. You guys, when I send out the two week that you guys can
032read, you can see how busy we are. Robbie and I are on the transportation. I mean, we got, by the way, we need some more vehicles. So, when people need a district vehicle, we can send out a car or a van with people. That would be helpful. Um, because we got buses running crazy and a bus may only have six or seven kids where they could get in a vehicle and go, but yet all of our vehicles are gone. So, u it's just a real busy time with everything we got going on, but uh everybody's working hard and uh man getting after it. Uh another big thing that came out was a Shrine Bowl um release and we got Julian Daniels going to the Shrine Bowl. He has committed to that and that um Shrine
033Bowl presentation will be June January 30th at the halftime. I know it'll be in between the games uh when we play Mission Valley on that Friday. And then coach Slade uh is going to coach in the Shrine Bowl as an assistant there on the east side. So that once again will be January 30th, Friday night, Mission Valley. That's a busy night. Little Charger Dancerettes are going that night in between games. Shrineville presentation winner royalty. So >> Oh, all three of them. One night. >> Nice work, >> man. You get bait for your buck when you more more vehicles to be more that'd be more lights to keep working. >> Lot of lights. >> That's awesome. So, uh, lots of things going on and, uh, active every night. So, any questions for >> I'm gonna back
034up real quick and give a shout out to our our local banks who contributed to our reality. Uh, donated money. So, we're getting things geared up for that as well. That's tomorrow. >> You got all that lined out and ready to go. So, >> I'm not sure what I'm doing, but I'll be there. >> Okay, I got a script. >> Oh, great. >> This is how you should dress for work. >> Dress for rest. >> Dress for success. Okay, we can we can do that. Excellent. >> You done? >> Good. >> Yeah, I'm good. Thank you. >> Okay. All right. Um Overbrook, we came back. We um are just go go going. We just had our letter training again. We met in PLC's. We looked at all of our fast bridge data. Um we talked
035about how like what changes we could make. we really focused on and Carrie will hit a lot of this later um about like aggressive growth, modest growth, typical growth and if our kids are flat growth like what can we do? How can we help them keep going because right we know some of our kids might not go between the tiers but we want to keep making sure that they're learning. Um so that's been kind of that data focus because we're also getting ready at the end of this month for third grade to start their interims. Um so we're getting all of that set up. We'll do our fast progress monitoring um and some regrouping for all of those pieces. Um that's kind of a lot of January we come back and we're like here are
036some assessments as we learn more about you. Um for our board goal um it's recruit and retain highly qualified staff. I talk a little bit in here about just the highly qualified mentors. They actually met today. They always come back very excited um just to share information and um even like they've been partnering with some AI tools and how to utilize that. It's always fun to see them get excited about those. I actually tested it out too. Um I apparently need some help because it said turn your tablet and I didn't because I thought that's stupid and then everybody looked like Flat Stanley. So turn the tablet. So um I talked a lot about school climate and culture. We've really been trying to focus on that in the building. I did a six week team
037reconnection plan um with my staff. My parents were great. They covered students and kept students. We did it every day for six weeks from 7:45 to 8. Um week one, we focus on resetting and reconnecting and just talking about challenges um between teams or in the building or just different things and having like that gratitude and kindness. Um, week two we talked about um just that human connection because we are so busy at an elementary building. It's like go go go go. We just don't have time to talk to each other. So um we had a coffee bar and we just sat down and they would just chat with each other and it was really nice for them to get to talk to people outside of their team. Week three we worked on appreciation and
038we have shout outs on a wall of wins out in the building. Um, and everybody drew a staff member and then they had to write something meaningful about that staff member and we put those out to see. Um, I actually see a lot of parents or visitors reading those. I think that's kind of cool. Some of them took like like Mr. Roberts always calls himself Lord Roberts. So, his person turned his into a squirrel with a feather pin. Um, week four we talked about empathy and understanding and just thinking about like all our roles are so very very different and the way we might perceive something somebody else might not perceive it. So, having that piece of empathy. And then um week five we worked on collaboration. We had a small project. We did a
039Christmas tree together and decorations and we did Christmas decorations and we did like love links and we wrote positive notes about our school and each other decorated the tree. And then week six we worked on celebration and sustainability. So we talked about traditions and what we want to keep going in our building. And then when we have um our next PLC, each staff member is then going to write a goal for themselves about how they are going to positively um have a goal so that they can contribute to our climate and culture of the building, right? Because um I can lead a variety of things, but it has to be all of us that go through all of those pieces. Um and then we don't want to forget our PAR educators. So we did those
040six weeks. um at the end of the month I've asked teachers to help cover some of the PAR duties and then we are going to do the same thing for them on a much shorter version um of four days so that they have the opportunity to connect with each other and kind of be celebrated and get some of those positive vibes as well. So that's been kind of our piece and we um did start our culture committee um we haven't met yet um I had a classified staff member about three or four certified staff members and we're going to just do some fun things um around the building Roberts taking that on. He likes to do funny things. So, he's been sending out like baby pictures of us like he did week one and we
041have to guess and the first person that guesses right gets a week pass to like wear jeans every day. So, we're just trying to bring back like balancing urgency to education and having fun and connecting as a staff. Well, I already kind of shared the biggest news we had this last month with with Ashley, but um our third semester likewise is just kind of getting back to it and the smooth it was a smooth start. I did make a few changes um in our lunch procedures, which is kind of we're seeing how it rolls out. But I kind of started staggering my lunches instead of sending everybody at once. And the idea was to not have 80 middle school kids all standing in line at the same time. So, it certainly improved that side. We're
042getting in and out of the serving line a whole lot quicker, which actually gives kids more time in the lunchroom, but it created some other things kids aren't all tickled about, but overall it's good. Um, since our last meeting, girls wrestling won the league this year, which is the third league title this year that we've won at the at the middle school, but that is um all in girls sports. Our girls volleyball, basketball, and then wrestling have all won league titles, so that's pretty good. Basketball, boys basketball is off. Seventh grade team is doing very well. Um the other teams are playing hard, working hard. Uh game last night was fun to watch. The outcomes for eighth grade weren't quite as what we wanted, but still great games to watch. Um Coach Duncan shared with
043me yesterday, they've had three games this year, and there's been three technicals in all three games, and none of them have been on us. excited for playing play quality basketball and good sportsmanship. So, um >> if you want to go watch fun basketball, go watch seventh grade boys be basketball. >> Yeah, >> it's fabulous. >> Fabulous. >> So, >> they're fun to watch. They work really hard. >> Yeah. Ended last semester with the annual Christmas sing, which actually I heard beforehand could get a little crazy, but they made some adjustments this year. It was a lot of fun. The kids seem to really enjoy it. played some games, sang along with with choir kids. And so that all went really well. And the recruitment and retention piece, um, years ago, I was somewhere and I
044heard somebody say, used to be people didn't leave their job, they left their boss. But nowadays, the younger generation don't leave their boss, they leave their co-workers. And so I think one of the strongest things we have right now at CAC is is our teams are really tight. Um, so when I go into collaboration meetings and those kind of things, they they they collaborate really well together. and I think they support each other so well that it's it's it's a great retention piece for us. Um, we did host a we did plan a staff Christmas party this year. So, we got together outside of the building and had a little fun, did a white elephant gift exchange. Um, I now have a book that how to say things to HR without getting in trouble trying
045to use those on Facebook. I don't know why I ended up with that one. So, we >> perfect fit. Um, so those kind of things I think are important to build that staff team and that staff morale and culture in the building. Um, uh, recruitment wise, we do have just a couple of openings right now. And I think like Kyle said, using my staff and getting that word of mouth piece out and if they know people or have taught with people in other districts that would be good fits, um, you know, please get them to apply. And so hopefully we'll get those filled soon. Um I'll let Carrie go here in a minute, but I just quickly want to also touch on um recruitment and retention. You know, our district's worked really hard over the
046last few years to meet those board goals of u making sure we retain our quality staff and that we go recruit really great people around the state in a very competitive um educator field these days because there there's not as many educators as there used to be and there's still the same amount of school districts. So, we almost have to go fight for them with our credibility. And I do believe, you know, I talked to you about this in my Friday notes a little bit. I do believe we've made a really good name for ourselves and just um our, you know, our local area. Our name is out there. People know who we are. Um we celebrate a lot. We've made the news for very good things. Um, and in the past, you know, sometimes
047that would always wasn't great news, but I think our our most, you know, last two, three years, we've had really great um just media coverage on us, whether it's the grants we've won, the programs we're winning, the athletic and uh activities programs we've got going on, student awards, and academic achievement we've received over the years, national awards, national recognitions, and statewide recognitions. I think that I mean, people come up to me and tell me about Santa Fe Trail now. They asked me about Santa Fe Trail when maybe they didn't know where that was before. Carrie had a principal come up to her uh at KU asking her about Santa Fe Trail. I've heard I want to come work for you. I I've heard great things about this district. So, I think that's it's the new
048type of recruiting. It's not that we're not still partnering with colleges. We are. I've got all sorts of partnerships. I'm on committees. We go to um recruiting fairs and all those things. But we go there and these teachers already have jobs. They've already been recruited. They were recruited a year before they were even out of school. So, it's a different game. Um, but we have things to offer. Um, people also like the small school setting. They like our community feel, our staff, and um, we've been telling our story. That's been my theme for the year. I told the staff that at back to school um, uh, convocation day that this year I want everybody telling their story. What are we doing great in our classrooms? You know, we tell a lot about activities and athletics,
049but I want to know exactly what's going on in your classrooms every day. And so, every time I see something great going on, I post it as tell our story. Today, Kaylee Boyd took few minutes out of her job to go sit down and read with our preschoolers. Little tidbits of of just good things to sprinkle out there all the time all the way from our Horizon Award. So, these types of things I think are really important for us to just kind of make a name for ourselves. And then, you know, I we try to celebrate people. I think we take good care of our staff. We try to recognize them. Our charger of the month is still a hit. Um Dwayne makes those rounds every month and I think it's been a really great
050thing for our staff. Our negotiations teams have done a great job of having a very competitive salary uh for our calendar that we have. Um we're almost at $50,000 a year. Um I know what it was when I started teaching and it wasn't even close to that. So, we've made a lot of gains in the last four years um on our salary increase for our base um first year teachers coming in. So, I'm very proud of all these things and I can't thank our administrative team enough for working on recruitment attention as well as our staff um and our community for spreading the word about the great things that go on here at Santa Fe Trail. So, that's what I have to say about that. Carrie. Okay, here's our favorite time. Which one are we
051doing first? CVN. >> Okay, CBN. This dance um this is basically a QC one minute reading. We are looking at this data specifically tonight because for the last year and a half with our TASM work, we have focused specifically on our fluency because when we looked at our fast bridge assessments and we kind of pulled out the different pieces of the fast assessment, we really noticed that our fluency was lacking quite a bit. Um, so this year I really wanted to pull it out individually and look at it. In second, third, fourth, and fifth grade, all students have to take the CVN. And then once middle school starts, only students who are below benchmark take the CV. Okay? So, we'll talk about that more in a minute. I also put on there the growth chart
052because I think that's the most important thing. I always preach to the teachers like yes, the numbers are good and it's important, but let's talk about the growth. Do we have aggressive growth, typical growth, modest growth or flat growth? I would love to always see that aggressive growth and the typical growth is what I want um for our students to have. So here we are at second grade. This is in the fall the where they are and then where they are now. And so um but we see that really aggressive growth. And I think you also need to understand about the CVM is it is a very aggressive test and that the numbers are very high on what the benchmark is. Eighth grade, they want them reading over 200 words a minute. And I don't
053know if you've ever tried to read 200 words a minute, but you are literally like like that. You just sound very very very very fast. And so um please also understand that it is aggressive in that manner. So that's great. I'll have you scroll down. Here's third grade. >> So, is this like the number of kids that met >> like a certain number of words per minute and then tier one? >> Yes. So, tier one is benchmark. Okay. >> Tier two is that almost to benchmark and then tier three is below benchmark. Yes, that's a great question. And does the benchmark change from winter to fall? It does fall to winter. >> And it changes from grade levels. >> Yes. >> And what when do they stop? You said in sixth grade. >> So they
054go through fifth grade. It's required. Everybody takes it with their fast bridge. And then starting in sixth grade. >> So when you get to sixth grade, you'll see that next year up on them like whoa. But they see only 53% reporting and 54% reporting because these are the kids that did not meet the benchmark. So they we already know like they might have just a touch of dyslexia or they might have some other reading issues and so these are our kids that we have to watch very closely and so they the ones that we also monitor um with that fluency test. So also as a part of this understanding that Fastbridge is basically getting your blood pressure checked. Like we don't really know what's going on. We just know that something is a little off.
