001Mhm. >> Mhm. >> It's the call to order the uh March Seaman USD 345 school board meeting. We'll start with the Pledge of Allegiance and um Mr. Wilson, would you start us off? Okay. I pledge allegiance >> to the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all. Uh communications? No sign-ups. No sign-ups. Okay, thank you. Uh just looking for an adoption of the agenda, please. I move that we adopt the agenda as presented. Second. It's been moved by Michelle, seconded by Braden. Any discussion? Hearing none, all in favor raise your hand and say I. I. Opposed, same sign. Motion carries. Learning without limits, Mr. Brown. Hi guys. Uh it is my pleasure to introduce um the bowling coach for our
0025A state championship bowling team. This is Bob Enochs. Thank you for letting us be here today. I'd like to introduce our assistant coach, Jason Price. Now, I'd like to introduce you to the greatest team, girls team ever. >> [laughter] >> I'd like to introduce you to, first of all, Kayla Duncan, Ava Crawford, Ava Carlson, Snyder, and then our two seniors, Lacy Cole, and last but not least, Claire La Duke. It was just amazing what these these girls did this year. Uh, they went totally undefeated last year until the state, and then they had a little hiccup last year. This year, they came back out and did the exact same thing. Our first meet in Lawrence was a free state invitational. They won that one. They won every meet all the way through uh league. We
003went to the UKC league. They won that one by a lot. Uh, there was very few teams that got within 200 250 pins of them all year long. Then we went to regionals. That was a little different story for me. They didn't have their best day that day, and going into the last game, they were tied with Emporia. Uh, they started out the game with open open open. Three of the first three frames were open. And Jason and I both went over and talked to them and asked them, you know, "What are you girls doing?" And that's why they're so amazing. These six girls from the fourth frame on struck out to shoot 235 to win regionals. by sevens. And that's what makes them so good is just I mean, how can you go from
004something so bad that all of a sudden just striking out? They're amazing. And then we went down to uh We had a We got invited to the Flint Hills Invitational. 32 teams. 80% of those teams were all 6A. There was only eight schools that were 5A schools invited. They've kind of struggled at uh North Rock down there in Wichita in the past. And I thought this would be really good that we got invited. Maybe this would help them. They bowled three games. After three games, they're in second. Right behind uh Campus who has won it like 3 years in a row. They took a break. They came back and they bowled 12 baker games. After those 12 baker games, they're still in second. And then we ended up qualifying for the round robin baker games.
005When it was all said and done, these girls bowled 22 games of baker, three games of regular 10-pin bowling, and ended up fourth. They were the only 5A school team in the top 10. I think I think everybody else was 6A. And I was kind of sitting off to the side and I heard one of the committee members talking to another one and said, "We weren't real sure about inviting Seaman, but that was the best decision we ever made." And now they've been invited back again for next year. So then we went down to the regionals, I mean, to the state. And I And we Jason and I both told the girls, "Just have fun today." And they did. They were very relaxed. After three games of 10-pin bowling, they were 229 pins in the
006lead. The first baker game, they shot 246, 226, and they totally put it out of reach. Uh they won the state by 358 pins. Not Not knowing this until after it was over, I found out from Kacie that that was the second highest series in 5A history since bowling has started. So, very, very flat. All right. >> [laughter] >> Did the girls win anything? Yeah. So, Bob, All right, hold up those trophies. These are Bob, What? What's a baker game? A baker game Yeah, yeah, if you would. Just a I've been asked to explain what a baker game is. Normally, uh everybody bowls an entire game. Well, we since we have six girls here, I wanted everybody to bowl Jason I mean Jason and I wanted every girl to bowl. So, one girl would bowl
007the first frame. That's all she would bowl. The other girl that was an individual, she would bowl the sixth frame. Other than that, one girl would bowl the second frame, the seventh frame, three and eight, four and nine, and five and 10. So, it was more of a strategy of who's on that day, who's doing the best, how does that condition fit them the best, and we would try to set it up to where when our sixth player would hopefully bowl that they would strike, and then the rest of them could hopefully strike out. So, that's how we would set it up, and that's how baker works. Thank you. The Baker University. >> [clears throat] >> Kirstie, does that say silent assassins? Congratulations. Ladies, thank you for coming. Appreciate it. Thank you. Thanks. Can I
