001I'd like to call to order the April regular school board meeting for C men USD 345. We will start with the Pledge of Allegiance. Miss Dona, would you like to lead us, please? I pledge allegiance to the flag of the United States of America. And to the Republic for which it stands. One nation under God. Indivisible, with liberty and Thank you, everybody. Uh, public participation. Miss Candace, do we have anybody? Great. All right. Just need an adoption of the agenda, please. Move we adopt it as presented. Second. It moved and any discussion? Hearing none, please raise a hand and say I. I. Oppose same sign. Motion carries. Superintendent Oh, no, I'm sorry. We have Learning Without Limits. Uh, we have Miss Kate Tally will be will be presenting on her KidWind teams that qualified for
002state. Miss Tally. Yeah, no problem. Can you guys tell them anything? Okay? This is a new thing, not a big thing. >> [laughter] >> Here. Do you want to tell them your team? I did hear you guys were exceptional at the presentation part at the uh state. Yeah. Is exceptional bad or good? >> Good. Means very, very good. Okay. Great. You guys turn around and just tell them what you did, okay? You don't have to do the whole Don't do your whole presentation at the >> [laughter] >> Thanks, Candace. I mean Okay. So, this is the first year we started with Candace KidWind energy. We started with about 20 kids. We We're only allowed to take um two teams and usually they want the max four, but we took 12 because more the merrier. And
003um we we came in uh we won to go to state in regionals for both teams out of all of them. And how many total teams from regionals get to go to state? 12. >> Two. Two. No, from each regional. From each region, two. Two. Total of 12. >> And you took both teams? >> We took both teams. Uh-huh. So, we took both teams. Um what we did find out at state though, we went to state, we left at 6:15 this morning on Saturday. We well, relatively Saturday. Okay, it all blends together. >> [laughter] >> We found out that um we're really good at presentation, knowledge, all those things, but nobody uses the standard KidWind base, so we got to get to building some great things. Uh, we we got about 18 joules to 15
004joules and that won us regionals, but the regionals the state was about 36 to 40. So, we've got a We got some work to do over the summer. Now, we're the youngest in a 4-5 category, so then next year we'll be in the same category. Um but we've been working since December. They come sometimes five days a week Sometimes five days a week in the morning 7:45 or 7:45 to 8:30 practicing um constantly. All right, I'll stop talking. Bryson, you share. About what? We woke up early. Uh well, with our gears, we found out that from that a 32 to one gear ratio works better instead of an eight to one gear ratio. Why? Because we get more we get higher joules with 32 to one gear ratio. Zella, tell us about blades. Um yeah,
005a whole bunch of blades, but we uh What about those? Tell me about the design and why you chose cardboard and the base. We chose cardboard because it was light and it's easier to curve. And What's your favorite blade? Scoops. Scoops ice cream. Okay. All right, Max, elaborate. Tell about the blades. Uh, we curved We tried many different types of blade like plastic, wooden and cardboard. And we figured out that cardboard And then they had to learn about pitch, use a protractor, all of those things. They learned about solar, they had learned about snap circuits, breadboards, which we didn't even know. We figured that out at regionals. And they They're very They're much more breadboards are uh snap circuits, but uh a lot more complicated. So, all different all different ways to produce electricity and
006measure electricity. Yeah. And they they were given an instant challenge um for regionals that included these breadboards. They had never done it before. And so, they're given a challenge without knowing what it is. They get 30 minutes to complete that challenge and both teams did really well. And then so, when they went to state, they had a completely different challenge given to them. And both And both times they both worked together really well and they had to present themselves very well. So, to to work on something that you've never done before and like and then not just deciding on what you're going to build for that. So, who's going to tell me about Sharknado that gave me a school? Tell about it. Matt, I think you tell. Um shark tunnel was really fun. Um What
007was the difference in it? Uh, the difference between a regular KidWind tunnel and a shark tunnel is that the shark tunnel had a lot more power put in it and it produces a lot more wind. And a regular one How many miles per hour wind does it And And so, that one 20 I thought 20 miles per hour. Yeah. And a lot of them exploded, which was really fun. All in fun >> [laughter] >> in the middle of competition, you're seeing Explo You're seeing And the whole point is that you get to decide how fast you wanted the tunnel to go. And so, most kids put it up to the max to see what would happen. So, we brought Jimmy, which is not blue or red. We named all our wind turbines. And we watched
008Jimmy explode. Blue, red, and Jimmy. And Jimmy got the short stick. That one's blue, but like the red ones. It's weird. Yeah, I know. And then And then they had to do a ton of graphing and look at our data, which is something we don't do it we do with some but like to actually analyze and interpret and realize it's been I don't know I have loved it and I have loved to see this program grow within our district. Yeah, Guys, nice job. Couldn't be more proud of you. Did you enjoy it? Yes. And that's what's learning supposed to be about. So good job. Liza Come here. What happened? That's all All right, you guys want to stay go that way. Good job guys. Thank you Miss Sally. today Okay. Yeah. Thank you. You're okay.
009Okay. That was fantastic. Um we had a small little change in our agenda. We are going to have the financial audit come and present. Get over here Lisa and um and so we are going to move on to that. All righty. Well, they were really cute and they got to play with sharks and I play with numbers so it's not nearly as cool but Still fun. I yes. He probably geeked out about that. I geek out about numbers so it makes everybody happy. Um so we've officially finished the 2025 fiscal year district audit and tonight we will be joined virtually by Kyle with Jared Gilmore and Phillips to present the review of the audit. Um after he's done I have just a few notes to go over about the audit and then we'll move on.