055Like >> we don't know. Maybe you're just nervous and you didn't test well that day or maybe you actually do have a heart condition that we don't know about. So we're going to do a blood pressure test. That's what Fast Bridg is. Then it goes in and it goes those deeper dives to do those tests like well how is let's do some some blood work here like let's do this let's do this let's really dig in and see where is the issue so in sixth grade fastbridge uses part of one of those tests a more in-depth look by giving them the CVM because sometimes you'll see the greens right there they didn't score benchmark but then we gave them a fluency oh you did fine on the fluency research shows if you have that fluency
056and you're going to be probably a fine reader. So, the blood pressure test for the day, the fast bridge test for that day was just off or something. So, that's part of that and it kind of helps explain why we give that test in sixth, seventh, eth, and beyond. But I love this grade level here is the seventh grade. They had 0% at flat row. So they were very aggressive or typical growth, which is what we want to see. >> So I think it's deceiving when you look at that middle school because it's a little scary. all that red. >> But then when you look at the growth and what they've done and understanding who took it and looking at how they've increased that green there in eighth grade, it's it's actually a really positive
057thing and it's a great thing and you're like, "Okay, we are growing and we're doing what we're supposed to and we're actually growing kids in tier one at these levels when these kids are not passing the benchmark necessarily. So, it's positive things." >> Yeah. >> Yes. All right. So to the other one. All right. So I did not do the longitudinal. I just did for this year for our fast bridge. We'll look at longitudinal in the spring. Okay. So here is um preschool. Um typically since I've been in education and since I've been doing fast bridge at many different schools, I usually do see a winter dip. So the winter dip and we all talk about it in education. The winter dip doesn't really scare me, so I don't want it to scare you either.
058It's just kind of a little little dip. Um, but still really strong numbers there in preschool. So, first grade. Oh, yeah. We can do kindergarten. That's cool. All right. Here is kindergarten. Um, they had very, very strong numbers. And if you can, so we have the reading, early reading, early math there. And if you scroll down one more, you can see, look at their growth, >> right? >> Some of the best growth we've seen in kindergarten >> ever, >> so Carrie and I talked a little bit about this and I I know Justin, if you we had talked previously, we had talked about the winter dip before at some board meetings, but we figured out how to get ahead of the winter dip for this one. So they are the kids are ready for the
059skills. We just introducing them at a later date. So, we introduce them much earlier now. So, by the time they get to the test, they're already ready and they've seen that um because it's nonsense word fluency. They add in that and we've hit a higher focus on site words and stuff. And so, for two years in a row, our scores have looked very good in the winter. Um and that's due in part to to their proactive planning and knowing what the test is and where those things are in their curriculum and what they can pull out. So, I'm I'm very appreciative of all the hard work they've done in I have had um teachers and parents both reach out to me and ask like, well, are we just teaching to the test? And this is
060what I say to that question because I'm sure you've probably thought that as well. And these are all very basic literacy skills, letters, sounds, nonsense words. If you are teaching these very basic literacy skills, you are teaching the beginning of literacy. So unless you are printing off the actual benchmark test and sending that home and having them do that, if you're what you're doing is not teaching to the test, you are teaching basic literacy. And so what FastBridge does is testing do they know the basic literacy? Do they know their sounds? Do they know their letters? Do they know how to sound out words? And the whole point of nonsense words is testing. Can you take all of these sounds, blend them together, and make a word? Because that's what you do when you're learning
061to read. To us, the word is cat. To kids who are learning to read, it's c a t, right? They have to blend it together to figure out that that word says cat. And nonsense words is a really good measure to see can you put all can you synthesize all of those things? Can you take sounds, letters, and then blend it together and then figure out what that and then make it into a whole word? And so that's what fast bridge is testing and that's why they do nonsense words. So when people say to me, we're just teaching the test. I said, if we're actually just teaching early literacy skills, this is what we should be teaching. This is what all we should all do. So there's sometimes where maybe the um site words don't
062match up. because maybe what um Fastbridge has as their list of site words and what Open Court has as their list of site words. That's different. And so that makes sense to kind of line those up so that we can give that advantage to our kids. But otherwise, everything else is truly reading skills, right? Jamie's right there. >> Yep. Exactly. >> And preschool started using the same cards as we were doing. So that exposure has helped too. So the kids are like, "Oh, I already know that one. All right. So, first grade now. >> And Amy, I want you to know I did change the 80% 100% and all that stuff. And then when I hit enter and it made the graph, it literally changed it back to the other way. So, I'm obviously not
063smart enough to figure out how to make the graphs work. But, I don't want you to know I did try for you. Thank you. >> I was like, why are you changing? That's so irritating. And then can you scroll down to the Yep. the growth. And what I'm talking with my teachers and admin about right now is in your collaborations, I want you to individually pull out the flat growth students and the modest growth students. Talk about their names, what they got, and then what are we doing to help that? Like what are we what's our plan? We've got to figure out something. And it's not just a whole group, but like the individual names of those students. What's going on? How are we going to address that? >> Second grade. >> Look at that.
06468%. Isn't that beautiful? >> Things don't get me excited like that. I got to tell you guys. Very exciting. >> Well, I feel like Winter Annie also moves. It's not the same. Correct. So it's not hard skills. It gets harder. >> It's much harder. >> Knowing that it's not the same, but it's even harder. And as you're flipping through, let me know what questions you have. Some time to look at the data. >> You can just really see our group flatten out come fifth grade is what it looks like. >> Yes. >> Changes from teaching them to read to reading. It's much more comprehensive learning like >> that's all I can think is a lot. >> Are you smarter than a fifth grader? >> So I know struggling this year because things are harder this
065year. >> A lot of comprehension skills, a lot of new vocabulary. >> Our vocabulary gets much more challenging in middle school. You think about every class you're taking and all new vocabulary and science and social studies. There's so much new stuff. >> So it becomes more challenging. >> A lot fourth grade you get a new building, you get new tests, you get new I mean >> they have a fourth grade doesn't have quite as big of a dip at all with the growth. >> Yeah. That's all we got. middle school, we start talking also about the motivation. >> We have a lot of those discussions with the teachers of, you know, how do we keep them motivated? What do we do? We've um done some like reward system this year. I had them do some
066goals like setting individual goals on fast bridge and what they thought where they would like to be the progress that they've seen. It's really important I think that kids see their scores where they are and then talk about where do you want to be and how do we get there? It's very important for them to have goals, short-term goals, long-term goals to make that happen for them. So like in ninth grade I know once they hit benchmark do >> correct >> the first one was 98 >> the second was 31 only 31% took >> so that's why it >> yes it gets a little scary because we have that um but I also think only 31% of our kids didn't actually meet benchmark. And then look, of those 31% 15% the second time >> got
067into tier one. So they made progress. >> So the next will even be smaller. >> Yes, it'll be even smaller. Correct. I mean >> and with our new MTSS structure at the high school um students see that this test actually does make a difference because if you don't get on to benchmark then we are going to do some more testing and see like do you need to go get some intervention in comprehension or intervention in fluency or intervention in something else. Um we have seen great success at the high school with our interventions that we put in place. The MTSS program has been beautiful. Students um are working in very small groups with teachers like four or five, six kids in a group and they're doing um the reward science which has specific academic vocabulary
068and it has the word strategy where you're trying to figure out three and four syllable words, how to break those apart, learning prefixes, suffixes, all of that great stuff. And um the kids are actually working really hard and enjoying it. And so that's been really a good thing to see. I love walking around to see that. 12th grade. What are we on? So then as we go up each year a little bit less and less 12th grade pretty much. It's at the point in 12th grade where if we put up numbers, she'd be like, I know those four kids, right? So, we don't want to do that. >> Do you guys have any questions? >> We are excited for our spring. see what happens. >> All right. Um, just to midyear. >> So, my goal
069was to feed you guys and make you tired. that way. >> We'll be we'll be short and painless, >> right? >> Yes. >> Um so, like I said, this is just midyear budget review. Um we've been doing this for the last three or four years. Um just kind of going over where we're at, some history, and reminding you guys of what we do throughout the year. um in relation to the budget. I didn't get you guys copies of um the PowerPoint. You and I have a copy for talking. It is >> okay. >> Um I'm sorry. >> So, just a reminder, the budget's not just something that we're like, oh, major budget review. Let's look at it. You know, Fate sends you guys um monthly updates on it. if there's any big news about money,
070she usually updates in Friday notes or sooner as needed. Um, but we're we do reports on it all year long. We're talking about it constantly. So, it's it's not just a a oneanddone budget meeting happens and next July we're, oh yeah, let's do it again. >> Do it again. Um we we meet with people throughout the year to make sure that we're on track and make sure that um with our auditors that you know we're we're doing what we're supposed to. Um thankfully >> we had a great audit. >> Yeah, we had a great audit the last several years. Um and we've got a really good auditor now and we do our fiscal audit and our KSD audit. They just make sure that we're on track. We're spending money how we're supposed to and I'm
071not hiding anything that y'all need to know about. Um so just again our budget is a fiscal year so it's July 1 through June 30 and um soon as July one hits and that new budget year starts we're already looking to the next year and years down the road. Um so just on here it's kind of the cyclical cycle of it. Like I said, have our initial look or we're really starting to get into the weeds and start planning for the next year about this time of the year. Um we we will meet with someone from Greenbush later this week and he'll just kind of review our numbers and see how we're on track for projections and things like that. I ran some numbers um earlier today and we have about 57% of our budget
072left for this fiscal year. Last year at this time we were about 55%. So we've been we've been tracking right around that over the last couple years. So we are right on right on par. So next um so just to make sure you guys remember where our money comes from. Three main sources are local taxes the state and then federal title funds and food services. Um, so when we talk about the general fund, that's money that comes mostly from the state and then our LOB is our local taxes. So when we do our um capital outlay, supplemental general and our bond and interest, those are our levied tax accounts. So, the two main funds that most of our uh expenses come out of are our general and our supplemental general. And the ways that we
073can use those, the general fund uh is unrestricted, meaning it can be spent basically on anything and everything we need it to be spent on. Um the funds can be transferred out of there except for I cannot transfer them into the supplemental general fund. And every year this fund has to be spent to zero. Um so if I say my budget is 10,000 or $10 million, I have to have all $10 million of that fund allocated out by the end of the year. Um and every year there's also required transfers um built into our budget. So things for sped and for our K12 supplemental general is also unrestricted. Um and that means it can be used almost every type of expense. I cannot transfer from supplemental general into general. Um that it's just one of
074those not allowed things. And I can't I also cannot transfer it into um our capital outlay, but it's another one that has to be fully expended every year. And like the general fund, it also has um required transfers. And then we also have other funds. So the funds I'm transferring into are our categorical funds. So that is our at risk, um, our bilingual, contingency reserve, driver's ed, food service, preschool at risk, professional development, CTE, uh, sped, textbook, and virtual. And then next one is our local taxes. So that is our supplemental general capital outlay bond and interest. So when we do our mill levbies and um August, September whenever we have those board meetings that's what we're putting that money into. And on these funds it is limited on most of what we can spend
075on. So I cannot purchase certain things out of capital outlay. Um like I I I cannot pay my salary out of capital outlay. uh fade salary can't come out of there. Um we can purchase large sports equipment type things, non-consumables, so not like baseballs and footballs and things like that, but um let's say we need a new pole mat. That's something that can come out of capital just as an example. Um, so part of that with the local taxes as our mill rates and this is just a condensed mill rate trend since 2018 fiscal year. And as you can see our general that stays flat at 20% that's the max that we're allowed to get from the state. So 20% or 20 mills, excuse me, not 20%. Um, the LO we usually stay right around
07618. Kind of fluctuates a little bit. and capital outlay that usually is right around eight and bonded interest I believe has been right around 4.6 over the last several years. >> Um >> pretty healthy. >> Yes, it it's yeah we're we're not going like this with our mill rates. We're staying pretty pretty flat which is what we've been trying to do. Uh we talk about restricted funds, things that I can and can't spend money out of or can only spend specific funds for. So like bonded interest, that only gets to pay bonded interest. Um capers, that money comes in and goes straight out, but that only is for the capers fund. I can't allocate any of those funds elsewhere. And same with federal funds. So title money has to go to title expenses. Um and
077a few years back, Astro was part of those federal dollars and we have to specifically allocate that out. This is ESR money. This is how that's going to be spent. Um let's see. The next one is the district's main expenses. Um out of our expenses, 68% are spent on these seven categories with 38% being our personnel which is salaries and benefits. Um, we talk about, you know, maintaining quality staff and recruiting quality staff. This is a big part of it. Um, any any school budget you're going to look at, most of their expenses are going to be within their personnel and staff benefits, things like that. Uh, the next highest expense is sped, and that is at 12%. it even with our large increase this year. Last year I think we were at 11. So
078it still is a large portion of our expenses. And then from there those are the other ones that are the rest of our large main expenses. Um as you can see bond and interest right now it's only at one but 1% of our total budget is still a significant amount. And then this is just a graph. The purple on the far right, my far right, El's far right too. That is the projected expenses for 2526. That's what we've budgeted. I should say it's not projected, it's what we've budgeted, what we've allocated towards those lines. Um the the however the left of that are are numbers that are actuals. So next year that purple will come down to where our actuals were. So keep that in mind. It looks very inflated, but that's just what we
079budgeted for. So we have authority if we need it, but that actuals will come down. Um the only one that I would say won't truly come down is good. Um that those expenses are fairly set. There's a little bit of leeway within the transportation side of it, but our assessments and our flow through are pretty much set. So that it might a little bit but not a lot. And then if we take out salaries um next you can definitely see that spent is by far our largest expense with um let's see the next highest purple line is probably a tie between our benefits. So that will be what we pay in taxes for employees as well as what we're paying in um unemployment and um health insurance. So between that and then what we're expecting
080anticipating what we've budgeted for for textbooks, curriculum and related expenses. Again, it may not be that high, but this is what we just set aside for this year. Last year it was sped, benefits, and transportation. >> And I want to clarify when we say special education, keep in mind most of that is our percentage of the six districts cooperative efforts to pay for staffing, resources, but mostly staffing. If you go look at Three Lakes budget, which >> 90ome% of their budget is personnel. So you got to think about that as personnel as well. So keep that in mind. If we were to divvy out sped into these other categories, it would look different. But we are part of a cooperative as a reason to help spread the wealth of the services that are provided for
081special education through a cooperative effort. So just I want everybody to know that and understand that when we say special education, that's a a lot of that's personnel. Most of it is large. >> So police throw that up into personnel that in place that as well and then brings down that that number differently. So, >> sorry. >> No, you're fine. Um, but with our special education expenses being our second highest, I did want to also show you, just so you're aware, a graph of what our assessments are, um, and have been since 2018. So, um, as their expenses have gotten significantly more, their reliance on the districts to help fund, uh, those expenses has gone up. The the double-edged sword with special education is they're not paid by butts and seats like we are. They
082are paid by staff. So, while we can cut staff to reduce a large expense, they cut that staff, they lose smooth. >> So there there's a fine balance that they're going to have to navigate over the next coming years as well. >> Unfilled open positions, how is that impacted? So, um, when they get that categorical aid in, which is, um, those dollars that pay for staffing percentages, so they get about $28,000 per employee, um, that is the certified person. Paras get point >> four. Yeah. Um, of that. And so when you have an unfilled position, you lose that cat aid, but you can also take off the other piece of that salary. That's your expense loss, but you also lose that revenue loss. So you don't gain as much when you have unfilled position as
083we do. Um because they're only funding so much of it. And that is where their revenue comes in. So it like she said, it is a challenge to balance. I got an unfilled position, but that's only saving me $29,000 of that salary. The rest of it, um, you know, you're not gaining it back yet. So, it is more challenging. So, they got to cut in other places and there's not a lot of other places in their budget to cut. Um, special education needs are only getting more significant. Um, not just in the the um the regular ed setting, but also our special programs that we have. related services are not cheap. Um people that are in speech pathology, that are in physical therapy, OT services, um school sites, those those positions are are very pricey.