008get a high five? Just go down [clears throat] the line. I can give you a high five down the line. Thank you. Way to patronize the old fellow. Good job, Grace. Make coach do all the work. >> [laughter] >> As you should. Good job, Mom. Nice job. Awesome. So, now I would like to invite uh Miss Weiler with a Northern Hills kindness project that she would like for us to participate in. Hi, everybody. Hi. Wow, this is really nerve-wracking. Okay, so my name I know. I know, but my mother is also here, so that's all right. I'm here today Uh my name is Mia Weiler. I've been teaching sixth grade ELA at Northern Hills for the last 2 years. Um last year I started a kindness project kind of just within sixth grade. Um my
009kids they built um like this big poster visual outside of my classroom door that talked about um blooming where you were planted. So even through difficult situations and even through um hard times it's okay to to grow in those situations even if it's uncomfortable. Um so we started the kindness project again this year but I kind of opened it school wide. Um so a lot of other classes have been participating, teachers have have been participating so I thought it'd be really fun for the board to do it as well. Um so it's called in case nobody told you today. So there's a big poster that says that saying outside my door. Um and all the kids cut out their hands and they wrote um like little sayings that maybe you didn't hear today. It's like
010um you are enough or you are wanted. I had one kid write you the goat and I was like >> [laughter] >> my English teacher heart broke a little bit but I kept it up there. So um but you guys have um a colorful sheet of paper and you can trace either hand. Um cut it out. I have scissors for you also and then if there's anything that um maybe you weren't told today that you want to tell somebody else or something that you want to keep kids informed of or throughout the day. I'm going to hang them up on my poster as well. So I thought it'd be really nice for you guys to participate as well. Yes, of course. I like crafts. Yeah, I have a little art project for you. >> [laughter]
011>> I was thinking about that. I was thinking about that. I was like I don't know if I made the sheets of paper big enough. Do you have fat fingers right too? >> [laughter] >> It's I had one of my kids cut off his finger, so I do have one hand that doesn't have a thumb. >> Cut off his finger? No, like on the paper. He has He has four fingers on his paper. >> going to say, I don't remember that text going out. No, that did not happen, I promise. And then we write our saying. Yes. Yes. You do want our names on them? If you want to, yeah. You can put your name on it. I'll put it on the back. Cutting out paper. I feel like in kindergarten. Oh, I got a
012lot. I think that's why I'm using my pen. Yeah, I said that. Oh, that did. >> do that, too? I did. Oops. What? We need baby wipes or something. It's fine. Works. And then if you finish, if you just want to pass all your stuff down by uh Mr. Nine Norton, I'll grab all of it from you. Thank you guys for participating. I think the kids will really love it. >> Thank you for And you just want us But I got a lot. How many can what I need to write? Um just So, just a reminder that maybe something you were not told today or something that you want to remind the kids as they walk by my classroom. Um a lot of them wrote that they like you are enough, you are wanted, have
013a great day today. Um someone wrote you look really pretty today. So, just just a short little reminder that they can read as they walk by my classroom. Stay away from Mr. Nine Norton, I guess. >> [laughter] >> Put on the back. Just a little bit of the knife. You should have had the Amish. 60 minutes. You shouldn't have been bringing them That's what I was saying. I can't tell you. I think what's your topic? I am not. You shouldn't have. What did you say? Just somebody that's kind of If you tell somebody, what would you tell me? I asked them. They don't To brighten their day. How about that? Okay, I got it. Good group. Fingernails too. Yep. Oh. Otherwise, they'll look like really, really fat fingers. Oh, yeah. Still kind of, but that's
014Got some downs. Well, Oh, thank you. I'll have to um Donna do it and then yeah. Peace. Right. What's that? Yep, you're good. >> Okay. Thank you, guys. I think my kids will really appreciate it. Thank you, Miss Wyler. Let me get a picture of you holding all of them. Okay. Do you want Are you sure? You can bring Tell my finger. You don't I got a little I'm just going to freehand it. this the secret. Yeah. This is where the I'm It takes me a little time. You should have shown me and then I walk around here and I mean Whatever. I like how it starts about here on the >> [laughter] >> Oh, look at that. The artist here. >> That's Mr. Wilson. Oh, Make your restaurant look bad. My job. It's your