010Great. Thanks Lisa. All right, well good evening everybody. Can you hear me okay? Yes. Perfect. I'm just here just here to walk you through kind of your blue packet um and just kind of point out some things for you. So I'll actually start on page one in there. Pages 1 through 3 is the independent auditor's report and this booklet uh this report as well as a couple at the back are the only thing that really belongs to us as auditors. Everything else in here is the district's information and district's numbers. I'm just taking putting it in the prescribed format. So on page one, your first three paragraphs there at the top are your most important ones. The first one just talks about what we audit, which is the fund summary statement of regulatory basis receipts,
011expenditures and unencumbered cash balances for the year ended June 30, 2025. Next paragraph talks about an adverse opinion on GAAP financials since the district elects to follow the KMAG, the Kansas Municipal Audit and Accounting Guide, which is a regulatory basis of accounting that's a modified cash basis of accounting. We have to issue adverse opinion on GAAP financials due to material differences in your financial statement. With GAAP you'd have things like receivables, debt, prepaid, etc. With KMAG all that's simply on there is cash and accounts payable. That third paragraph is the most important one and that's that unmodified opinion on regulatory basis of accounting. We believe based on our audit fieldwork that the numbers presented herein are a material accurate representation of what happened during the year for the district. So we issued that unmodified opinion
012sometime clean opinion. It's the best opinion you can receive on your financial statement. Those next two paragraphs kind of touch on what I was talking about in regards to those adverse and unmodified opinions. And then there at the bottom of page one carrying over to page two, we talk about management's responsibility for the audit. And then on page two we talk about our responsibility for the audit as well. And then finally we talk some supplementary information required by KMAG, some additional schedules we'll see at the back. And then finally on page three that very last paragraph, I just talked about how because you received such a large amount of federal grant dollars, um we have to have that single audit each year. And that paragraph is just stating that we choose to put all that
013information within the same packet. Um we can actually have two separate audits per se, one for financials and one for the grant portion. Um but we just choose to put it together for ease of access. So if you turn over to page four and five, this is statement one. Uh this is your financial statement. There on the left side we list out all the various funds of the district. Then you got your beginning unencumbered cash balances or your cash carryover from the prior year. Then you got your receipts, money coming in the door and expenditures, money going out the door to get to that ending unencumbered cash balance. Um as always one of the things we have to check for is that each fund ends in a positive cash balance. As you glance through that
014column you can see you did have one negative fund. Um that's a grant fund so the state recognizes that you got to spend that money a lot of times before you can receive the receipts back. Um so they note take that that is allowable. That next column is your accounts payable. Um these are those bills that are paid after year end uh for services attributable to [clears throat] the period 2025. And then finally your far right column is your ending cash by fund by bank balance, which you can see ties down below on the bottom of page five and to the various accounts held by the district uh broken out by the various types. I always like to point out there on page five two we have those agency funds that we subtract out. Those
015are funds that are held um in the district's number district's bank accounts um but they don't belong to the district. So a lot of them are student activity funds and we'll see a schedule of those later on. Turn over to page six, we've got the footnotes, kind of the words behind the numbers. I'm just going to go highlight these um go through the ones that have major changes but you'll see that a lot of them are kind of boilerplate just required to be in here. And with that in mind we'll talk about footnote number one, which is one of those kind of boilerplate ones. Um talks about KMAG, talks about Kansas budget law, talks about the makeup of the district. Um really no major changes within that footnote. Um but one thing I always like
016to point out within this one is on page eight kind of halfway up the page under that numbered list, uh we just talk about that revenue neutral rate hearing. Um that's kind of been new for the last three or four years. Um so we just note take that you did have a revenue neutral rate hearing um for this budget period. On page nine we have footnote number two, which is stewardship compliance and accountability. Um this regards any kind of statutory or regulatory issues within the district we note take during the audit. Um that long paragraph talks about that negative cash balance I mentioned earlier, sites the statute that makes that allowable. And then the very last sentence just talks how the district was in compliance with the budget laws. Um you didn't have any budget
017or funds spent over fund over budget and we'll see a schedule of that later on. Footnote number three there at the bottom, those first four paragraphs are pretty kind of cookie cutter. Um just talk about some statutes regarding um how the district can invest their funds, where the money can be held, so on and so forth. If you turn over to page 10 that very first paragraph with that gets into some numbers directly pertaining to the district. Um the biggest thing we always take away from this one is just that all your funds were secured at year end. So you didn't have any unsecured funds sitting out there in the bank. Footnote number four I kind of brush over because we see that same information on footnote number five. Um but it just lists out
018any lease obligations entered into um by the district for which you're kind of purchasing the equipment over time and you're going to own it at the end of that period. This just gives a little bit of information. If you turn over to page 11 footnote number five, um you see that same information here. It's a little maybe easier um to read in this table format. Up there at the top we just list out any debt instruments held by the district, um any new ones. So we had some new ones with the Apple lease, some more computers and technology items. Any reductions or principal paid during the year, that balance at the end of the year and then your interest paid. As always I like to highlight the schedule two at the bottom of page 11,
019always good to kind of flag this within here. That's your future long-term debt schedule. Lists out all the various instruments up above and shows you kind of over time how they're going to be paid out when they come due. Um so really good when it comes to budgeting kind of keep this in your back pocket. So as you make decisions you can kind of refer back to this on when those debt instruments will come off the books. Footnote number six there on page 12 is right to use contracts. Um these are agreements we've entered into but you're not actually going to own the equipment at the end of the period, you're just kind of renting it per se. Um we have some office equipment as well as some rental of space and buses. So for
020the year ended June 30, 2025, uh those amounts paid out for those was a little over $238,000. And then you can see we have the future agreements or payment amounts that have been entered to upon the current agreements. Footnote number seven is defined benefit pension plan footnote. Um the first eight or nine paragraphs of that footnote are pretty cookie cutter. Just talk about KPERS, what's going on at the state level with trying to get that funded um and so on and so forth. There on page 13 we have two paragraphs that kind of pertain directly to the district. Um that's the third and fourth ones there. The third one just talks about how much was remitted on behalf of employees, a little over $3.9 million. And then that next one is that net pension liability.