084Uh we've had to contract some of those positions because they're hard to fill. They're hard to find. Um special education has one of the largest exodus of any position in in education and people leaving the field. So it is challenging. And so there's those contracted services have upped that. Also, our co-op has tried to retain staff by getting their salary schedule up to where the districts are. So they have tried to climb as we're climbing and giving raises. They've got to climb and try to match us with raises. Um and that has become challenging for them. So um their efforts are very much like ours, but the way they are funded is different. So, it it is a little bit more challenging, but it is ultimately the responsibility of the six districts to fund this
085co-op um and and manage those offsets of cost. And that's what our assessments are for. But we need to remember that those people that work for our co-op work for our district. They work for our kids. They are right here living in our district right along with us. They are Chargers. Many of them have worked here for 25, 30 years. So I try to balance that bridge of special education and general education as this universal model of how we fund students and that just happens to be a little more complicated. I will go into a little bit more detail here when Kaylee is done on how they are looking right now at changing the finance formula on how to fund special education. So I'll let you finish and then we'll talk a little bit. >>
086Well that really >> do we have I'm sorry to be on the spot. I don't like I need the answer right now, but what's the difference? I could probably math it, but from 25 to 26, that's a pretty pretty good difference there. >> Um 500,000. >> It was almost. >> Was it five or seven? It because originally it was going to be double is what their original projection was and um after lots of conversations, I think it was seven because I think >> it looked like we're going from 1.2 to 1.8. So from the whole co-op, what is that? I guess that that was my question. for the whole co. Those are just our assessments. >> Current the red line is but then the other ones I can see they're going up as well. So
087that's like >> in other words were they at 1.2 plus >> so that's three. >> So I mean in other words yeah they're jumping up >> and remember we're a larger percentage. >> He's asking >> I'm asking what the difference in the TLC budget from 25 to 26 is because all of those assessments are going up at a pretty steep angle. So that was my question. You don't have to have that. >> Part of part of the budgetary issues is um they have had issues with that cash carryover from year to year shrinking each year. And so when you've got to make payroll in July and they don't get dispersements at the rate that we do and when we do and they may not get another one or an assessment from us or that categorical
088aid dispersement until December, then um we're kind of backfilling that cash flow. And so if you're burning cash where we're carrying over cash, um that hurts your budget a little bit and those expenses. And so they're trying to make and catch up with that cash carryover and that flow of money from year to year. And as you shrink that, you really want that 10% in there, but you don't have that in there. Um that then gets spread out to the districts. So we have a budgetary plan to try to make up for that. That is the goal. That is the three-year plan. We are working with some people, but we've got to um right now we have an interim director. We are hiring a director and my greatest priority is to have budget management, have
089recruitment and retention of staffing and and really work through a a five-year financial plan that we're not having this this significant increase. It's one thing to have increases, it's another thing to have that much. So, we're working on that. I expect that out of the co-op. I expect that out of our co-op board and our representatives that sit here on our board to advocate for those things and to really work on that. However, I will say that also makes hard decision- making when it comes to where you're spending money is on your staff and there's raises that people want and you're having negotiations and those things are very challenging to navigate when you've got a a union and staff that are asking for something and we don't have quite the money to give them what
090they need. And so we're challenging on how to balance not losing staff walking out the door because they want the raise they want, >> but also providing something to show forth that we value their their work and their quality work. So we don't want to lose our special education staff any more than um than the co-op because those people are those are our >> educating our students and >> they are I mean >> so we don't ever really anticipate that going down. I mean >> I would like it to be I would like it to be flat. I think we could get it to go down if we got our cash up to carry over each year. Um, but it yeah, I mean, we've had some flat years where we haven't had increased assessments. Now,
091I have also been told that maybe we should have had some smaller increases there and maybe we wouldn't have such a steep incline here. Um, I was not superintendent during some of those years there. So, I don't fully know all the decision- making that went on with the assessments there, but um, there's got to be some other ways to to creatively think about staff, shared staff, shared programs, things like that. Um, I also think we got to look at our numbers. We just looked at our ratios the other day on our spend percentages. Um, making sure we're accurately qualifying kids, not overqualifying kids. um exiting kids when they need exited, things like that. That helps with staffing and numbers and scheduling because those minutes are all part of the that that those legal documents that
092are IEPs. And so, if we don't really manage not only the people, but how we how we run operations of kids, then our staffing just continues to grow. So, we've got to work on those things, too. And part of that's just about programming and really diving deep into how we provide services for kids. So, um on the other side, like kids are I mean, our special kids in general are harder. >> Yeah. Our needs have gotten even more significant. >> Our needs are even more significant. Like in special education, they just continue to get >> and we're trying to service as much as that we as we can here with here so we don't have to send kids to these programs that cost a million dollars a year um because those numbers would be higher.
093So, um but then we're also counting on the other schools in the co-op to do the same. >> Correct. because if we do it but they're not doing it then really we're not going to make an impact that much of an impact by ourselves. And we've had when we have lots of conversations, the new council meets every month right before the board meetings. Um, you know, we talk, we look at staffing every month. Um, I questioned at our last meeting, you know, they were looking at adding a preschool teacher over at the school district and I said, "Is this what we need to do right now? Do we need to instill a weight list right now if we've got three-year-olds, you know, just like we do?" So, I've been trying to kind of educate on
094different ways to think about um the needs we have and where we need to hold the line um and then where our our greater needs are with maybe classified staff because I think there's a sometimes a discrepancy on the classified needs and the certified needs and they're not the same. So, our pair of professionals versus our school sites or our our resource teachers, those types of things. So, um it's a learning game. it is. Um I hope a new director can come in and really work on some of these long range changes for um just financial stability of the co-op. >> So >> it's not a fun situation. >> No, it's not. I mean, especially I I hate telling, you know, giving seeing one district do this and then you're working alongside and you're not,
095you know, it's a very hard fideline to find just >> I just it looks like about approximately 50% across the board increase in 25 to 26, right? When you look at that, it's about a 50% on every district >> and we Yeah, if that happens again next year, what are we doing? Right. And that that was my point. >> I mean, the problem is I agree with you, but I don't know. was at that meeting they're like we can't do it again. >> Yeah. >> We can't do this. >> Yeah. And there are smaller districts like Berlin >> who it it they can't break their budget. >> Yes. They I talked with their board clerk when we first got our numbers and she was just as panicked as I was and we operated much >>
096the problem has been identified. >> Yeah. >> And we've fixed it and moved on. >> Well, it's going to take a while to fix. I mean, we've identified and it's not going to be an overnight fix. It's going to take a while. >> But our cash has to grow every year. >> It has to. Our carryover >> that will be a must. >> And you mean >> three? Sorry. Three. >> Good questions, good conversations. We'll keep >> position to be in. I mean, I'm not going to lie. It's not fun. No, I just look at that and I'm like, gosh, how many staff of our own could we buy with that or could we hire with that budget? It's hard to look at >> 600,000 >> and not think that >> 2.4 >> and maybe
097those are some, you know, creative options we look at in the future. Um maybe we look at how the co-op operates and programs around that. We have to run all those numbers on staffing. How we and Kaylee and I we we we asked co-op this year for everybody that we that works at trail and how much that costs. So there are things that >> could you send that to us? I'm just curious about seeing that. >> Yeah. >> I know we talked about before too if say we were to hire all of our own parents and whatnot. Did you figure out numbers on all of that? Is that >> Yeah, that's what we're talking about. That's what we're talking about here. >> So, >> and I feel like that's a whole other process. >> It
098is. There's also process. >> I think I think we've talked about it for so long, but never seen the numbers. Exactly. I think it would I think we need to take a deeper dive into, you know, our our student needs being met. And then on top of that, >> that's a massive amount of our budget. >> I think the killer in some of it will be related services and that we will have to partner. I believe maybe on our own would be very challenging, but maybe with a partner district and you have like a sponsoring district would be more sustainable. Um because I worry about related services >> and then I feel like you have to worry about like IEP management and I mean we're you know >> Yeah, you got to hire a lot.
099We're going to have to hire administrators. We're going to have to hire um sites. You're going to have to hire I mean a a whole gamut of things. But I I'm not shutting down this idea in any capacity. And it has been looked at at before. I believe um our district looked at it >> probably 10 years ago um and didn't move forward with this. So >> I'm sure there's pros and cons. So but you're right, deep dive. Absolutely. >> So future planning um Faith and I and I know you guys have all thought about where are we going? You know, what what's coming up next? Whether that's reconfiguration, whether that's bond, whether that's sticking with the status quo and just trucking along and doing the best that we can. Um, Faith and I talk
100about it often. You know, what's our budget going to look like? What should we be doing? Where can we be saving? Um, a lot of problems come from declining enrollment. Um we felt it the last several years where the butts and the seats are just getting less and um it's I think 70% of the schools that this is that twothirds of the state of Kansas has declining enrollment. Um there's a few that are remaining flat and there's a few growth areas. They're usually urban areas. Spring Hill is the largest growing district in in the state of Kansas right now. Um this is not a Santa Fe Trail problem. And I know I I hear lots of reasons why Santa Fe Trail is losing kids. I'm not saying none of those reasons out there are are
101legitimate things, but there's a million of them. But overall, this is a a nationwide, statewide, global. We have less babies every year. Um we have migration out of Kansas. We have migration out of rural and into urban. We have um uh you know we have competitive schools popping up all over private virtual things like that. Um you know the ability to find a job in in rural communities and um have sustainable housing things like that. Um I did provide for you just a little informationational sheet for you to read over. I'm not going to cover all of this tonight but these are just some things to be thinking about as we're thinking about future planning. Um, declining enrollment obviously is just something that we're just going to have to monitor and we're have to make
102decisions about how we're going to tackle it. Reconfiguration is part of that conversation in sustaining buildings and school houses and paying for facilities. Um, as at a continued expense as we have fewer and fewer kids in these buildings and how does that look? You guys have done significant work on this project. I know it's not easy, but it is something we're probably going to have to continue to talk about whether that's this year, next year, or in the future. Um there is a new education funding task force. The um current finance formula in the state of Kansas is uh to sunset in July of 2027. Right now there's a current educational task force um committee working on this. There's a few educators on it, legislators um and other committee members uh working to really look
103at our current finance for formula, which I know it's complicated, but I really like it. We are the most funded. we've been since I can remember in decades. Um, we get waitings that make equitable education for rural schools, uh, for small schools versus big schools, for special education, for at risk. Um, and I know that it's not perfect. It's hard to make everything across the state equitable unless you just stick every dollar in the pot and just distribute it equally, but that's not how it works. So they put these waitings on things to give people a fair shot with the challenges and the at risk factors they have or the other sustainable methods in the formula they need. So like small schools get a certain waiting, huge schools get a certain waiting. Um transportation gets
104a waiting, students um that qualify for free lunch get a waiting. So there's quite a few of those. I put those in your uh sheet there. But you need to watch the news. you need to watch KASV emails that you get uh things that you get in your email from um certain groups around the state that are working on lobbying for the efforts to keep and not sunset the current finance formula. I would say right now that I'm an advocate that we do keep it um mostly for the sustainability of what I know we have and is good because I've seen what block grant formulas have done in our past. I lived through that as a teacher with no raises for four years. Um I have seen um waitings disappear that then go into Bay
105State aid that then is not equitable across districts. Um and as your superintendent um I think as a as a school board it is is going to be very wise for you to talk to your legislature. Um talk to your representatives in our area. Um, if you want to go to a school or state board meeting with me and and and be listening to what they're talking about on the state board, because those people then go over across the street and talk to the legislature about how to plan for how we're going to fund schools in the future. Um, I am an advocate for the current plan that we have. I think it's worked well. I think Governor Kelly has done a fantastic job in funding schools. Um, special education dollars have gone up. Um,
106I know that the biggest hangup in all of this is tax relief on property and I know that our Kansas property owners have just seen significant increases in their tax dollars over year. So, how do we then alleviate that or flatten it >> so we're not increasing so much? And I think there's ways to do it. Um, you know, I'm not a tax expert in any means, but I think when you're thinking about schools, you can consider those weightings in different ways. You know, they've talked about using sales tax dollars instead of just property tax dollars. So, you spread the wealth of that taxation across more more people because, you know, there's only a certain amount of people that own certain property and types of property that are taxed versus a sales tax that everybody
107contributes to. They've talked about that. They've talked about since declining enrollment, that pot of money that the state used to put out for base state aid, right? Now, they're going to have some savings in that. So, what do they do with that? Can we put that back in the state's general fund a little bit? Could we then offset some of that to sped? What could we do with those dollars? So, I think there's going to be a lot of great conversations on how to alleviate um increases in property taxes, but still equitably fund schools. I think there's very smart people up there that can work together to find a really good plan without destroying some of the really good things that we already have in the finance formula that we currently use. Because if you
108look at what Kaylee showed you in our numbers and our levies and those types of things, it's really healthy. Santa Fe Trail has a really healthy budget. We have cash carryover every year. Um, we use our budget authority and meet our transfers. Um, and I'm I'm very proud of of the work that Kayle's done and the board and the decisions you guys have made over time to keep a really healthy budget. Um, but I know our taxpayers need right some relief and I get that. Um, I'm a taxpayer in the state of Kansas. I I get my tax bill for my property every and I know exactly what it looks like. So, it's um I get that as well. So, but we invest in our schools for a reason. And so there's that balance on
109how do we how do we do that with with taxation at the state level and at the local level. So that's my soap box. Um keep this with you if it helps you with talking points with the public or with stakeholders. Um just some additional information on where I think this finance committee is going to take um our legislature. But I'll be curious because I don't know yet. I don't have the answer. So we'll see. Do you guys have any questions about our current budget status? um as of January of 2026. Can you believe it? >> Okay. I don't have anything else. >> Okay. Uh 22 KB policy updates >> in your packet. I've uh shared these with you for the last month or so. Um if you have any questions, let me know. If
110there's any um discrepancies on legal jargon, let me know. Really, it's a lot of language changes. There's only one new active policy in there, and I'm asking you to pull that one out and wait, and it's the AI policy. There's a few provisions in there that I would like to work on with our administrators uh to line up to our current one that's in our handbook. The one we currently have does meet all compliances. Andy and I talked about it with COPA SEIPA and every other federal law that we've got to follow for our students. Um, but there's a few pro provisions on um in that policy that talk about uh the school approving all AI platforms that we use, getting a kind of inventory of everything we use, making sure that's all in compliance.