015goal. Yeah, okay. Wait, mine's on the table? Yeah, it's on the table. Probably is that. Thank you, Ms. Weiler. Oh. That's true. Good work, man. Is this Oh, there's one more. Weiler. Where is that now? Third one. Good. Okay. Yeah. Okay. Thank you. Thank you, Mia. You'll have to let us know what your class says. I will let you know later. We want to know their favorite. You what? Yeah. They I I miss college and it's going to arrive somewhere. >> [laughter] >> Whatever he's paying, y'all better. >> [laughter] >> I better not say that. I have no idea. No. Probably can't afford that. All right, moving on. Superintendent remarks. Thank you. I just want to take a moment. I know you guys leadership is uh about making tough decisions, and I know you have
016tough decisions in front of you, and I appreciate the work you do, and uh uh and the work you're going to do here. But, I'd really be remiss if I didn't highlight a group of people who have worked incredibly hard. Some of them are sitting out there, but it's every single um principal. It's a group of our directors that uh deal with the operations that make stuff happen, and they put a proposal in front of you about um instructional collaboration mornings. And again, however we end up going with this, regardless of whether it passes or doesn't pass, is really not the point. I'm just very proud of the work that they put into it and the well way they represented you guys and their schools. So, just want to thank them ahead of time. Thank
017you, Mr. Wilson. Uh president remarks or I'll open it to the board. Does anybody have any remarks that they would like to share? Well, I think Don and I probably would. Uh couple weeks ago, um we had a vicious interview. That's kind of why Don is not here tonight. >> [laughter] >> She's recovering with a local group of Boy Scouts. No, but it was really it was one of the most fun things we've done since I've been on the board that uh they got to ask us a whole bunch of questions about why we chose to do this and and and they didn't intend it to be this way, but it some of them got a little deeper than my guy was like, "Oh, that's a really had to think about like what have we
018done? What what do we do?" Like it was it was it was a very fun event. So, I just want to add She's not here because of that, but why I could take it. >> [laughter] >> They they were awesome, weren't they? Thank you to those board members who can make that happen and we really appreciate you representing. Um I don't have any remarks. Anybody else? We will move on uh to disposition of business by consent. Just need a motion for the consent agenda. Mr. P. Yes. Mr. Ober Brian? No, he went on. Already? He went before us. I talked about Mr. P already. We can see who is paying attention. He was probably finishing up his hand. Yes, I'm Mr. Bean. I'm in to accept the disposition of business by consent. It's been moved
019by Michelle. Bless you. Seconded by Kyle. Moved and seconded. Any discussion? I would like some discussion. Yes, Keith. Mr. Wilson, I'm a little concerned with the number of retirements that are on this Retirements or resignations? Resignations. I'm a little concerned with that. Can you speak to that? >> Uh no. No, not in open session. I really can't. Um the number seems to be increasingly larger than normal. I don't want to Well, there's a reason for that. I don't want to cause any concern for that, but um as I promised you before, transparency. Um That's not something I can speak to in open session. >> 100% I just I appreciate that interaction and I I will support the move the motion. Been moved and seconded. We've had discussion. All in favor, raise your hand and say
020I. I. I. Opposed, same sign. Motion carried. Um moving on to Megan, curriculum and instruction report. Yes, good evening. Uh just one item I would like to highlight. It's the last item on page four, and that's just to give the board an update on where we're at with our KESA school improvement process. Um believe it or not, we're actually coming in on the year from when we first set our KESA goals. As a reminder, we have a KESA goal in the area of standards alignment and structured literacy that we have been working on implementing over the past year. Um so, come April, we will be working as a school improvement team where we have representatives um from every building and grade level across the district in order to refocus and ensure that we um kind
021of measure our progress in standards alignment and structured literacy and update and reframe our goals going into next year. So, we recently met as that KISD school improvement team. We're going to meet again right at the beginning of April and then mid to late April we are meeting with our school improvement group which includes like systems to have our school improvement day and set that goal for the coming year. So, just letting you know that that year has gone by quickly and we're ready to repeat the process again going into year two. So, any questions for me? Yeah, I have a question, Megan. Yeah, is there can I just for my own can I see the school improvement plan at some point? >> Yes, absolutely. I would love to look at it. >> Yeah, I