021Kind of always that scariest one in here. That's that amount you would owe um for retirement obligations if the state were to ever quit funding KPERS. Obviously I don't ever foresee that happening but since it is an underfunded plan and you can see that number's pretty large, a little over $35 million. Um we're just required to disclose that within the footnotes. Last few here, footnote number eight is other long-term obligations and operations. Um essentially focused on kind of any vacation and sick benefits as well as early retire benefits. Um they're on page 13 all the way down to almost the bottom of page 14. We just talk about kind of what the policies are of the district. At the very bottom of page 14, we kind of estimate what that liability is of those hours
022that carry over uh from the end of the year to the new year for those employees uh that retain those hours, and it's a little over $170,000 just simply taking those hours times their rate of pay at the end of the year. On page 15, we get to those early retirement incentive payment amounts. Um in here we just disclose what was paid out in 2025, a little over $345,000, and then we just note take kind of what those projected future payments are um based on our current staff, and you can see those are listed in that table as well. Footnote [clears throat] number nine is risk management, just another one of those cookie-cutter ones. It essentially says that you mitigate your risk of loss through the purchase of insurance. And then footnote number 10 on
023page 16 is another one, talks about contingent liabilities. Um this relates to those grants. Um always possible in the future a grantor could come in and say you didn't spend those funds how they envision, um so you owed some of that back. So there's always that potential contingent liability out there with those grants. Last two footnotes there is interfund transfers. Um biggest thing there is just that each transfer had statutory authority to be made. And then finally, subsequent events. This is anything major that happens from the end of the year to when we issue the audit, kind of out of the ordinary, different for the district, but we didn't feel like we had anything that rose to that level. Now we get to that supplementary information that I talked about. They're on page 17. This
024is the budgetary comparison schedule. Biggest column you always want to focus on this schedule is the very far right column, and that's that variance over under column. Um a negative number here is a good thing from the That means you were under budget in all your funds. So as you glance through here, you can see you met that requirement. Outside of that, we just talk about what those budgeted funds are, and what that certified budget is, any adjustments to comply with the legal max. Um so those are adjustments based on enrollment. Adjustments for qualifying budget credits. Um these extend the budget, things like reimbursed expense, grant proceeds, loan proceeds, kind of outside sources paying for things to get that total budget which we compare to those total expenditures. The next page is 18 all the
025way back to page two are the individual fund summary statement schedules. Um this just goes into more information uh what's going on within those individual funds. Um all that summarized information on statement one comes from these individual schedules. Um and it just breaks it down by sources. So, you know, were the receipts tax dollars, were they grant dollars, etc., state aid. And then you've got the expenditures broken down into the various categories required by KSD as well. Uh this is where that prior year information comes into play, too. So you can kind of see what's going on one year to the next. You've got your budget by line item and that variance over under by line item. Always want to like to remind boards, um you glance at that variance over under by line item,
026you're going to see some big swings cuz we're kind of budgeting out in the future a little ways. And so that's perfectly fine. Your but you're bound in total by fund, um not necessarily by line item. So the biggest number you always want to focus on is that total number at the end of each of those funds in that column. All the way back on page 43 through 46, this is schedule three. Um these are those agency funds that I talked about earlier. Uh so here we just list out all those various agency funds, and then we've got those receipts, money coming in the door, and those disbursements, cash going out to get to that ending cash balance. Just kind of gives you a running total of kind of the activity within those agency funds
027during the year. The following three pages there, 47 through 49, are the district activity funds. Um these are other funds that are held within our district, and they're actually things that belong to the school, so like our gate receipts, things like that that actually do belong to the district at the end of the day. Um so this is similar, we just list out kind of that running total, what's going on with the beginning balance, money coming in, money going out, and that ending balance. Starting on page 50, we get to that kind of grant portion of the audit I mentioned earlier. Page 50 and 51 is the schedule of expenditures of federal awards. Um here we list out all the various federal grants received and spent during the year by the district. Um they're broken
028out in the various departments of the government, so we've got Ed Department of Ed and then Department of Agriculture, and then it just talks about um who passed through the money as well as notes what those grants are. Notes if there's a special uh number assigned by the state, and then you've got that assistance listing number, which is a five-digit number assigned by the federal government for each of those grants. Um passed through to subrecipients, which would be any grants that you received that you in turn granted out to others. Receipts, the grant dollars received, and then expenditures, the amount spent. Overall, we're required to test a certain percentage. Uh it's 40% of the total grant dollars. Um so for this year, the grant that we tested was the child nutrition cluster. >> [clears throat]
029>> Doing things looking at um meal reporting, were the numbers reported accurate? Um looking at financial reports, uh looking at verification of the um reduced and free income lunches, things of those nature. Those are kind of the things we tested for those grants. Page 52 and 53, I kind of make light of this report. Um this is focusing on internal control over financial reporting. Um so this is any kind of issues as far as bank reconciliations and things of those nature. Um we don't actually issue an opinion within this report, um we just would note take any issues we found during the audit, um and we didn't have any to report within there. The next three pages um are set up in that same format as the very first report we looked at, that independent
030audit report. Um but this one's focused on those grants, so that child nutrition cluster. Um same format, so those first two paragraphs are the most important one. Um the first one just talks about what we audit, which is just making sure that the grant complies with the requirements um as issued by the government. And then the second being the opinion paragraph, which we believe based on our testing that the grant did comply with all the material requirements um of the government. So we did issue that unmodified opinion on that. Outside of that, it's kind of that same format where we talk about those basis for opinion, um management's and auditor's responsibility for compliance, report on any internal control issues over compliance, and then just note take the purpose of the report. Um if you've been
031on these boards before and listened to this report before, you'll tell me next time, go to page 57, uh we could have skipped every other page in there cuz this has all that information um printed concisely. This is how the government likes to see it, one page and see exactly what they need to know. Uh talks about at the top that financial statement opinion, um adverse on GAAP, unmodified on regulatory basis of accounting. Um any issues with internal control over financial reporting, which were no. Um issues with federal awards, which was no. That federal award program opinion, which was unmodified. Um any audit findings marked as no. Identifies that program that we tested, so that child nutrition cluster. Um that is distinguishing for type A and B programs, and then that auditee qualified as low-risk
032auditee as well as any findings. Um a couple things to point out there that I want to talk about, too, is that low-risk auditee is always going to be marked no for the district, um but all that means is it changes the percentage of grant dollars tested. The reason behind that is one of the requirements to be a yes is that it either has to follow GAAP or a state required basis of accounting. K-MAG is optional, so we elect to follow it, um so that's where it always triggers that no. And as you can see, there were no current year findings um for the audit, um and we'll talk on the prior year ones there on page 58 and we'll talk about how those were resolved. So as you remember in previous years, um we
033had issues with those district activity funds. >> [clears throat] >> Uh there was receipts not being issued um to support those amounts that were deposited for building accounts. Um we recommended that, you know, you get pre-numbered receipt books, you follow them, you issue receipts, and so on and so forth. Um during our testing, so we we kind of looked from January on to when we were there, and then Lisa kind of went through another training uh with the staff, and we noted that those issues had been resolved. Um there were still a couple minor ones out there, um but they didn't rise to the level of feeling that it materially affected the audit and needed to be issued as a finding. Um so that's a uh good mark for the district that there wasn't any
034um current issues, and it appears that that had been resolved as of the end of the year. Finally, there's a couple letters there that are stapled together that were in the very front of that blue book. First two pages is what they call the presentation letter. Um essentially, this is kind of our boilerplate letter that talks about any issues with management when it came to completing the audit. So things like were they difficult to work with, um did they withhold that information, etc. We didn't have any of those issues to report when it came to completing your audit, but I encourage you to read through those things maybe see those things we might talk about. Third page in there is our audit adjustments. Um pretty minimal list. Um nothing really out of the ordinary to
035point out there. We had some adjustments to some liabilities at the end of the year, some payroll liabilities. And so when we made that adjustment, it affected some ending numbers. Um so we had to adjust some transfers to get within budget and cash requirements. And then finally, the last few pages in there is what they call the management representation letter. Um we like to call this one our badger letter. Essentially, each one of those numbered points is something we should have talked about at some point during the audit. Um so it's really good to kind of reread that and refamiliarize yourself with it. Uh so as the year goes on, if something happens pertaining to those points, um you make sure to tell us about it. So that being said, I'll turn it over to
036Lisa. All righty. Thank you very much, Kyle and your team, for your work on the audit and being flexible with us this year with me being out for surgery. Um does any of the board members have questions for Kyle while he's on? Did you go? All right. Um, well, unless Mr. Wilson, do you think he needs to stay on or are we good to go? I think he's good to go and we can finish up with you if you'd like to. All right, sounds great. Thanks again, Kyle. Yeah, everybody have a good evening. Thank you. Thank you. All right. So, we're kind of super excited that we have clean audit. Um but I also need to shout out some people because it is not possible without my staff. I'm so, so, so proud of them.