111And so, we're going to need some time to do that if we adopt this policy. So, I don't want to adopt it right now and then I'm not following it. So, I want to wait till we're ready, work with the administrative team and then move forward with that and I'll bring it back to you about handbook time. Does that work for you guys if we pull that one out? >> Yes. Okay. That's my recommendation. >> Otherwise, we can funding or anything we receive from >> Andy, you see any Okay. >> Okay. >> I don't either. >> A couple other school districts I know are also waiting on it till they're doing handbooks and things like that. So, that's my recommendation for this evening. I was glad to see didn't clean up the language on >>
112Yeah. Just trying to make a little more stuff. >> Yeah. >> I was one and then we had a couple other people at our law conference this summer bring it up. They were like, "That's a great question." I was like, "Well, I had some board members ask me about it." So, >> they're like, "That's great. I didn't even think about it in that meeting." >> They did that. >> Yeah. >> So, good job. Uh, I'll make a motion that we adopt the uh recommended December 2025 updated KSB policies with the exception of the AI policies. >> I'll second a second right here. All in favor? >> Thank you. >> Okay. Technology department, Mr. You are up. >> All right. Um, I got a few points here. I'll try to uh go through them fairly quickly,
113but seriously, if you guys have any questions, I'm I'm ready to go as deep as you guys um want to go. Um the first thing I wanted to point out to you guys was I put this sheet on here guys as they were. Um and I purely just wanted to give it to you guys so you guys can see um that these are all the bigger hardware expenditures over say 13 years like planned out rotation cycles. Um, the biggest thing I just wanted to point out is that we're trying to balance the overall so we don't have one big year over another. So, I I am looking at I'm going to be asking for a lot of money tonight, but they're on here. And it's uh trying to um I guess be efficient with our
114money so that I'm not over asking in one year and asking for nothing the next year, which I never ask for nothing. He has certain months where I tell him you're the big spender. >> But I do want to point out that Faith had grants on that other one. And if you look at the 24 and 25 columns, red represents or no, I guess it's all gray on yours. At the very bottom, the red represents grant money. >> And so that's that is just in my department alone, that's how much grant money the district has brought in um for TVs and -ate and um Chrome devices and stuff like that. So, um, obviously the next few years don't categorize it, but but we'll continue to try for those. Um, but but that's a lot of
115savings there in in two years worth. So, I just want to point that out. So, >> um, so I'll reference back to this a little bit as I go through this, but my next one is, uh, security upgrades. So, um, when I walked into the district, um, Overbrook sitting was sitting pretty good. They have some a relatively new system. Um, we've added a couple cameras this last summer. Um, but overall, um, we're we're aging. Um, and we've got some vulnerabilities and I don't really want to go into a whole lot of details in a public forum on it. Um, but I I've met with uh the principles at at the high school in Carbondale and we've reviewed we've looked for administrative priorities. We've looked at security priorities. Um, I've met with kind of informally met
116with the both SRO's at those buildings to try to come up with a plan. Um, and so in your packets, um, your board books, I I just get I just ask to give you everything basically. And and we don't need to go over it, but it's, um, it it's priority one is secure is is safety security, and then number two is administrative needs. Um, and then three is replacing aging equipment. Um I don't think we've ever had cameras on a rotation cycle. And so um on the sheet I have a line on there. It's once we get past these next. So what I'm going to be asking for is two phases. Um $30,000 this year and $30,000 next year. And it's not all one. It's going to be small purchases. As I have time to
117do a project, we'll we'll purchase the stuff. So, um, but then after we do that, then it'll be like 10 cameras a year and and we'll be able to maintain them and and keep them in good working order. But right now, um, honestly, half of each of those systems, I think their cameras birth year is the same as mine to be honest with you. So, >> picture isn't really good. >> They're not great. These guys can attest to attest to that. So, um, so I guess I'm not necessarily looking for emotion. I'm looking for a comfort level. Are you guys comfortable investing in that over the next couple years because it's not something that you guys have really invested in in the past? And I just wanted to to ask you, my purchases on this
118one will be small, one at a time, so it'll never meet the requirements to have to come ask you guys for the money. Um, but I just wanted to make sure the comfort was there. So, >> I mean, we'll have small bids. It's not going to be a huge bid of 20,000 or more that I need to bring in a formal bid process. But >> correct, >> we'll do small things over time. >> But I like this plan. I mean this >> Yeah, I think it's a necessity. >> Yeah, I mean security is >> Yeah, very important. >> Okay. Um, if I have questions moving forward, I mean, I I just know I'm keeping I mean, the admin and and the SRO's are big parts of of it and we'll just keep we're tackling the
119I guess the most important and maybe climate friendly ones first and then working just as we go through. So, >> great. >> All right. Thank you. >> Thank you for the plan. >> Parent Square. Um, I just wanted to give you guys a quick update on it. Um it's mostly implemented on the back end. Um we we're kind of needing to focus on training. Um the first semester or this second semester, we're looking at it as a school messenger replacement. So it's not going to have all the bells and whistles we talked about. Um but we're going to get familiar with it on the administrative side and the office manager side. um and then hopefully have it ready for coaches to use this summer um for for their side and then um use the summer
120to get fully trained with the administrators and and get the public and the students on boarded and and then fully roll it out for the for the following year. Um >> so you're not going to fully roll it out for 2016? >> We we're going to roll out this small pieces small pieces of it. >> Like you're going to start getting text messages not even knowing it's parent square. >> Yeah. From the public standpoint, I don't think there was any you there won't be any. I mean, the your automated messages are going to look a little different because they're coming from Paris. Like, I'm dressing it up a little bit, but it's yeah, from from that standpoint, it's going to be almost exactly what you're used to. Um, >> we don't have time to get
121everybody trained to inform parents about how it's all going to work, get students on boarded by next Oh, by Yes. By next year. >> Next school year. >> Yeah. 26 27 >> 26 27 Yeah. full on. We're rolling. We're all like, "Holy no, no, no, no, no. In the fall, we're rocking and rolling. We're going to we're slow rolling little pieces of it before >> semester 2 is going to be using the system like we have been. >> Next year, we're rocking and rolling." >> Yes. >> In August. Learn technology. >> How long the website and everything? >> Yes, website and everything. website. I just had my first big meeting with them on it. And uh so that little slim piece of paper um that is kind of a a real crude mockup that I
122I'm giving to them as the kind of a an idea, a starting point for their designers um to to go with. So um the it's they have all kinds of different components and I'm really honestly I'm hoping I mean they do it every day and I'm like this is kind of what I'm looking for. run with it is kind of what I'm telling telling them them. But um that's a pretty good idea of what it it will probably be looking like. So um that uh underneath that reconfiguration section um that'll be like the stuff that our administrators are posting to Facebook a lot. That's the kind of stuff that we like they're going to have a checkbox include on web page include on web page and so um so it'll kind of mirror each other
123a little bit. So, >> and all the directories and stuff will be a lot more automatic or a lot less >> correct. It'll pull straight from this system. And the plan right now, what they told me they can do is the directory will be pulled from it with just base information, their their their title, their their names, their email address, but then the the staff can update their own pictures and their bios. And when they update it in Parent Square for their account, it's automatically on the website. So, um, we can give them directions and and, um, right now, you guys know images don't get updated very frequently and they can update it as often as they want to. So, >> yeah, I'm aware. >> Um, >> we won't go there. Fore subject. >> I
124enjoyed using that picture in different things. So, >> um, laptops for staff. So, this is going to be my big my my next ask. um uh to to not go in like all the news say RAM prices are are rising rapidly. Um, if I went to go buy RAM at in um on an on best buy.com, it has for at risen, but I got a bid for the next round of teacher laptops um at the same cost that we got last year because they had inventory and they haven't it hasn't hit the laptops yet. So, I don't know if it'll ever will. I mean, a year ago, I was told, "Hey, inflation all this stuff's going to happen." And now I got a bid for the exact same cost basically that I had a year
125ago, but I don't feel like I want to take the risk. And so I'm asking for it now, a little bit earlier than I normally would so that I can make sure I secure it at the at a good cost. And um so I'm asking for 50. Um that will be my last staff computer replacement um for these these old HP laptops that we had. Um I'm still going to have a handful of them out there that I may end up having to do something with. Um, but their their jobs don't require a beefier computer, I guess. So, I'm um there could be a little bit there. But anyway, that gives me roughly a 10% for staff changes, for damage. Um, and it's supposed to last for last for in my timeline four years. So,
126every four years on rotation. Um, if budgets got tight, that four years could be expanded a little bit. But I try to um really honestly it comes down to this to try to balance everything out. So, um, so my ask is for 66,77204 for teach 50 teacher laptops, um, some security screens. Tasha's not here, but some security films for some of her, um, lunch staff because the free and renew status pops up on the screen and legally we've got to obscure that. So, >> you have that bid in there? >> Yeah, the bid is in the book. Okay. That bid specifically. >> I just appreciate the plan. I think that's kind of my big thing is just make sure we don't get too far behind and we're not trying to buy 150. >> Yeah. >>
127At a time. >> Absolutely. >> So, this one is one I'll need a I think I need an action on because of a price on it. So, I can give you the number again if you want. >> I'll make a motion to exactly what Andy said. >> Proposal that Andy presented. Have a motion for the proposal that Andy presented. Second. >> Second. All >> in favor? >> Thank you, Andy. >> Yep. Thank you. >> My next ask. >> This one is my last one that I want to spend your dollars on for this month. Student Chromebooks. The same scenario. Um, it's all about the memory and the cost of the devices. Um, I know I'm going to need a 100 devices to to replace. So, the same thing goes. I'm replacing three grade levels a
128year and so I'm only asking for 100 this year. Normally it' be roughly 250 but because of a grant that we got and so I need 100 to purchase 100 student Chromebooks. Um I got two actually I got three bids um that aren't in your book. I didn't get them until after the deadline. But I've got um $26,59. Um I normally budget 30,000 for 100 Chromebooks. So it's a good price. Um, so I'm asking for that and I I do give just in transparency a 20% buffer for damage um over the life of those and so there's just a few extra on that number. So because of that cost I will need the an action on that one too. >> 26509 Yep. >> I make a motion to accept 26509. >> Motion second. >> Second.
129All in favor. All right. So, this time I'm not going to ask for any more money, but I am going to ask your comfort on on spending some money so I can do some research on it. >> Um, so because of all this reconfiguration talk and uh we're kind of in a unique situation where we had Rhonda retire, um, we got some aging. Um, we have a a room full of old documents. Um, boxes, 121 boxes to be exact. Um and and so um we Faith and I kind of kicked around a little bit um document management solutions where it's it's it's digitizing those documents. Um and and so instead of having a full room, I mean you've got a software, you pull it up and you search keywords and you do all that stuff.