022can drop it in the Friday's notes. Okay, thank you so much. I appreciate that. I just have one quick comment at teacher conferences, your percentages at the middle school or elementary schools, excellent job. It's great to see that many parents engaged with their kiddos. Yeah. Agreed. Mhm. Thanks, Megan. Okay, thank you. Ms. Dedra, special services report. I would like to discuss the first item on my agenda, the Mathis Early Learning Center programming criteria. The first link that you can click on was a board approved criteria from April 2020. If you click on that link, you can see that there's a number of students that we have for that criteria and within those number of students it has the exact number popular each population that's at MELP. So, a number of students it says six students
023with disabilities and seven students that are at risk and then the other students are community students. We wanted to change that criteria to allow for some flexibility within MELP programming so we the principal at MELP and I worked on a different criteria that adds a little flexibility basically in regards to we have priority for students that are transitioning into kindergarten that are already there. So, students already there, they have first priority. And then we have our Seaman staff students that are priority for the full-day programming. Um that allows for some additional um slots in those two classrooms that we would like to have a little flexibility on and not have a exact number of students for each criteria. So, we'd like to use that um individual criteria for individual students if they would qualify for
024that um all-day programming. So, we're proposing a different criteria on the second page. Um and that'll be a discussion now and then it'll be up for action if you guys agree to it next month. Do you have any questions on any of that? Petra, why were the specific number of children originally created that way? I don't know exactly. I wasn't I wasn't over at Milk at that time, but I believe um in talking to Jennifer they were trying to be fair in regards to we have a third, a third, a third of each population since there's three different populations, but um we had one classroom at that time, now we have two, and now we're prioritizing staff students, which is about half of the students right now um within that program or within each class.
025So, um I think it just evolved into something a little bit bigger and that we determined that we wanted um to make individual um individual decisions for kids on those extra slots. I think that's what it was. We weren't completely sure. Okay. Any other questions for Petra? Hearing none. Thank you. >> Thank you. Thank you. Megan, are you back up? First reading of adoption cycle report. Yes, I'm excited to um bring a science curriculum adoption review proposal to you guys this evening. So, the curriculum I'm bringing to you is a 6-8 science curriculum. Before I dive into the details, just the second slide there shows you the overview process of when we run a curriculum adoption for our designated timeline of curriculum. We always want to start the process by ensuring that we are looking
026at curriculum that is going to allow us to meet the state standards for that particular curriculum area. We look for any holes in our district data and then we move into reviewing resources that have strong ratings. There's websites like EdReports and other sources that help you to identify resources and textbooks that are highly aligned in meeting the standards. So, we use our tools in order to make sure that we are looking at resources that are rated the best and have that evidence-based to them. After we identify our resources, then we bring the resources in for teams to look at and evaluate and really dive into. This can look different for every team or every group, but it involves looking at some digital resources, having print editions and even trying some of the lessons. We also
027frequently employ webinars and other things to learn more details about the resources. After doing all of that background and research, that is what has gone into bringing resources to you like we are tonight for you to review. I also want to mention that really this was a review here for kindergarten through eighth grade, but as part of that review process, when I went to review our current resources and how we were doing, I sent surveys out to the staff and the K-5 staff, all staff members except for one member, came back saying that the current resource that we had adopted for the past 6 years, Mystery Science, and combined with Project Lead the Way, is meeting the needs. And so, that's just to continue with status quo. Kind of meant that we weren't going to
028dive in and look for a new science curriculum at K5 because if it isn't broken, we don't need to fix it or find something new. So, that was an excellent information from the staff that they were highly pleased and really satisfied with the current resource. So, that narrowed it down to just to be a 6-8 adoption. The reason that it is 6-8 is because science standards are interesting in that they are actually grouped in a 6-8 grade band, meaning that the science standards that are provided to us, the next generation science standards, are meant to be covered in 6-8. So, it's a grade banded set, so that's why those three grade levels go together. So, moving on to the next slide with that background information. Just another little visual for you that when we're looking