037When I started, check reconciliation was a mess. They were trying to get e-finance started. Um, so in 3 years we've worked through a lot together. Um and it's not only my business office staff, but the building principals, the directors, the secretaries who are embracing all the changes that have come in full force since I've come on and I'm really worked hard to improve our policies and procedures and help us being compliant to get a clean audit. Um with that said, a clean audit can quickly become one with findings if we are not continuously reviewing our policies and procedures. Um like he had mentioned, we got a clean audit, but there's still some things that we are communicating with our staff of, "Hey, you need to make sure you're doing this." Or this was completed, but
038we would like to see it more look like this. Um, one of the things that we did over spring break to ensure we're trying to meet their expectations and give our staff some feedback was we did a uh receipt audit over spring break. So, they sent in the information they had at their buildings. We took them, looked at our deposits, looked to make sure there was receipts with it, explanations with it, they were numbered, um and all of that correlated with our policy and procedure we put into place two or three years ago when we first I first started and we noticed this audit had been a continuous write or write up had been continuously throughout a few audits over the years. Um, the only situation that's a little different is the high school bank
039cuz there's only a handful in Kansas, so it kind of makes us and the auditor go a little outside the box that for me it's more of lack of control because I'm a money person and I like having all the money here, but um we are working with uh Mr. Cooper and his team of students and the auditor to make sure we are getting those numbered receipts. I actually met with him today. And we're going to um order some that are specialty ordered for us that can be used at the bank and meet what we need for our auditor. Um but yeah, with that said, I want to thank all of you guys for your support over the few years I've been here and Mr. Wilson and again, just so proud of my staff and
040everybody that's helped make this possible. So. I want to say thank to you. Yeah, thank you. You have done an exceptional job and thank you. I appreciate your staff, too, but thank you so much. There you go. Thank you. You're welcome. Any questions for me? And next year I'll tell them to skip to like page 57. >> [laughter] >> It's a smart page. So. I like your comment about, you know, central office controls because uh you just have to Yeah, keep improving. Local things change at the local level, the state level, the federal level. All those guidelines are constantly changing and if we don't keep up with them and keep educating our staff, that's a big point, too, is I can't do it all and so we trust them to take the education we provide
041them. If we don't, then we won't be successful. So. We are constantly looking at how can we be better? Cuz I like clean audits. They let me relax on vacation. So. >> [laughter] >> All right, thank you guys. >> Thank you, Lisa. Thank you, Lisa. Thank you. Thank you. All right. Moving on, superintendent remarks. Mr. Wilson. Thank you. So, my thunder's been stolen a little bit, but I'm going to do it anyway cuz I think it's worth the time to note this. Um I can remember after my very first audit report, uh James Adams noticed that I was a little bit frustrated and uh I remember him saying to me, "Well, they always find something. It's their job. Like they have to find something, don't they?" And I'm like, "No, I've uh I've I've been
042through enough of these that were unmodified that that's not necessarily true." And uh he assured me that as long as he could remember, there'd always been something on there. And if you know James, James was on the board for a really long time. I want to say either 16 or 18 years uh that James was on the board. You might remember a couple years ago we brought to you how we were going to and they hit us with segregation of duties, so we separated some of our duties so that they were um multiple people doing the things. Activity funds has been an issue seems like year after year. Bank reconciliations took us a couple years to really get a handle on. Um because they were if you don't have your previous years done, don't have
043a starting point. So, then the starting point changes and you have to do them all over again. So, um bank rec- reconciliations uh took us a while. We had an allowable cost issue that we just had to clean up that that wasn't reporting or I was titled something. I don't even know what it was, to be honest. Um and then obviously Lisa mentioned receipts. Um we've worked really hard. Um and I'm a I'm going to repeat some of the things she said cuz a clean audit unmodified opinion is never guaranteed. Um it takes really one person not following the procedures and processes um to really get a bad report. Uh a clean report though does show us that the years of hard work that Lisa and her team um had put in updating our processes,
044training our staff, working um so that the process our that it's working and that our processes actually are able to be followed and are manageable by our staff. Um because if you put processes in that perfectly work, but your staff can't understand them and follow them, it doesn't matter. It's a testament to Lisa and her team as well as our schools who are doing a good job of following those really good processes. I couldn't be uh so more proud of Lisa and her team for being faithful stewards of federal, state, and local taxpayer funds. That is a huge issue for me. And um so, thank you, Lisa. Um thank you to your team, but I also kind of like what Lisa did. It wasn't um just lip service. Thank you to the board for your
045patience. You've heard these things and it seems like they should be able to get a get a report one year, you should have it all cleaned up the next year and it just takes time. I mean, you guys have been wonderfully patient with us so that Lisa could make some real lasting change that I think is going to endure for some time. So, thank you, guys. Thank you, Mr. Wilson. And yes, thank you very much, Lisa. Congratulations to you and your team. Uh president remarks, I just have a few and then we can open up to the board. Um can't believe it's April and the end of the school year is just next month. That's really crazy, but exciting as well. And so, I'm just really hoping that our teams will push through to the
046end and get to the end of May. Just a reminder to our board, we have the thief brunch on Friday. So, I hope to see some of you there and we get to um Huh? 7:00. It it is. It's quite early, but that's what breakfast is for. Come on. It's brunch. That's the best. And so, um we get to hear the annual report and see the annual report, so I'm excited for that. And then um at the end of April, um I'll be headed to DC for the KASB advocacy trip. This is a little different than what we have done in the a member of NSBA and so they teamed up with Oklahoma and Nebraska um school board associations and they're putting on their own little conference and um also an advocacy day on the
047hill. So, I will be doing that at the end of April and I will report back in May of what that um consisted of. And I think that's all that I have. Anybody else have anything? I do have um I just want to pause the fun though. Uh Ms. Denise at uh Math and Science Early Learning Center, the um the custodian has been facing cancer. I just wanted to from us tell her through the record that we're all thinking of her and we're all really hoping she does uh pull through. So. Prayers for him. Yeah, we're definitely sending some prayers and thoughts for her while she battles. Anything else from anybody? We're good? All right, let's move it forward. Um the disposition of business by consent. Do I need to note now? Or do we
048vote to vote? I'm going to recuse myself from the show. Yeah, you can do that after the discussion. Decision uh disposition of business by consent. Need a motion. I so move. It's been moved. Second. Second. Discussion. I would like to uh recuse myself from this vote as there's some personnel um in there that is part of my family, so I would like to uh take myself away from the vote, but um all in favor raise your hand and say I. I. Opposed same sign. Motion carries. Um What do we got? Discussion items. We have curriculum and instruction report. >> Secured. Secured. Oh. Sorry. Mr. Holland. Is that not on here? It was executive It says executive. >> It's on paper, people. So what's Holly, this is different than So what's I I know. I'm like