130Um it's certainly a more modern approach. Um the I've the web research I have not talked to vendors outside of I I had a couple copy machine vendors that walked in and I was like, "Hey, I'm just going to pick your brain about this." And so I'm going to say roughly $4 to $6,000 annually for the software. Um and and that's for a moving forward approach where we don't scan our old stuff. Um the hard part is the scanning the old stuff. one because of the challenge of recognizing that data and getting it in a in a organized manner in the system. Um, but two, the cost. They say it's between $300 to $400 a box to scan a box because of of how much labor it takes. Um, I don't feel like I think
131I've talked to Kaylee. Kayle's walked me back there and showed me quite a few boxes that certainly don't need to be scanned. Um, so I don't feel like 121 times say 300 is is is accurate. Um but uh I guess my my thought or my my question is one are we interested in potentially moving that way? Should I explore it? Um and two what is our appetite for SC for it's called uh back filing for scanning your files back in time. Um what what any thoughts any concerns? I mean, I'm so >> How many times have we had to reference that information? I mean, >> a lot. I mean, >> the thing is I have Amy, so Amy knows all this stuff, knows where it's all at, whatever. >> Amy will someday retire. I don't
132know when that is, but she will someday retire. So, when she leaves, we got Rhonda gone. You know, we'll have some turnover in the office. there's probably, you know, a reasonable amount of documents that it would be nice to put in some sort of digitized system. Organize it into a manner that's much more searchable and understandable. Um, and for our future, there are things I don't think we probably need to. We can I think we need to work with Amy and Kaylee and and talk through Kay's not even sitting over. Oh, yes, she is. Um, talk through what boxes we believe should we need to get on a digital file. I also think part of it's security of the files. I mean, we have a fire, we have blood, we have water, those damage. Do
133we have a digital copy of all the things back there? I know we have a digital copy of a lot of them, but they're probably in different drives, different files, different servers, things like that. So, they're they're kind of all over the place. They're very well organized. Our district office is very well organized. These ladies know where everything's at. I don't know where everything's at. And then for our future for sustainability I think part of that digital piece is just a reorganization of it for future training and knowledge of documents. So there is a retention policy. So some of these documents are things are things by law that have um years that we must keep them. Um, there's other things obviously we keep like we're going to talk about email here in a minute um
134that we also might want to have a policy on purging in a time frame and then obviously um things that are lifetime. Um, so based on all of that information, I'd like to come to you if you guys want to explore this. I'd like to come to you with a recommendation on what we want to backfile, what we want to move forward with filing and any policy we need on purging of things like email. I want to work with Amy and Kaylee and Andy and myself on what that is. And even the administrators at the building level, they have a lot of filing as well moving forward and back filing. and then like you said what your appetite is for spending to get all that stuff in a digital format. So if you're interested in
135us researching this and bringing you kind of a recommendation, do you have a spending threshold that sounds whatever to you certain things you are like that has to be digital? Is it digital? Can we get a digital whatever? >> That's my question is how much of what we have today are we not getting digital or do we not have access to digital? >> Good question. >> And then the secondary question to that is is what is the official record? If I have an insurance policy and I have it saved as a PDF, but then I print it, a printed document isn't the official record, right? So, I mean, how much duplication and what's the true official record? There is a lot of duplication. Um, especially with files from the last, I'd say 15 years. Um,
136but also there's a lot of things that were emailed. Um, so I think for tax purposes. Uh for most invoices, it's either five or seven years. Um there's several things, several boxes in the back that are on a retention schedule that do need to be shredded. Um but there have been times where we've had a vendor who said, "I haven't been paid for this." And it's several years later, and Rhonda goes back and she's like, "I shredded that two months ago." Because, you know, it was on the retention schedule. So, we have no proof um for a PO or an exact information right now. Um I am the only one with access to our old fund accounting software uh just because of computer upgrades and updates and the allowance of that software. It was very
137archaic and very old and that's why we were with it with our new software. all the payroll records um with the exception of the actual bills the invoices that we create or the POS that Megan creates um or our office is great they are all digital so it's very easy going forward for those all to be digitized but there are things that our firm keeps so policies minutes um and we have gone back several times like Like faith said, Amy's not going to be here forever. And she is the keeper of all knowledge. I can say, Amy, when was John Smith employed to the district? And she's like, I'm pretty sure that was in. And she goes and she looks and she's like, yep, here it is. So, >> and it's not that I don't
138think we have all these things we do, but they're in a variety of places. This would all streamline it um and put it in a more modern, searchable um place. And but like I said, I don't believe we have to backfile everything. I don't think we have to forward file everything, but I think we need to make some decisions if we're going to what that is. So I >> I'm a little reluctant to say spend four to six a year going forward because everything should be digital. We can come up with our own filing system so that we have whatever in our system here be a SharePoint, just a file source or something. But I I also >> on the six a year their maintenance of the records. So like if we were to digitize
139all of the board documentation, is that what they would say? Well, it's on our system, so you have to pay that every year. >> Yeah, it's like an information system like P school. You pay a yearly for them to keep track and secure all that data. >> We would be hiring a company to come in and do all the scanning and do all the do all the >> file. Yeah. >> Um >> we just do some of it. We can do >> we have to go with you first to say we want to keep this and get rid of this. >> Yeah. >> And and using say a Google Drive as a storage place is is is valid. If but so I I met it was Centry Business who I've met with last and and
140they they proposed that they're like if you don't need to access these files very often then just use a Google Drive. But as soon as you have to start accessing files on a somewhat regular basis, it's even slower than going to that box and digging through it because you got to open a file wait and then it just takes more time to to to get through it. So, um part of the decision is is a conversation that probably the district office ladies need to need to have. But >> but um if we back file, it will be that's why we're asking on the on the appetite for it because it'll it'll be expensive. I mentioned 121 boxes. There's also 16 file cabinets. with papers. So >> there's a lot. >> Yeah. Yeah. >> That's a
141big number. >> So >> you're not going to get rid of half of it. Probably >> you're not going to get rid of 60 boxes. So >> probably not. >> We're talking three to 400 times that many boxes. >> I think there's a possibility because there's there's quite a bit like there's there's a lot that's marked on there that that we that we noticed that was like shred in one year. Like why would we scan one year box type situation? So, um, now but I one other point to Justin's. Um, so while like I we're going to talk about email here in a second, but like we have a lot of those records in email. Um, but we have an indef like I feel like we our district has a lot of liability or a
142lot of potential risk because right now we have an indefinite storage. So any student, any staff that's ever worked here, we have their their stuff and it's all searchable. It's so I feel like I would like I as a director would love to ask you guys for a policy that I could set up to where we start removing those, but we got to make sure that we also have the stuff out where it's we're not relying on it as our retention place. >> Right now should not be a retention system. No. >> So, >> and also we get into the liability of open records as well if we're keeping things past certain attention points. >> Um because if you have it, you have to share it. >> Yeah. >> And there's some things we have
143to keep and we will forever. And those things are open records requests that we have and we've got I mean Amy and I get them all the time whether it's financial records, curriculum, board minutes, things like that. We have all that. So I I don't ever worry. I don't think there's ever been a quarter request that we haven't been able to meet. But um you also get random things that you're like, I don't that we don't keep that record, things like that. But um >> there's not like a 60-day thing on your Outlook. >> Well, so you can delete your messages all you want to in the in your email account, but we have a a required archive behind the scenes. It's the archive that I'm talking about the the historical record of all the
144communications that took place in it. So, um whether you if I wanted to get rid of a message, I couldn't. >> Kansas association of school board has recommended that you have an email purging policy. Three to five years is what they typically recommend. >> And a lot of school districts have them. So, >> I would like you guys to come to us with what you would like. I mean, I have no idea. I don't know how you know like what do you need to keep things organized >> and I'll and I'll look into what I think we can afford, what I think is reasonable in comparison to any other data we store and how much we pay for that kind of especially student data. >> Um because that's our biggest storage of of data as
145students. So um you know I can make you know we can sit down and think about what budgetarily we can afford and what's worthwhile for security of our records and and things that aren't worthwhile to put in a system. So And is this just like a random company that you called as far as like pricing or >> No. So Century Businesses are coffee machine companies. So when I did the research, there's all these there's all these um purpose-built companies for doing this. Then you get to a to a coffee machine company and and they're going to reent your business was was great. They they recommended a relatively inexpensive one that doesn't necessarily have all the bells and whistles that we don't need. Um, but then they also said, "Well, we can do also do scan
146doc and docyware," which is the other company was like, "Oh, it's Docware. That's the one you want." And it's like way more. It just the costs are way way outside of what a school district's going to >> stomach, I guess. So, um >> I did just general research online, but then I talked to two different coffee machine vendors um that two coffee machine vendors that I trust actually um that I have I've done I've had rel business done business with. So, >> yeah, I think it's a great idea. >> So, I left the last the the hardest one for last because I am afraid I'm going to get run out of the room. What about converting your board books to digital? I like to be able to ride in it. >> I'm good with >>
147I just said bring me one anymore. >> I'm such a tangible person. >> All right. >> Well, so nice. I mean, I can't relax does it's all digital. Yeah. Um I think we've done it in our past and then we went back to books. Um >> I don't remember. I don't know what software we use. Do you remember Amy? >> I take my book to work with me and I don't always have service. >> I took it to you where you want >> I mean the volleyball game. >> So in the past Amy said that she just PDFed things. Did they bring in laptops or devices? >> No. Yep. >> They print it off their PDFs. >> Yeah. >> Okay. So, that kind of >> It's just a lot of paper. >> It's a lot
148of work. It's a lot of binding. It's a lot of I mean, Amy puts in a whole week of board books stuff and and and it's not something even we have to think about right this second. It's just future talk about um you know, and as you know, if we talk about the future or the the future placement of the district office, we have to move things and you know, and all those things. So there's part of it's also storage and keeping things and and whatnot. So digital just makes it we're just we're in a digital world. I know we like our paper. I don't mind paper. I like paper. But um it doesn't mean couldn't print something off, but maybe we don't have to print the whole board book. >> I mean that maybe
149don't need print. What if we didn't print the newsletters that are full colored and taking up all the ink in the page? >> Yeah, because we get an email. >> Yeah. >> Okay. >> I don't have to read those every time anyway. But >> and then they come in. Is there I mean is there a way digitize it and then also we can take notes or maybe digitize it and then have page numbers on it so that when I'm taking my notes I can >> like on page one. I had a question about this because I I mean my book is like page marked and wrote up. >> So are you talking like like board docks or >> Sure. >> That's that's the most popular company. >> Ter and Jamie use board docs with three
150legs cooperative. So in there I can show you >> it's a very sophisticated program. It is a little pricey. I don't know what to pay. I'd have to look. Um, but it has a side panel with every piece of document you would have. It's got your agenda. It's got clickable links. It's got a place where I believe you can take notes. Um, and then it stores it all for you. You guys get the board side. There is a public side that the public sees. Um, and so it's just an organizational platform for board meetings. Um, organizes it for you very nicely. Um I've actually never used it except for the superintendent council side which is um a different administrative side of it. So there's lots of things >> and on the public side like looking
151at other board minutes >> it's very I feel like you like board docs is very useful. I mean it's >> it's very nice for like the public to go I look at five ones all the time. I go it's very >> Yes. It'd be very good for the public. >> Yes. It's very public. So is it about 50/50 where half of us use digital anyway? >> Sound a lot more like >> just Yeah, put it for me, but I'd review it digitally. >> And I'd be okay if it wasn't printed. I do use it, but I could easily bring the iPad with me. >> I don't have service. >> Yeah. And this is your meeting. These are your books. It's whatever you guys want to do. We just brought it up because it is part
152of some of these services. managements have different forks. That's one of the >> one of the forks is they've got more steps. >> Yeah, we'll take a little bit out of time. >> Thanks, Andy. >> We'll talk more. >> That brings us to reconfiguration discussion. You got anything you want to start us out with, Paige? >> So, I'm I'm just going to continue to um put this as a placeholder as well as considerations about a bond election on our our agenda so you guys can continue to discuss. I know last month um we talked a little bit about calling an election for March. um talking a little bit about um that timeline and um we didn't take any action. That's okay. I think that brings us back to a discussion um session that we need
153to have to consider why or why not we are ready or not ready for an election. Um, you know, I've been talking a little bit about our vision, which was the idea to reconfigure for efficiencies to tackle declaring enrollment, have better um student uh grade level uh for teaching and learning and then to make sure we can sustain um our facilities uh in a in an efficient manner and to make sure we have good facilities for our students to to be in. um at our last uh kind of our vision had kind of geared toward two campuses. We had went to NHDK to drop some finalizations on some questions you had on some activities facilities to um complement our possible movement to ask the public if they would um entertain our middle school out at
154the high school campus and then move our elementary school over to Carbondale. and um that number ended up close to around $26 million. If there are some big topics that we need to discuss, by all means, let's do it. Especially it has to do with the dollar amount. We're going out to the public to ask the public for a lot of money. Is everybody confident and comfortable with that. Two campuses. This is going to ask not only the development and building of a construction project, but to possibly close two schools or repurpose two schools. Those are hard things and the public knows that. All of you know that. And we've had a steering committee having hard conversations. I think our board just needs to decide, do we still want to entertain the two? Do we