029at science standards, KSDE has actually given us a vision for quality science instruction. And so, the five pieces that we're to look for in order to ensure that we are putting good science instruction in the hands of our students is listed here on this slide with a little bit more details. I'm not going to dive into all of them, but you can see the five categories are sense making, encouraging discourse and collaboration and conversation within our students, meaning they're talking and acting like scientists. You want to have some local and cultural reference, like where do they actually do or see this science in their everyday lives? Phenomenon, meaning what are the events that you see when this sort of science is happening? And then the three-dimensional instruction that we're bringing in science and engineering and
030technology practices to the science instruction as well. So, just a little background on those standards and those things that we were looking for in a good science resource. So, with all of that said and all of this research taking place, the two curriculums that we narrowed down to as a team to look at were Amplify Science and Lab Aids. So, these two we really dug into with digital and print materials. In fact, some team members we went down to Wichita for a day where we had presentations from districts that were teaching with both of these resources and got to really experience these resources as both teachers and students in order to better guide what resource was going to be best for us. So, where the team landed is that our recommendation is for Lab Aids
031to be the 6-8 science adoption moving forward. I put on here a couple bullet points from the review rubric that went out to staff and some of their reasons for picking Lab Aids. Their responses speak to the piece that I really appreciate about this resource is that it is built on hands-on lab experiments. Every unit for every grade level is built around actually doing the lab and experimental work. So, the students will be provided the lab materials as part of the adoption in handy little cards. They'll be nicely organized by every unit have everything the teacher needs right there at their fingertips to again actually do that science as students. So, beyond that there are excellent teacher resources and guided guided formative assessments and activities that help assist the teacher in it being teacher friendly
032for them to plan and design their lesson instruction as well. Just moving on to the next one to give you a quick glimpse of that grade banded approach. So, we call this an integrated model. So, the three color bands that you see on the bottom left, All science is broken into all of our science standards fall into either physical science, life science, or earth and space science. And I know that it's teeny tiny there on the right. You would really have to zoom in on your computers to see it. But the color coding itself shows you that like it's sixth grade there on the left, seventh grade in the middle, eighth grade on the right. That across all grade levels, the way that the units will be split up and divided is that every teacher
033will be teaching and talking about some of these concepts. So as students progress from sixth up to eighth grade, they are learning the science material and circling back on these key concepts and standards. All right. So that's about lab aids. You can see we have the scope and sequence, our reasons why this is going to be the one for Siemens students to really get hands-on and learning some science. What it will cost us for a six-year adoption is what you see on this screen. The top part shows you that the adoption includes digital access for all of our teachers. It's going to include classroom sets of textbooks that can be used within lab groups or in partner groups as they're diving in to do the work and have that print reading material. It's also going
034to have that fully stocked lab equipment that I was referencing and easy storage carts for the teachers to pull out. What you will see not in that adoption is student digital licenses. We are intentionally not purchasing student digital licenses because we don't want students doing science on computers. We want students doing the science through the labs and other interactive classroom activities. By not purchasing the student digital licenses, not only does it align with our philosophy, it also saves us $46,800 in not doing the digital licenses. So working with the company um, order to make that adjustment as well. And honestly, in working with the Lab-Aids representative, he's the one that said, having been a teacher of Lab-Aids, he says, I recommend you don't get the digital licenses. So, that was straight from the representative's mouth.