049But it says For a second I'll introduce Whites. I will pass it to Mr. Wilson. Um so we've been doing our um program evaluations for our different programs. Um some of our programs are um departmental programs and some of them are programs like um SEL and some things that are our programs within a department. Our security department is doing a program evaluation this week. But as we listen to a uh they always do the evaluations for our administrative staff beforehand. As we did that program evaluation, we realized that there are some things in there that we don't want to be public. Uh one of the exceptions for the Kansas Open Meetings Act is that we do not need to um do safety and security things that could cause vulnerabilities. And so we're going to ask
050uh Mr. Bond um to do the uh program evaluation for you actually in executive session. Um I 10 15 minutes? Is that good? Okay. I Well, then I make a motion Thank you, Mr. Wilson. I make a motion to go into executive session to discuss the program evaluation for school safety and crisis response pursuant to the exception under KOMA for school security matters to ensure the security of the school, its buildings, and or its systems is not jeopardized and the open meeting will resume in the board room no later than uh 6:55. We will bring in Mr. Bond and Mr. Wilson. Should I get And And Marty Nystrom. All in favor raise your hand say I. I. Opposed same sign. Motion carries. >> All right. Thank you, Mr. Bond. Uh, we will move on to
051thank Megan. Curriculum and instruction report. Good evening. As you can see through a lot of the events in the curriculum instruction report, we are full force into all of the end of the year activities and festivities. So a lot of things going on. The two things that I just wanted to highlight for you. The first is on page two. I just wanted to be sure to bring your attention to the student follow-up data. I just wanted to highlight it's very interesting data. As a reminder, this is data that comes to us from last year's graduating seniors regarding their satisfaction with their high school experience and what it is that their pathway completion is preparing them for like what their next steps are post graduation. So you can see the past two years and the years
052up at the top are the graduating year. So on the far right, that's our most recent data from the graduating class of last year's 2024 to 2025 school year seniors. A lot of the numbers are fairly similar. So not a bunch of big shifts or changes. It shows that our student population does have some trends in what it is that their post secondary offerings are like. But again, just no big ah-has there. Just wanted to make sure that you guys got your eyes on that data that we pull and submit to KSDE this time every year. And then just the other reminder I have for you at the top of page three is that next week is our Keysa school improvement day. I've done a several reminders about Keysa over the course of the school
053year. So next week is the big day where we really come together as a team and talk about what our action plan is going to be for next year in regards to standards alignment and structured literacy. We've been gathering feedback from building leadership teams over the past couple couple of weeks. The entire Keysa school improvement team does meet this week on Thursday before the few who are going to the school improvement day next week. And so we'll kind of have our final meeting and discuss together what some of those pieces will be like on our action plan. So that is coming up. Any questions for me? Thanks, Megan. >> Thank you. Miss Deidra's special services report. Yes, good evening. I'd like to discuss the bulk of my report, the December 1 count. December 1 count
054is the count of students that are provided special education services on the day of December 1. And it takes about 3 months in order to get that report completed. We get we determine staffing, we determine LRE, least restrictive restrictive environment and of course funding for students with disabilities. It's very interesting to me and I thought I'd point out a couple of things that I think some of you may have noticed and I know did notice as well. Number one, the increase of our students in the last 5 years with the autism exception ality. It's been an ongoing trend over the last several years. We also notice it in our specific star classrooms, our students with autism at Northern Hills. An example would be that's really significant this year is in the past we typically have
055one or two students that from milk that's transitioning to that program. This year we're considering six students. So we have a big population of students with significant intensive autism needs. And when I say intensive needs, I want you to know what I'm talking about. So I'm talking about students that are nonverbal, they have limited communication, repetitive behaviors, difficulty with flexibility and routines, significant sensory needs like noise, things like that, as well as a higher risk of meltdown, self injury or injuring others even. Possible, you know, I think about to myself possible reasons for this increase is and I've seen this trend recently that students are come to coming to us when they're three because they have that those intensive needs prior to even entering milk. That parents have gotten supports outside of school and they
056have that diagnosis coming into milk. So we have students more that have that disability prior to coming. But also because of those intensive needs, our school psychologist can give an educational diagnosis at an earlier age as well. So we do have that early identification reason as well as just their students with more significant needs in autism. And when I talk to my cohorts in region two when we meet on a monthly basis, they see the same trends in their schools as well. We'll talk about that in just a minute if you have questions. Another trend that I saw was the decrease in uh students development with develop developmental delay. Which has been a trend as well. And that is the only disability out of the 13 disabilities that has an age limit. So if you
057think about that, you can only have a developmental disability by the day they turn 10, their birthday. They have to have another disability that we can no longer longer diagnose them with a developmental disability. And the reason that is is because that it's harder when they're younger to exactly be clear on what their disability is and you don't know if it's a long-term delay or if it's truly a disability. So yeah, our psychologists have to tease that out and the law allows for that. But I think what I just said with autism is the reason why maybe we don't have as many students with that developmental delay delay disability is because that we can diagnose earlier now. Students are coming to us. But also just within our district the population our enrollment is decreased at
058our earlier K12 level as our enrollment is down, the smaller we have of the pool of students that can be diagnosed with developmental disability. So those are my thoughts in regards to that. And with those thoughts, even though our number total number 624 looks like it's going down, I want to remind you that we are serving more students with more intensive needs than we ever have before even though our number is down to 10 and the funding system hasn't completely caught up with that. And so even though our needs are increasing, our even if our needs are increasing, we need the funding to provide services for those students because we have to provide the services. That's the law. And so I thought I'd remind you that those in the legislature as well, you understand that
059for sure that no matter what that we we we need the funding for our students even if our numbers are going down because our population is changing. And I've said that how long now? For a couple of years that I've known you. increase in the disabilities and this is what I believe shows that as well. So do you guys have any questions about any of that or thoughts? The other one I noticed up there is speech and language increased quite a bit too, but that could just be the early early um Earlier >> diagnosis, yeah. All of those students with autism, I would bet you most of them have speech and language needs as well. So that comes into play. >> This overlap. Because it's just such a big part of autism. Students with autism.