155want to go in a different direction? Are we ready to move forward with a motion for an election? That election would then be in August. We do have until May to make a decision about an August election and we have till July to make a decision about a November election. So, I just wanted to put it back on there so you guys can give me also directives on any additional deliverables you may need from me from HTK, from Piper Sandler, any other additional, you know, do we need to go back to the steering committee? Do we need to have a special meeting? So, anything that I can help you with, that's my job is to serve all of you and I I just want to know um what you're thinking and and where you'd like
156to go from here. So, I'll open it up to all of you. I feel like my thoughts are it's too much money and I feel like the feedback I've got from the public is it's too much money and there's and they don't want to close two school buildings. I mean, that's a lot of the feedback that I get um I mean I don't know I don't know I just wonder if we looked at the campuses what you know if the dollar amount would be >> more I want to with what they proposed you can look at it differently >> one thing that I want to say is that my reluctancy with the two campus plan that versus an alternate three campus that wasn't presented. >> Correct. I would agree with you. >> Was every plan
157that was brought to us had a six through eight of the high school. >> And my thing is, is that our 30-year vision or is our 30-year vision more of a one campus with everything, right? Um, and if our vision is to bring the middle school to the high school for the 30-year vision, then I mean, it's a lot of money. I think it's a great plan. I would just ask that we find a plan for over before we put it out for an election. >> There was also concerns, if you're talking about that, there was also concerns about, hey, my sixth grade daughter is going out to the high school with your >> senior boy. There was never a K through six option and then it's just 78 moves out to the high school,
158too. Right. We never did see anything like that. that would eliminate. >> No, but we talked about as a board we talked about where does that where do we draw that line >> and I felt like as a >> at least I know I did say that I felt like sixth, seventh and eth is considered junior high. I felt like we had that conversation >> in the open meeting about you know how we all felt about that. I don't I didn't ever hear anybody disagree about that. No, I just I just that was some concerns was now my sixth grade daughter's out there who's tomorrow her walking getting off the bus walking down. >> Sure. and says, "Well, if that's an issue, then what how that issue, right?" >> That be one thought that I
159had. >> And I think the answer, I guess, that I heard to that was that they would operate on different bell systems to where they wouldn't be intermingling in the hallways or common places >> during first bell, last bell, >> right? >> But the high school, those kids probably aren't getting there. Some are probably getting there after first though, but you know, there's probably some getting there >> early and some FCA stuff going on Tuesday morning. They got other things going on early and then after school before games or practices, I can speak for one, probably multiple actually probably three that might stay there from after school till your practice, right? So, >> who are we asking to monitor that? what are we changing with some of the everything I've read with AI and the
160research that I've done talked about that being one of the biggest factors of being successful in a 6 through 12 building is the amount of detail and attention and planning to keep those kids separate right so I know it can be successful it's proven >> nationwide it can be successful but that was the biggest thing and everything that I've read research was keeping those six through eight separated from the 9 through 12 >> like physically separate operated in a building or would >> um it said a wing right and then I asked AI does this with this drawing would this be considered a wing and it said yes it could be considered a wing right so I don't think that that needs to be funally changed and again this is just >> this seems like
161a supervision type thing >> could probably talk we'll have to talk about operational process scheduling sports and activities athletics activities after school before school maybe we have provisions about where kids can be, where they can stay, where they cannot be after school. I mean, yes, it you're right. It's going to take a lot of supervisory scheduling and operational changes and considerations 100%. >> Part of it is, you know, you're you're hearing this. You're hearing what you're hearing. You're hearing what you're hearing. I'm hearing what I'm hearing. We we could put this to the voters and we would know for sure. >> That's my I Thank you. That's my point because we can sit up here and spew, well, these people say this, these people say this, these people say this. We will never know what
162our actual >> community thinks because like I said, you can talk to five different people and get five different answers. But >> you're never going to know. >> And it is overwhelming as a board member because we get different opinions all the time. >> All the time. And I just I don't think it's fair to for us to sit up here and say, "Well, this is how they're going to vote. This is how they're going to vote." When we truly I >> you don't know at the end of the day. >> No. And I I think some of that though isn't just what I feel like a voter might vote for, but when I vote for something, that's how I feel. And I'm not going to say, "Hey, I vote for this even though maybe
163I don't feel like this is the best 30-year plan for the district." Right? So yeah, >> that's where my dilemma is is I'm asking these things and I'm doing the research for myself, but also for the folks that have came to me and said, "Hey, >> I don't want to do this or I don't want to do that." >> Um, but I'm not saying this is what we >> No. And something is something goes to the voters and if they if they turn it down, then we have the opportunity to say, >> "Hey, this is what we thought you wanted. You said no, what do you want?" Right? >> And let's work together with this. that would start. I guess >> if we put an option out there, it has to be this. Yes or
164no? We can't put any different options. >> No, >> there there can be >> like an add >> if you want to have turf field, right? If you want to have a softball, >> you can't have two different projects. >> No, you couldn't go, hey, do you want a two campus or do you want three? So here here's where I'm at that the last meeting I asked a question and they started giving the answers. My question was what do you have in there for contingency if we go over budget right and we talk through some numbers and they were pretty confident that's not going to happen. I said well it does happen what happens if inflation happens whenever we go over budget. They said then we start cutting things back. said that right here. That's
165fine. I get that. Sometimes things come up, it's nobody's fault. I feel like, is it a bad question to say if we have to start cutting things back, where do we start? What gets cut back? Do we just cut the rest of the room clear off? Do we cut the bathroom down? What? I mean, I think I mean, one thing I heard was the donors, we voted for this and got this. >> And so, if we're voting for this and it ends up this, at least know, right? >> This is where we're starting. It may not be all of it. I don't know if that's unreasonable ask or not. Or maybe I'm just overthinking that. Hopefully hopefully doesn't go over budget. We always hope for that. But I've been around hundreds of people building houses
166and the fact of not going over budget, I don't think ever happens. So that's that's a question that I would have. I don't know. And maybe that doesn't bother any maybe I'm the only one that I think that would ease some people's minds too if somebody goes to the polls and says, "Man, I'm here for the competition gym or I'm here for the junior high wing and all of a sudden I voted for it, but the junior high wings won't get shrunk because we're in the budget now that then people are unhappy, right? >> Well, I don't feel like I don't really feel like we put a lot of bougie things in here. I'm just saying I don't feel like we asked for a whole lot of you know, >> right? No, I agree. But
167I guess what I'm saying is is I think it would be difficult to take this whole plan that we've worked really honestly I feel years to really come up with at least the vision has been there. Maybe not the exact plan. I think it would be hard to say this isn't in as important because I feel like we need that next gym because we're moving the junior high out there. So I I think it would be difficult to say that this is where we would start cutting if we were to require it. But I don't know what happens at that point, Dann. I don't know. >> And I can ask more questions like that to our architects. >> Well, it would definitely depend on too like how much if we needed more >> money, you
168know, like obviously we're not going to we want to build this gym. We're not going to make this gym smaller. We could just say, hey, we're just not going to use that high price paint. I don't know. always look at stuff out of the details. >> Yeah. >> And that's just something that's on my mind. That's impossible ask. I get it. If that's not possible, then I was asking for this question. It's just something I thought of that might >> I can ask about that process. I'm sure I mean there are >> done this before >> many bonds every every year >> and $26 million she's right that's not money to think about so >> can I ask you what you're what you are comfortable asking the public for >> I don't know >> and
169then could we work back from there if there's like a dollar amount that like if it's not over if it's not $25 million and it's 15 then we need to really ask HDK with the things that we are asking and wanting what can we even get for $15 million out of considerations for declining enrollment, trying to get middle school away from elementary. What are the other options out there? Um, I know we've looked at many options in the steering committee. We looked at a ton of them. There a variety of different ones. Um, I know there was a lot of talk about a lot of people wanted to make sure that middle school was not with elementary and then we didn't love middle school over at Overbrook or we didn't like I mean there were
170a lot of different opinions that kind of came out of the steering committee that then lend itself to what they presented in that three campus option. Um, but if there's other ways to think about it, you know, we haven't talked about adding on to Carbondale or making it look a little different in different ways. I don't know. So, um, >> are you saying like add a junior highwing to Cardinal instead of the high school? >> I mean, there's a million things. I mean, >> you go ask HK, they could probably come up with 20 ideas. >> Um, but I mean, that gets us in a really wild place to then narrow things down. >> I feel like that's where we were stuck for so long is do we want the two campus or the three
171campus? And then it seemed like >> we felt like there was more to gain with the two campus. >> I agree. I heard that everybody seemed to want the two. what was brought to the board and I want to keep clarifying that because I feel like the >> every plan that was brought to the board was sixth through eight the high school. So that's why I go back to my original question. I don't think we plan on what are we okay with asking the public for what is our vision and we should try to get that because if that's our vision and we all believe in it that's what we vote for >> and the public says no then okay we alter the vision >> to what's acceptable to the public right but if it's
172like well we can we're only good with 23 23 million then we were shown I mean >> yes these were >> not with the dollar amount on it but we were showed we could do this we could move junior high to What was brought to the board? >> It was brought there were two >> plans brought to the board. >> When they first came in, they gave us the options. We chose as a board the two campus idea. They brought us junior high at the >> right. But that's they narrowed it. >> No, the steering committee recommended. I think what they brought was the recommendations that the steering committee >> recommended to be quite honest is what I have heard. >> Well, all along the way we could have any of us should have spoke
173up and said what we wanted to see. That's where I'm coming from. >> You know, they they always gave us that opportunity. I'm not saying HCK. I'm saying that the I guess I'll just ask the question, not to say how we do we do we want 6 through 12 or do we want longterm 30 years from now everything at the high school? >> Like one campus? >> One campus with it all. Right. >> I would love to have one campus with all. What does that change? How does that change what we're doing now? Why would you vote for or propose a 30-year bond if our vision I mean you're I don't think anybody in this room is probably going to be in this district or on a board in 30 years. >> So what would
174you propose to >> Well, that's what I'm at. I would do whatever we have to do foundationally and with the buildings that we have and not adding on and then in five years in 10 years let's take a plan that says, "Hey, we're going to need X amount to get to a one campus unless we feasibly think we can do it now." And if we think 26 million's a lot, I think 53 is a little bit more than that. 53. >> Yeah, that's where I'm coming from. That's why I think >> phase. >> But yeah, I just I >> But you're right. >> 30 or 60 year vision 30 years. >> The bond is going to be 30 years no matter what, right? Like no matter how much we ask for, >> you can financ
175>> but I mean it's >> so >> this gets us closer to that vision. So the next step would be to get elementary up there >> as a board. So we talked about putting this voters. So as a board >> 26 like you said yes or no 26 million yes or no. Are we comfortable putting that as a board? This design here yes or no. If the answer is no then we go to HDK and get another one. If the answer's yes this yes we're okay with 26 million. We put out to the voters and see what they say. >> Right. Yeah. >> and educate them as well. If it's we want to do the no six through seven or whatever. I mean, I guess that's where I'm at. It's like we need to start
176getting down to some yes or nos. And that make sense? >> Yes, absolutely. I think that's where we were maybe October or November when we as a board talked about what do we want to see and we said I would rather stop looking at the three campus option and look at the two campus. So then HTK did exactly what we asked >> and focused on the two campus option. >> So that's where I guess that's where I'm coming from. If we wanted to see more of the three campus option, we should ask for that. I was I really wasn't interested. I didn't feel like we had a lot to gain by still spending $26 million on three campuses. So I I didn't need that from them. >> And that's what it was. >> I mean
17726 million. They divied up the money between Carbondell and Overbrook. The high school still had the same project out there, >> but they put a little bit more into Overbrook, some into Carbondale. >> So half of Carbondale was empty, half Overbrook was empty, and you had the same plan at the high school. So to me, >> that's why I was like, no, but it kept us having Overbrook open. That was the idea was that we could still have Overbrook open. We don't have middle school with elementary anymore and we have an intermediate and a primary building. >> So I guess I'll just say it then. I'd like to see a plan with putting 6 through 8 at Overbrook, preK through 5 at Carbondale, and 9 through 12 high school. We talked about it for about
17812 minutes. We have that plan. We do. We've seen it. So, I'll bring it. We can bring it back. I've got it. >> I don't think it had a dollar amount to it. Is that what you're looking >> specifically? I think >> I'll go back and look in my documents. I'll go back and look at the first couple of one of these. I'm pretty sure it's in there. >> Well, if you don't if you don't have it, >> it's right here. I have it. >> Um, and it was showing 11.2. >> Yeah, it was much cheaper. >> No, like that was that was the >> I remember there were questions about parking and sports facilities and things like that. So, that was I remember >> there's a little bit of room to the west of
179of the building, right? You have a basketball goal and a fence. You could easily put some gravel deck. There's a lot of things you get around that, but to me, when it was talked about, and it was pretty strong opinions about keeping Overbrook open, the building itself with the folks of steering committee, >> my opinion, I'm not going to speak for the steering committee. >> Um, and I feel like to appease that, it was well, let's do, and I don't remember what they were, but it didn't reduce the number of transitions and it added on six through eight at the high school. So, really budget re it basically you had two half empty buildings and then you were adding on to the high school. So that's my big thing is if we have nice buildings,
180right? So why would we add on to something and then have something empty? If we have a plan for Overbrook, I I could get closer to getting behind this two campus. If our goal or vision is is that we keep an elementary school in one town and then we keep the high school or six through uh 12 at the high school, if that's the vision, I I I can get behind it, right? I just I struggle to say let's get behind this to partially get us there. and we're talking about 30 years. >> So, you keep bringing up um plan for Overbrook. Do you So, this is a great conversation. >> Do you feel like it is the board's responsibility to come up with the future plans? Yes. >> For any buildings that we close?