060I feel like 2024 was kind of a weird year though because if you look at 25 and compare it to 23 and 22 except for DD, it's kind of the same. Thank you. Yeah. Yeah. Thank you. >> Miss Deidra, look at you. You're welcome. Thank you. Miss Deidra. Facilities and grounds, Mr. Lance. Hello, everyone. Hello. So I'm starting off on baseball. We Coach Snow came to me at the beginning of the season and he noticed that the home plate started rising up and the guys boys would slide in and they twist their ankles or they'd tear up the side of the lake. So we had the home plate redone. Put a new one in. And then we put down new carpet starting tomorrow on the right side home plate. We're going to be switching out
061that carpet. Digging a hole through You call it carpet? Yep, I call it carpet. Okay. >> [laughter] >> It feels like carpet when you carpet. So we're replacing that home plate side for right side tomorrow morning. Soccer today, we had about eight or nine seams that had come loose. So they went through pretty much that whole soccer field and but they got about eight or nine of seams put back together. So The next one is Logan. The playground at Indian Bend. We've got all the concrete around these three places from when we dug it out. Dirt's down to 8 inches. Now with all the rain coming in, now we can't get in there because we'll sink up to our knees with all that soft dirt underneath there. And it'll weigh down the ground cover and
062then we'll put the mulch on it hopefully next week. And the basement. Yay. >> K's area, food service. Um since we did the sidewalk around the outside and the new foundation, we wanted to make sure that we didn't have any more leaks. We don't. So we replaced the carpet. And officially moved K back in. She's back in the dungeon. So she's officially moved back in and Very happy to be in the dungeon. Yeah. I'm sure she is. And that is what we sort of did last month. So any questions? Thank you. Thanks. Good work. Thank you. Next is Jeff and Megan. Mostly Megan, a little bit of Jeff. I have three files up here for user agreements, device loan agreements. No changes on the student device loan agreement or the student AUA from last year.
063We did change the format of the same information in the employee AUA. So, it's basically saying the same thing. It's just in a little bit more digestible and readable format with an addition from a new law that's put in. Would you touch on that? If you scroll to the end of it Scrolls to the That's the right Opposite of what I'm used to. We have the the updated information on There it was. It's at the top of page. Here, you scroll cuz the scrolling is throwing me off for sure. Down one more page. Top of the second page. Yes. There we go. Yes. So, we wanted to be sure to include information related to the recent legislation around employee communication with students via social media. So, that is now included as the most updated statement
064within our employee AUA. The language is taken directly from the bill so that we are staying consistent in the same language and the expectations for our staff. Yep. That's the main change. And this will The content is still the same. So, the way that this gets signed digitally every year is that you staff go through the AUA portion of our KSB learning management system. So, we'll probably just have to add a little blurb in for 2299 here so they understand that part. But, content is the same so I don't think we need to really completely overhaul that, but we'll get with them and make sure that gets taken care of. Was there monitoring for that or The apps just simply can't be installed on the I'm not sure how they're implemented. So, I mean, we
065can't install devices on personal cell phones or communication devices. So, there's It's really just This is the expectation and you are signing the agreement. Everybody has to sign it and go through that at the beginning of the year. So, if they are found to be in violation of that, that would be a communicate a conversation with that There's no way broader than just a school Exactly. This is on social media. They are not allowed to direct message a student. And so, it's a pretty broad thing. We just have to monitor and principals will work with their staff as well. And then we have to monitor it. Any any platform that school can monitor and control is okay. Yes. Facebook is under control. The law actually applies to other districts. Yeah. Makes sense. Any questions for
066us? Any questions? No. You're good. Thank you. Thank you. We are on to Marty. Lots of bids. It's that time of year. Kay does a diligent job of putting everything together as far as the vendors that we have to have and getting the RFPs. And she is recommending that we go with Evco wholesale wholesale Say that again. Wholesale >> [laughter] >> Food Corp and F&A Food Sales Incorporated. The second is the same words, I'm afraid. And with milk, by the way, those were the only two vendors that we received bids from. And on milk, as is usually the case, the only bid or the two bids that we've got were Anderson Erickson Dairy and Highland Dairy. And our recommendation would be to go with Highland Dairy Foods Company. The food bid is a little different
067and Kay, correct me, please, if I botch this, but actually those two companies she goes through line item by line item and says, "From this company we're going to buy This is the better product." And so, it's not like a wholesale bid for all of the food cuz they don't know what we're going to buy. But, line item by line item Did you say 350 of them? About 500. So, it takes a little bit of time. Wow. Any questions? Knowing Kay as well as I do, I make a motion to approve this bid. Exactly [laughter] the same. I I've been moved and second several times. Any more discussion? Hearing none, please raise your hand and say I. Opposed, same sign. Motion carries, Miss Kay. You're good. Not yet. She's got more. Oh, okay. Starting again.
068You bet. We need to replace one set of steamers at the high school. And we've got bids from those four companies. And the bid that we are recommending is Sunflower Restaurant at $23,035. Per per steamer, right? For the set, yes. For three of them. That's for three? That's for one. 23,000 for one. One one set. Three. Okay. Got it. I move that we purchase the steamer from Sunflower Restaurant. I move. Second. Seconded by Braden. I just have one clarifying question. Yes, sir. It says Holloway of needed under Sunflower Restaurant. It won't be an additional cost of right? No. No, it won't come up. Okay. Yes, sir. Kay, you always get allowed to speak. If you'd like to come up to the mic, you're welcome. I will work with them if if there's a part outage.
069Plants and internal do a great job of establishing parts. So, we haven't determined the hall off yet. Just ask because it's under that one column and not the other so Yeah. Yeah. Well, he just clarified for me that he said it it would be right. That's nice. Yes. All right. Any more discussion? Been moved and seconded. All in favor, raise your hand say I. I. Opposed, same sign. Motion carries. Right. Thank you. Thank you. And Marty, are you still up for bids? Intercom? A little support there. Yeah. This is Jeff's grab bag, right? So, what you'll see is a bid for a stockpile of intercom parts for inventory. The reason we have to do this and we brought this to your attention a few months ago, but I know you've slept since then. Our intercoms
070in the district are from 1996. They are the original Bogen multi-console. You're in the middle of it. >> [laughter] >> So, however, those were all refreshed and basically gutted and rebuilt from the inside out when we did our last bond issue 10 years ago. So, they're technically about 10 years old. Now, this bid is from a new company who we've never worked with before, but was recommended highly to us. And the reason it's a new company is Sound Products is who we've always gone with and has been our Bogen dealer for decades. They were bought by another company in the last year or so and have lost their Bogen dealership status. So, they recommended this new company to reach out and at least get an inventory of parts. The reason why this is kind of
071sudden is that a deadline has been put on parts availability of June 30th of this year. Once we get to the end of June, you can't even buy parts for these anymore. They are end of life-ing the multi-console intercoms. So, they are going to continue to support those intercoms for seven more years. So, we can still repair them. And if we have any parts that we purchased, those are under warranty until that period of seven years expires. So, we will be putting a plan together to start replacing building by building our intercom systems over the next seven years. As we pull those old systems out, we'll harvest parts from those to continue keeping the other buildings running. They They're okay and they work fine. >> [laughter] >> But, it's time. It's time. So, Jeff, why
072don't we just replace them all right now? That's about a million dollar project. Yeah. Wow. So, therefore, spreading out over And and there's a little bit more on top of it to think about cuz most of the new stuff is IP integrated. We don't have the network capacity for it right now. So, we will as we renew our network stuff in the next year or so with e-rate we'll have to build capacity for that in all of our buildings. So it's a much bigger project than just ripping out and putting new in. However, the stuff that we will put in at least even as expensive as it is we're able to reuse all the infrastructure in all the buildings. So all of the speakers and all the buzzers and everything will stay and we don't
073have to replace all that. It's not like gutting the whole building and starting over. Otherwise it's a few million to do that. So that's why this is here. So I guess this is one of the things that I I wonder is this part of not this particular thing but the whole intercom system through the district is that part of our long-range the long-range plan? Marty, that would be a better question. I don't remember it being on there but it is on the Oh Okay. Yeah. So it might be need to move up. >> Yeah. Well, we would need to find money Yeah. to be able to do that. >> Okay. Yeah. Okay. Our hope is that we have enough parts to get us through until we can find money. for a while. So Odds are
074I mean these things have been in place for 30 years. We really haven't had outside of this little list of things that we replace on a decently regular basis. They just keep going. So we're not in a a dire situation by any stretch. So That's what I see. 28 parts on What's that? Oh, I see 28 parts. Very expensive. Um The Would 28 parts cover all of our schools? Is that period you know This is the So we've had 30 years of data to go with them on what goes bad. Um the most common replaced thing is a power supply. We haven't had to replace one of those for a year or so but we've had a couple of years where we've had two go bad in the same year. So we kind of Very
075important that our intercom system work. I'm not Correct. >> saying I don't support that. I'm just worried about that. The original part So we were our bid that we put together to give us [clears throat] basically one of everything and just in case it's like $175,000 in parts. Oh, wow. >> We can we can put a building together with new intercom stuff for cheaper than that. So we thought we had sound products. This is their recommendation. This is what I think you need to get by for several years. >> this is to get us by through this process of upgrading >> through that seven years. Yep. And then every every building that we do will have a whole tower of parts which is multiple of this stuff. So you don't know what to do with.
076That's the hope. So What else? Any more questions for Jeff? This is an action item. Okay. I need a motion. I move that we approve the bid from Progressive Electronics for the intercom parts as presented. Second. Then moved by Donna, seconded by Keith. Any more discussion? Hearing none, raise your hand and say I. I. Opposed same sign. Motion carried. >> [laughter] >> Hello, Marty. Let me try this again. Okay. Uh we found with KanEquip that we are able to trade in our old mowers and we have one that we need to trade in. It is has parts that are I want to put this the right way falling off. Uh so we would recommend that uh you approve a purchase of a finishing mower from KanEquip uh with the trade-in allowance uh we would pay
077$22,088.73 and that would be what our recommendation would be. Any questions? And we do have it budgeted in capital outlay. We do? Yeah, that was going to be my question. From the deep. My question. We bought one bag. Right. That was for like seeing eight acres. All of it is this one is like 30 all of this the all of the area up there and it's not good. 30 all of this small Okay. What color is it? I just need a motion. I move that we approve the mower that bid. Second. Moved by Michelle, seconded by Kyle. Any more questions or discussion? Hearing none, all in favor raise your hand and say I. I. Opposed same sign. Motion carried. Hello, Megan. >> Hello. Last month I brought to you the proposal for an updated 6th
078through 8th science curriculum. The recommendation is Lab-Aids as a truly hands-on curriculum that is aligned with the KSDE vision for science education. So tonight I seek your approval on this curriculum purchase. First the check. Okay. I make a motion. Oh, sorry. Go ahead. I make a motion to approve the Lab-Aids quote for 208 $206,000. Moved and moved by Britain, seconded by Kyle. Any questions or discussion? Hearing none, all in favor raise your hand and say I. I. Opposed same sign. Motion carried, Megan. Thank you. Ms. Dedra. What? Last month I brought to you the Math and Early Learning Center full-day programming criteria to allow for some flexibility within choosing our students in the full-day program. I ask that you approve the program criteria. No. So good question. Christy asked is this really something the board
079needs to approve? Typically it would not be except for when MEL was started in its first year the board did act on this. And so since they acted on it and it was a third a third a third in order for us to flex that I feel like it's appropriate that you allow us more flexibility is what she's asking not really a specific like we asked many years ago but a additional flexibility so that the administrator at the building can actually determine the students that are accepted in the program. Doesn't have to be exactly a certain number. Yes. And right now we'd like the flexibility to determine students for next year and it it is a criteria that's in the handbook. So when you approve the handbook we'll just take it out if you approve
080this. Does anybody oppose to not for this not coming to the board? I I didn't really see a purpose for it but So do we need to No, I don't think Do we need to vote on it? No. So we don't need to vote on it. Right now it's just >> we would not need to bring it back again. The only reason we're bringing it because at one time it was voted on and now we're basically saying allow more flexibility. If you want to add to that allow more flexibility and allow superintendent or designate to determine that you can do that but I don't determine things that the board has decided previously. Would anybody have an issue with the with allowing this just to be decided by the superintendent and the the administrators? It it's