181>> I honestly feel a sense of responsibility for that. >> So, then we probably need to have meetings with our cities, our other groups that might be interested in using the buildings. If there's other partnerships, um no different than this building. Um, I would like to talk about this building tonight. Um, so I think that if that is a a very strong sense of contention on if we're gonna take students out of buildings, what are we doing with them? I think we need to move forward with some things that I can bring to you, bring people to you, set up um, conversations that we have with, you know, our city, our mayor, our uh, groups, parks and recck, things like that. um other colleges um other groups that might be interested in in these buildings
182for a different kind of concept. But um if you guys feel that sense of responsibility, then absolutely I think that's a good conversation to have. >> Just because they they wouldn't be our school doesn't mean they're not our towns. And I think that that's important to remember. And we're all I mean I grew up here. I do have a sense of responsibers to take care of so we should pass it off responsibly. Mhm. Also, >> well, I know we've talked about some ideas >> here, but I guess maybe we just haven't reached out >> Sure. >> to the city to say, "Hey, would this be something you'll be interested in or what have you." So, >> and we did have a representative on our steering committee from Overbrook um that spoke very passionately about the
183school. John Brady came and talked to us um I think early on um or no uh Jim Koger came represent the district or the city of Overbrook and talked a little bit about the school and the school being a sense of the heart of the community and and are we considering that John said it over and over and over in the steering committee that the are we considering not money not all these other things but what it does to the community and so if that is a important um point for us to tackle as a board then then let's do do that. Um, then what do you guys want? How do you want to do that? What does that look like? >> Well, I think before we worry about repurposing the building, are we going
184to go that route? >> Sure. >> Because if we're going to do a three campus option for whatever reason, I'm not saying we are, but if we're looking into not just the two, but the three, why spend all our efforts trying to repurchase a building we're getting ready to remodel? >> Well, we have one sitting here. >> Well, okay. Well, if this one is already going to be repurposed, then we can talk about that, but not another. I mean, to me, >> let's put our work into picking this first. >> Sure. >> Let's pick this and then we'll work that other >> building. Absolutely. >> So, if we go back to our goals, right? We know we have declining enrollment and we know that eventually that's loss in revenue >> and we shuffle around and
185we use the same buildings that we're using minus potentially one Does that really get us where we're wanting to go in the grand scheme either? like is that what is that doing for us other than maybe it's hitting a couple of things >> less trans transitions and some of those smaller points but also we have this other thing looming over us which is declining enrollment >> um which equals dollars which equals operation costs and that all of all of those pieces >> or brick and mortar >> and so I just kind of keep the what what were the purposes originally that we were trying to alleviate and keeping that in mind as we go through it. >> I thought that's what got us to this where we >> That's what I'm I feel like a
186dead horse here. We've had this conversation over and over and over again. Like I don't know why we're going backwards right now. >> I mean I feel like we've talked about it and >> yeah I got some time so let's let's work the problem. Let's get let's whatever information we need. Let's get it. And if we need a special meeting or whatever to sort this out, I don't we have time. I don't know if we need to go there yet. >> What do you do? You I mean, we've got >> I just want you to tell me what you want me to get you. >> Well, I think right there first was the >> So, three campus was six through >> Okay. 6 through 8 o. Well, don't you have that? >> It's 11 too,
187but I guess let me back up. So we talk we talk about the purpose of this right and when we talk about reconfiguration how much of the 26 is >> we just got to do the work right it's foundational issues >> other things right there's a lot we're already spending nine >> that we have to spend no matter what well if we already have to do some foundational issues how much more is that to put the wing there >> right so I mean that that can factor in and help out a lot too I don't know the answer to that. >> Um I I don't want to hide 11.2 million bond behind reconfiguration when all we're really doing is moving some kids around and doing work that we needed to do anyway. >> Right. >>
188My thing I and and yeah, we've talked about it a lot. I don't feel like we're going backwards. I feel like, and I'll just again speak for myself, not the steering committee, but I feel like if you would have brought this six through eight at Overbrook and preK through five at Carbondale at the high school getting what it needed, I don't think I would have said a two campus option. I think what I voted on, and I think I know what I voted on, or excuse me, I didn't vote on, but my opinion was back in November was what was brought to us, which was a half empty Overbrook, a half empty Carbondale building off the high school. And that was like I don't no that's not a three campus option I'm gonna entertain because
189the board was brought >> two plans >> right >> we talked about we didn't talk about this at the board level we talked about this at steering committ committee level >> um >> yeah this sheet right here the one that had the different options right and then after this meeting >> we had an or October meeting in this building I think it was the 16th and then two weeks later I'm meeting to talk about a plan that I just heard about >> um >> now we had a big break there where HDK was never here I did share all these documents uments with you. That's the steering committee. I asked you guys for updates at the meetings and some of these things came out, some of them didn't. So, I do believe and when I've
190talked to HDK that um I think they felt that there was a separation between steering committee work and board work and to collectively bring that to a more uh comprehensive um process. We should have probably either had steering committee meeting, board meeting with HDK, follow up right after that one, follow up and had more of that HDK involvement through the things, but um I know we didn't want as many meetings um with them here. Um and that's okay. I get that it's time consuming. I I I know that maybe some of these things are deliverables I can give you digitally, things like that. Um but to help with questions and and things like that. So, um, if there's a different process, I'm happy to entertain whatever process you guys want for, um, answers and, um,
191different development of plans. I'm happy to get you this, Justin. That's no problem at all. Um, I have a question, Justin, for you on the three campus option. How how does moving the junior high to Overbrook and K prek through five in carbidor not leave us with empty camp or empty spaces? >> Are you referring to this building? >> No, this building out of it because you said you said that the c the option that they brought us with the three camp three campus option would have left both Carbondale and Overbrook half empty, right? >> Because Yeah, because let me find that proposal. Carbondale was grades three through five. >> Yeah. Overbrook was prek through two. So when you look at this, there were like four empty rooms that I mean we we can call
192them whatever we want to >> callun when the junior high. >> The only plans that the board was presented with in November of last year was to build six through eight at the high school. >> Yeah. >> And that was my whole contention with all of it and and my and I'll be the bad guy or the on this. I'm fine with that. >> Right. But the only plans that were brought to the board, I found out about two weeks prior to that meeting when it was brought up to do this. And the reason that it was brought to us because there was a strong opinion in the room that we didn't want it to to keep Overbrook open. So kudos to everybody involved for trying to come up with that plan. I just didn't
193think it was near as feasible or wise of a plan as putting 6 through 8 at Overbrook unless our vision as a board is to get 6 through 12 to high school. Because to me, I think we should be acting on the vision and not just >> Well, then let's talk did some math here and I took off of the high school. I took the junior high wing off. I took so the 7 million on the aux gym, the wrestling gym, the middle school stuff and the middle school. That leaves us renovating the high school for 12 million. And then if we're going to do Overbrook for 11 million, that's 23 right there. Then we still have carbon bill cost. So three. So really you're looking at just about the same amount. Like if that's
194the actual cost that it's going to take to put the junior high at the >> No, that was the >> at overbrook. >> That 112 wasn't any of the plans with this. It was just that was and that's what I think I think nine I think it's around 9 million is what we think it is, right? Roughly >> to do what we need to do at the high school and to do the HVAC carbon hill I think is approximately 9 million. Right. 20 basically. >> So the the 11 is probably that extra 2 million there was was something whether it's renovating restrooms getting some rooms changed over that are made for more littles than junior high. I don't know. I >> that plan is out there. I think I fully believe HTK did some >>
195they put some thoughts behind that. >> Is that not with like the new band room and the CTE that you're >> so that 9 million I think is what >> those I don't know exactly what it was. I don't want to speak to it because I don't have that knowledge, but I I believe >> that the foundational issues at the front of the building, the east side. >> Yeah. >> Um and then >> the band room CTE was a roughly nine and the extra two I don't know, right? But I guess that's where I'm getting at. If we're going to spend nine anyway, well, is it really 26 or we're already spending nine >> and the board's vision is to get the junior high out there or six through eight out there? >> 17. >>
196So, yeah. So really, you're not spending 26, you're spending an extra 17, and we don't have that long-term expense of the brick and mortar Overbrook, but we have XYZ plan for it. So maybe she's asking, >> what she's asking is is if you're wanting the yes or no for her is, are you wanting to get six through eight out of the high school? And if you're not, if you're not, then look at your option. If you are, look at the two campus option or option gets them out there. >> I will say too, I mean, just to think about too. If we do junior high at Overbrook, then you're going to have to look at redoing that gym over there. We'll probably need a football field. You know, there there's going to need a lot
197of updates there as well to fit a junior high as far as, you know, like sports and things like that. Um, >> what's wrong with their gym over there? >> Gym was probably bigger than Carbon would be quite honors over there. We need to work on the floor. Yeah, it's peeling up and >> peeling up. It is. It needs some >> We're probably going to do that. >> Sports on it >> like it used to. >> Many >> if we keep the building. >> We need to if we keep it. >> Yeah. It needs to be But I'm just saying, you know, but if we, you know, >> use say the field at Carbon. I mean, then, you know, you have to look at transportation from there to >> Yeah. I'm just I'm just saying
198like that's just some things to think about. >> Ask about Yeah. football. >> So, how many of you like the idea of middle school with high school? I guess that's a question I want to know. >> I thought that that was a benefit and it also took away a transition at that point. >> Right. >> And the benefit of opening up some opportunities for the junior high. >> Right. >> We have one trans we have one transition if we have a elementary and a middle high. Yes. >> So when we say transition, we define that as a different building. >> Yeah. like we're leaving this this building and this because you have all that longevity in one school, same operations, same administrations, same concepts and then you leave versus preschool over to Brook back over
199to Carbondale back out to the high school. >> I'm not saying I don't like it. I'm saying it's a lot of money. >> Yeah. >> Operationally, it's it's a lot of transitions as well as teaching and learning transitions. >> I don't dislike it. I guess I don't. I lean on you guys to tell me what's the best. When I think of transition, I don't know that I think of it as the same because I think that 8th to 9th is probably a transition. >> Maybe not. >> No. Well, every grade's a transition. Yes. But we're talking about the the physicality of leaving the culture of a building, the administration, how operation is done, how how things operate. Um >> like really leaving a building, the rules, >> right? the rules of the building, the functions,
200the and so that and that longevity of the staffing that you're with over time. >> So, I will say let me preach to that for a second. Just using me as a mother with kids in the school. Okay. So, I have >> Payton just graduated so I don't have any kids at the high school right now. Um, so let's see. Knox is fifth grade. Whitley's fourth grade. And going from knowing everybody at Overbrook, I mean, as a mother, going from knowing all these teachers and everybody at Overbrook, everyone there knows me. Now, you know, I have one kid um well, so last year, one at Overbrook, one at Carbondell. So, I I still knew everyone at Overbrook. Carbondell I knew, you know, a couple of the front office ladies and that's it. And then, you
201know, I come over and then my youngest, she is having a hard time in this new school. And I know like and I appreciate we did you know like that day where the kids came in and did the half day and stuff. That helps a lot but I mean she's one that really struggles with that but also here I am like I feel like sometimes I go in that school and I mean I don't know half the teachers there half the teachers don't know who I am when they see me you know it's just whereas if you have them more like growing together in one school you know you see all these faces you see I mean you remember you know when we went K through eight in one school like I knew you knew
202everyone everyone knew everyone in that school. No I don't want to go back to that. That's, you know, not possible. But, you know, that's what I'm saying. Like, two, it's easier. And like junior high, like your daughter's a freshman this year, right? I mean, was that a struggle? I know doing the first day, the one freshman day. I know I've heard a lot of freshman really enjoy that, too. But think about that, too. You know, like moving from eighth grade being top dog to like being this little freshman like, you know. >> So, just reducing the amount of that change um is best practice um versus >> we have we have we just have a lot of them. We have more than normal PK separate. >> Yeah. >> K3 or eight. >> So it's just
203a lot. Reducing that in any capacity is good is is better. I'll just say >> we lo we do lose some of that sense of community. I know that's what people are hoping we don't lose, but we already lose that going with the transitions that we have. >> Right. I could be a mom in Overbrook and have no kids going to the Overbrook school. >> I could be a mom in Carbondale and have no kids going to the Carbondale school. So that sense of my community school is a really different >> and I don't think what it really is and it's not like I mean back in the day like it's like yes it used to be a community school but now I think your community is your >> your grade level like whatever you
204know like I live in Carbondale when my kids went to Overbrook Obrook was my community like all my kids' friends and their parents you know that's who I you know I'm growing with and now my kids are at Carbondell so carbon, you know, it's the kids in your class. You're those parents in that class. I mean, I feel like that's your >> I don't feel like it's what school you go to since we've all combined, you know, does that make sense? >> It's changed a long time. >> Yeah. So, middle school at high school, what I should say, a middle high concept for a campus and an elementary school as a concept for a campus. Are we on board with that in any sense? meaning we get preschool through our fifth grade together and we
205get sixth through 12 together or would you rather have that intermediate time 6 through 8 as something separate from high school and and elementary or with elementary? I don't know. I mean what is your where do you >> I mean I like the the idea of getting the like six and 12 together but I don't know that I like it enough for $26 million. I feel like we keep saying 26 million is a lot of money, but let's be honest, for a school, it's really not. >> What are our adventures? What do you guys Carrie or or Chris or >> anybody like >> you've been here? >> Yeah, I would just have a question. When you talk about transition, if and I'm not I'm not I'm not sure how I surveyed that answer, but um