081good motion. Yeah. Yeah. All right. So move. Um yeah. I just said let's I make a motion to approve the MEL full-day pre-K programming as presented. Second. And uh for future instances it doesn't have to come before the board. And Yeah. Yeah, the superintendent or its designee can make the approval or Okay. I got it out. Second. Moved and seconded. Any more discussion? Words are hard tonight. All in favor raise your hand and say I. I. Opposed same sign. Motion carried. It's important to me that you guys understand the spirit of the motion and this is the only one that has to actually put it into words. Sorry, Candace. Words are hard tonight. >> Candace got it. I know she did. Ooh, okay. Capacity recommendations, Mr. Wilson. Yes, this is So according to the law
082um we will determine our non-resident capacity through a formula that we have created and um we bring that and officially post that on our website June 1st. But we bring it to you to approve the tentative um capacity for non-resident enrollment. The nice thing about this year is if I had at this correctly there is not a single grade level that we do not have capacity in. So there is one that is in the single digits I think but even that I don't think that we would get more applications than we have space so it's my hope that we will not have to turn anybody away with this capacity. Unless they want a specific building. Yes if they just want a specific building but if they're just wanting to get into Seaman School District then
083we should have space somewhere. I got a question. Yes sir. So the kindergarten is an estimate right? Do we know already how many kindergartners we have? We have a pretty good and that's why we don't we wait a little bit until June but even then we won't know exactly. We in our calculation we leave a little bit of wiggle room for people who might move in but we have already had kindergarten round up. So most of our building and we know from the history um how accurate that kindergarten round up is. There's only really one building that um we don't have a 100% we don't have a pretty good estimate but I would say it was within a small percentage and that's every year we don't know we got a small amount at one of
084our buildings that we think we'll get more. That's a lot of open seats. Yeah and you can and that's even with reducing staff. To more fit our enrollment. But there's always going to be especially with five elementary schools there's always going to be smaller class sizes in some of the class limits so that always allows some space and then you can see our middle school our ninth grade class is that last really big class. Our capacity in 11th and 12th is a little smaller but our ninth grade class is our last really big class. I move that we set the capacity recommendations as percent. Second. It has been moved and seconded. Any more discussion? The 10th grade number Yeah. >> [laughter] >> Was it Yeah. I didn't think. All in favor raise your hand and
085say I. I oppose same sign. Motion carries. Um Mr. Wilson. I'll go now. Yeah um I do have an extra copy of that if it's easier for you to read but that's something for you to read. Oh. I couldn't find it. I have it on my screen now. That's easier. I I can read that closer. Thank you. All right. So this is a resolution of intent to non-renew a teacher's contract whereas Heather Hauser is currently employed in Unified School District number 345 Shawnee County Kansas and whereas the Board of Education of said Unified School District number 345 Shawnee County Kansas finds that the contract of Heather Hauser should be non-renewed and that Heather Hauser should be given written notice on or before May 15th, 2026 of the intent of the Board of Education to non-renew
086her contract for the 2026-2027 school year. Now therefore be it resolved by the Board of Education of Unified School District number 345 Shawnee County Kansas as follows. It is hereby declared to be the intent of the Board of Education of Unified School District number 345 Shawnee County Kansas that the employment contract of Heather Hauser as a teacher be non-renewed for the 2026-2027 school year and the clerk of the Board of Education is directed to give written notice in person or by restricted unit unit by restricted United States mail to Heather Hauser on or before May 15th, 2026 of the Board's intent to non-renew this contract for the 2026-2027 school year. Adopted by the Board of Education of Unified School District number 345 Shawnee County Kansas the 13th day of April, 2026 and this has to
087be a roll call vote. I That was the motion. >> That was the motion. >> a second. Second. Seconded by Donna. We don't have discussion. We don't technically discuss this but I do want to remind people that this is just the intent. This would also come back the next meeting to be finalized. Okay. Roll call Candace. Keith Griffin. I. Michelle Vadel. I. Kristy Weiler. I. Alma Gordon. I. Donna McGinty. I. Braden Morton. I. It has been Motion passes. Yeah that's all. Tannis you get that for me. Hey we have an executive session right? Personnel? Personnel. All right. I make a motion to go into executive session to discuss confidential employee information pursuant to the exception relating to personnel matters of non-elected personnel and the open meeting will resume when the board adjourns no later than
088Can I say 10 minutes? Is that enough? We got three items is that right? We'll just go 15. Yeah that's fine. Okay and the meeting will resume no later than 7:15 and we will invite Mr. Wilson and Tanner Smith into the meeting. I >> Thank you. Seconded by Michelle. All in favor raise your hand and say I. I oppose same sign. Motion carries. >> Hey, we are out. Okay. Uh this is a resolution of intent to terminate an administrator's contract. Whereas Steven Myers currently employed as an assistant principal in unified school district number 345, Shawnee County, Kansas, and whereas the Board of Education of Unified School District number 345, Shawnee County, Kansas finds that Steven Myers current contract should be terminated for the reasons hereinafter set forth. Now, therefore, be it resolved by the Board
089of Education of Unified School District number 345, Shawnee County, Kansas. Section one, that is hereby declared to be the intent of the Board of Education of Unified School District number 345, Shawnee County, Kansas to terminate the employment contract of Steven Myers. Section two, that the clerk of the Board of Education is hereby authorized and directed to give written notice promptly to Steven Myers of the Board's intent to terminate his contract. Section three, that the notice shall contain the following, which are reasons for the Board's intent to terminate said contract. The employee engaged in conduct conduct that is inconsistent with the professional standards expected of district employees and violated Board of Education policy below GAAF emergency safety interventions and CB administrator ethics. Section four, that the notice shall state that he is entitled to a hearing
090before the Board of Education with the regard to the Board's action provided that he files a written request for such a hearing with the clerk of the Board of Education within 15 days after the date of the notice. Section five, that said Steven Myers be suspended with pay as of the 14th day of April 2026 until further action of the Board, and that Tanner Smith, Human Resources Director is hereby authorized and directed to immediately notify Steven Myers of such suspension. Adopted by the Board of Education of Unified School District number 345, Shawnee County, Kansas the 13th day of April 2026. This is the second and second Been moved by Christie, seconded by Michelle. Roll call vote. Keith Garrett. I. Shelly Boden. I. Tiffany Will. I. Alan Gardner. I. Dominic Casey. I. Brendan Wood. I. As
091motion carries. Negotiations? Yes. This is a lot of green. I like it. Okay. I make a motion to go into executive session to discuss negotiations pursuant pursuant to employer employee negotiations under KOMA, and the open meeting will resume in the boardroom no later than 7:51. All in Anita second. >> Second. Seconded by I don't know. Somewhere Keith. Seconded by Keith. All in favor raise your hand and say I. I oppose same sign. Motion carries. I. Yay! We're