206um if we're going to separate the middle school from the high school, isn't that going to be another community transition? That was just my question. >> Well, they'll still share common spaces. >> Yeah. Like where they eat, where you know that type of stuff. The gyms, the weight rooms. So there's going to be that level of familiarity with a school itself, which to me that seems less scary. >> Yeah. They'll have the same administrators, the same building. >> They're not Mr. Ellis. >> I forgot how to get to this new class because I already know who Mr. Ellis is. So, but yeah, I understand what you're saying, but I still think that that level of >> what's a lot better than right now. >> Yeah, >> I don't know that I wish we had >>
207great. I guess I agree that one campus would be really, really nice if that's where we're going in 30 years. This is a closer step to it than three campuses. Three campuses what we're doing now. >> Three campuses is what we're doing now. >> We have this over here as prek district. >> Well, right now you could move preschool and have three campuses. >> That's just what I'm saying. I mean, so >> if we're talking about just campus, we're talking about just campuses. >> If we're just going to do three campuses, let's run a bond that just fixes our needs immediately at the high school and do what we can on our own and go from there. >> Yeah. >> Question becomes where is the best transition? Because if you're running three, is it better
208just to move prek to rook or would it be better to >> Well, that would be the easiest, simplest, cheapest move. >> But but when I when I say is it better, I'm that's why I'm looking at professionals to say educationally is is it easier for a fourth grader to transition or is it easier for a sixth grader to transition? Um, or is it easier for only a sixth grader? >> I think middle school naturally moving out of elementary is a natural transition, >> right? I thought that Carrie brought us some data on that, right? The data that I had was about the less transitions, all of those pieces. And then it was just the general >> this is what's most common, but I didn't actually see specific data on what is >> the hardest
209>> for kids, what at what age is the easiest to transition. Um, it's just kind of traditionally what people have done. >> And I don't just think of like what grade is it easier transition from this grade to this grade. I also think of instructionally is it better to have and the name of together and you know the younger >> together I mean I think about that too >> not just three buildings but three buildings with more strategically placed >> and opportunities I think we're not we're missing the opportunities point of what opportunities exist if >> we have it structured differently yeah um >> like I know Laura and I have talked about just preschool being with >> kindergarten first second grade third grade what are those opportunities for preschool. Then >> we have art,
210we have music, we have PE, we have some other things. We have a lunchroom, we have we could do meals differently we can do. I there's a lot of different things we could do that we don't do over here operationally. >> They used to be with us. >> Yeah. And they used to be Yeah. for many they were mostly with them for many many years. So um and that's just preschool. Um >> I think the four five is a is a wonky that 48 is wonky. um because it's like an elementary and a middle. >> The operations are hard. They do have consistency because they get the admin for the that's a longevity of time. It's our longest time together. Um but I think it because four five is more elementary. 68 it's a different
211kind of transition in life and sports and all these other things. It's it feels a more natural break. Um that's just my educator opinion, but Well, I think you need to focus on gathering information. We have this two campus look at that three campus >> varieties. We need to start breaking it down to which >> I mean if that's I mean if I think if it's something you strongly feel >> I talked to and I'll geek out for a I talked to AI for like a half a day about this. Right. I really did. I'm like show me this. Tell me this. Right. Well, it sounds like middle schools be were big in the 70s and came on through the 80s, 90s, and the early 2010s to late 2000s. They started migrating away from them,
212right, in suburban, rural, and urban scenarios to go back to K through eight or different setups or even 6 through 12 because they found that when you separated the middle schoolers, like that's kind of a unique age for kids to be separate, right? Yeah. So having the guidance of the 9th through 12th grade is great for those >> young >> maturing kids, right? >> Yeah. >> Um and and so that's a great thing. But then it talked about the importance of ensuring the separation, right? Because you do have that that huge gap. >> Um and then there were things that talked about the value in having that same type of leadership from that sixth through eight at the K through eights, right? Because then you have those leaders for those elementary kids to look up
213to who are >> junior high kids are weird. I'll say I have one, right? but um and just had one that changes. So yeah, so right it's you could argue well you could probably find the data to support whatever you want. Right. So that's where I don't know that putting a middle school at Overbrook is the right thing to do educationally for the next 30 years. Right. So that's to me I'm trying to focus on what's the 30-year plan >> and I can put I can support whatever dollar amount it is. I just don't if it's if the 30-year plan is one campus I have a hard time saying let's get closer because 30 years from now Christ that's a long time. No, that would work. >> And so, >> but how do we get
214how do we get there then? What's the plan to get $55 million? >> Well, I'm not saying that looked at that. No way. >> So, so let's try to come up with different plans to get there, >> whether incrementally. And I I don't think a 30-year plan, if that's our goal, I don't think a 30-year plan >> is incrementally getting there, >> right? And that's that's me. I I could be on my own, but we get that in the minutes. It was 909. Thank you. Um, but I don't know. And that's I I'm one person. I don't want to sit here and belabor it. I just I struggle because I don't know the answer, right? I don't know when that magical wand that you know that that Mary was talking about that if we could
215just say this is what we wanted or if in the late60s they would have said let's build. So, if we're if we're not ready to go to a bond and we need to save money and we need to get this building off the books, right, to try to save money, can you guys move to the district office with no bond and use capital money? >> Yes. Yeah. Right. Yes, >> I could do that this summer. >> We could also fit preschool in Overbrook. So, we need to talk about that. >> So, can we do that? Just I mean, >> there's a process. There's a process. >> No, I agree with you. >> But yes, we can do that if you guys want to. >> Yeah. >> I feel like a given that we need to
216do the plan. >> There's also Yeah. plans in the works. There's there's already things in works to see if there's a opportunity to repurpose a building, right? It's not like it's just conversation we're going to have anyway that's separate from this to be honest with you. >> We just don't know yet. >> So, what do we need to do to look at doing that? So, I put legislation in your book >> on process and procedures for both selling a school, closing a school procedures, and um how that all works. You have to have a hearing. We have to call uh a hearing, advertise it. Amy will go through that whole um statute process for you and then um have a hearing, let have public come in and talk about why are we closing Scranton, what
217are we doing with Scranton? I don't like that we're not going to have our school in Scranton and everybody can talk. We'll listen. Um and then you guys vote. That's it. If we sell it, we decide to sell it. And there's other proceedings in here. If you can look at the the state gets an opportunity um that is uh 721439 in there disposition of a closed school building. We got to give notice to the legislature. >> I recommend if we're going to do that we do that while they're in session or those days are not going to be seen. Um so session is from January and they said they were going to be done early this year. I don't know if I believe that but um April. So, that's something we probably need to hurry
218on if it's something you want to do next year or we don't move to sell anything right now and we just move to move kids and people. Um, selling and closing as an attendance center are two different things. But since there's kids here, we need to look at this as we're moving kids. So, we need to have a hearing. If we're selling it, then we got to go through the legislative process to give them that time to purchase it like we should sell. So, >> I that's Only part that just makes me so worried. >> I just don't like that they can come in and tell us what to do with our property. >> They have the first option to buy, right? >> They have the first option to buy. >> It's not that they
219tell you you can't, but they have the first option, >> right? Which is just seems so insane. >> I don't know. And Amy, have you heard any case where they bought a school building? I have not. I don't >> They were just trying to get a face to Justin for X dollar. I think that was just a >> probably >> I don't think a school's ever been bought by the state that I know of. Unless maybe in Topeka maybe in Topeka the state department bought a Topeka 501 building that's why they maybe passed that. I don't know. You need to call your red representatives. >> Not sure. I can't speak. >> It's not an option. We have to do it. >> It doesn't matter. We have to do it. >> So we'll go through that
220process. If they buy it, they buy it. If not, then we you as a board can decide what your process is for selling. You can put it out to auction. Um, you can just get a deal with a person or a >> without saying all this and freaking out the community. Like, we have a plan with the building. I mean, are we not just I mean, I know like nothing's 100%, but we have things in the works. Are we just not allowed to say it until we 100% know that it's >> I mean I there's no I don't think we have any set plans. I think we have some ideas that we can entertain. Yes. >> I said in the works like it's not solid. But I mean >> I don't want to freak people
221out by saying you know we're selling to them them. I mean I feel like people are going to hear that and I think we need to know what we're doing first. I don't >> Yeah. But >> but no matter what we're doing, are we still going to leave script? You know, when are we going to >> try to move? >> I would like to know I would like to know really if by next year you would like us to move preschool >> to Overbrook. Yes, >> I think so. >> And if you would like to do that, then we need to go through the process to have a hearing >> to move students out of here. If you'd like to go through that process, then um we probably need to get that arranged and ready
222for an upcoming board meeting. >> The district office could even remain here for until we're figure out how to get out of here and get and get that other building done. And if that's the case, then >> I say we move forward on trying to move the preschool. >> Start step one. >> I do too. >> No, not yet. I was waiting for this conversation. >> Okay. And are you okay with us bringing you bids to do a few of the renovations we need to do on the district office? It needs carpet, needs some paint, and I need to fix up the bathrooms. >> Say bring the bids. We're probably going to do that anyway. >> Yes, I will. I just want to make sure you're ready. I don't want to even go get bids
223if you don't want to enterain doing a little bit of remodeling. It's not going to take a whole lot. >> I'll stop and have >> I like that. >> Okay. >> So, all right then. I will work on the process. That's a great deliverable. I can bring to you a process for um having a hearing, going through the process of moving our three classrooms of preschool over to Overbrook, preparing Laura Lee, preparing the community to come in and talk about this. Um and then the potential of the district office moving over to the original building that we've had for the last 20 years. So, >> so we don't need to vote on any of that tonight. If you want to vote on us going and taking uh going through the process, you could do that.
224So, we've we've all as a unified board decided that you would like us to entertain the process of moving preschool over to um then we will um go through the process. >> If you don't think Do you think we need a vote on that? >> No. Okay. Then that'll just be a discussion item and I'll bring that. >> Okay. Then we'll have a hearing. Um, advertise it, get that out, and I can put it on next board meeting. >> Does anybody have anything else for reconfiguration tonight? >> Okay, I'm going to get any additional things for three campus. Correct. And then process for preschool movement. Do you need anything from HTK? I when you say talk about the free campus I just what of that 112 is what we need today like if we don't
225do anything >> okay >> other than move preschool how much do we need to spend >> fix the high school to fix to fix CAC's hack what do we need to spend >> we have to have >> and keep in mind >> something >> and keep in mind as a bond rolls off things like that considering salvaging those mills to do these things and then You can either potentially have a very low mill increase or no based on the dollars and the values of those mills over time and our assess valuation. I can look into some of those financials as well with Piper Sandler if those are some additional things you'd like to look at. >> Okay. All right. >> Also, everyone start playing the lottery. school tax deductible. No discussion there. >> Consideration. >>
226Sorry. >> No, no discussion on 10.5. >> No, no, not if you need anything. I just put it on there in case. >> Okay. >> Uh, Capital Lake projects, do you need to >> I just put in your book considerations that we are looking at. Uh, we are I'll bring you bids on things that we feel are priority. If you guys want to discuss any of those priorities, we can. I think some of this discussion tonight will help with that. Um, and then, um, I just wanted you to know, we're starting to look at all those things. Those are not things we can all do in one year, of course. Those are just big things that big ticket items that, um, we rotate through each year and bring to your attention. >> I guess I
227would like to have some kind of a plan before we do all this capital outlay because I think it could we could potentially use some of that for these >> Yes, we could. Yes. There's things like the elevator, the foundation project, the HVAC project, some of those very large ones that we can get those bond numbers for you, Justin, because that might be part of that. >> Um, those millions we were talking about there. So, how much is that going to cost to fix those things? >> Okay. Those >> we don't have a choice really. Well, we're going to eventually have to do them whether we take time and do it over years of capital outlay or we try to go for a bond and see if the community will support >> um those capital
228projects that are too expensive for capital outlay to do in a short amount of time. >> Without bankrupting capital fund, >> okay, that's all I've got. >> Okay. Personnel um superintendent evaluation. I need five minutes. Does anybody else need anything else? two minutes. >> Mr. President, I move to executive session to discuss personnel pursuance and all elected personnel exception of dacoma and the open meeting will resume in the boardroom at 9:26 without pres. >> All right, we have a motion. Second all f J, you haven't heard anything before? >> Uh, we did have a meeting Monday. Um, we did all these policy updates. We do have a meeting tomorrow night to um the KSB to talk about the director search. They're supposed to give us dates and days. Um, dates on the committee. I'm trying
229to be on the committee. I just need the dates. Yeah. So, I can get off work if I don't. >> I mean, I >> And please know. >> Yeah. >> If you can Yes, I know. >> It's okay. We'll we'll figure it out, but And even if you could zoom in or something. >> No, I feel like I just need another We don't I don't really know a lot of things, just so you know. So, joining special directors. >> I will be asking KSB questions about what recruiting efforts, where have we put this out, where have we advertised besides the website, are we putting it on sped list serves, are we reaching out to our sped leadership cohorts, are we because there's a lot of places to go for this stuff. So, I'm going to
230ask KP tomorrow night what what we're doing those efforts look like >> because we need we need some you saw the graph. I mean, we need some >> Yeah, we do. Someone very knowledgeable with some experience. Yeah. Yeah. Yes. With expert agree. So, >> Yep. >> Yeah. That's reality. >> Okay, that it >> we're nice to