035So, that was appreciated in talking with him about our proposal. Um, finally, there will be a professional learning component. It starts with, um, on-site in-person days with each grade level team, and then can include some follow-up virtual webinars teaching them an actual, um, full unit before they teach it, um, each semester. So, you can see the grand total of what this proposal will entail if approved by the board next month. So, questions for me about Lab-Aids. Thank you to hear I'm a past science teacher for those of you don't know, so I enjoy talking about science things. Any questions for Megan? I'm excited about science. I'm I appreciate this, Megan. One question I would have is, is the infrastructure of all of our sixth through eighth classrooms have the the infrastructure necessary for all these?
036Yes, um, there So, the storage carts, thinking about the middle school setup, at least I'm going to start there. There's the storage rooms in between the science teachers', um, classrooms. So, we're anticipating that's where we can store the lab equipment and the carts when not in use. Um, I did hear from the teachers they might have to do some closet cleaning in order to make that, um, space available in the storage areas. Beyond that, most of the classrooms have the student desks that can be grouped into like groups of four or however what the recommended number of groupings is for labs, etc. So, we can make it work within those. Um, elementary schools, yes, we anticipate that most of them have the storage space as well. I don't I don't I don't want to indicate
037that I'm not against this that I'm against this. I'm 100% supportive of hands-on training. I think it's imperative to our youth and I 100% support this. So, thank you. Yeah. You're welcome. Anything else for Megan? Thanks, Megan. You're welcome. Um facility and grounds report, Mr. Lance Bradley. Hello, everyone. Hello. >> Hi. So, the month of February, we uh had the state fire marshal and we had the city fire marshal, so that's why I don't have too many uh lovely pictures out there for you. We spent almost a week with both of them, so um a project that we just started here a couple about a week ago. Um we had a drainage issue at the Optimus started uh going into the softball field on the right side field and it we've got to do some
038repairs and hopefully we can get it back up and green before first game in April. So, um there was some corrugated pipe over the last 2 years with the lighting the first year and then the dugouts last year that it collapsed about eight different places and then cleared down by the trees to the east the whole almost 20 ft collapsed. So, it wouldn't drain out completely all the way and it started flooding up around the batting cages of softball. Which all that water comes off softball, baseball in the parking lot all to right there. So, we put in some new piping, made it and then we did some drainage around the backside of the field there by the scoreboards. Make sure that we get all the water that's to completely stay off of the softball
039field. So, it's We wrote down Jeff. Kind of We did clean outs every about every 100 ft. Make sure that if something does, we can clean it out. Before we couldn't, so. But, we got it all back together before the rain started. It's kind of a mess a little bit of a mess right now, but I mean that's easy enough to fix, so. Any questions? Good work. Questions for Lance? Hearing none. Thank you. Program evaluation, transportation. Ms. Rana. I love your shirt. I had to wear it today. It's super cute. Um So, thank you for the opportunity to to present my transportation department program evaluation. As Marty, this was a little struggle for me. It's not something I do on a regular basis. Um but, the purpose of evaluation is to review our current operations
040and identify opportunities for continuous improvement and efficiency, safety procedures, and alignment with district expectations. Um We transport 22 to 2500 kids a day uh of our 3700 students. And we have 31 regular routes, 20 sped routes, and a bunch of little bitty routes. Even knows all about them that just go everywhere. Um we go as far as the School for the Deaf in KCK in Olathe, and we go to Greenbush. Those are a couple of our outside places we go. And we know we play an important role in ensuring the students have a safe and reliable access to school each day and the evaluation focuses on three key areas for continued improvement. So, first is route efficiency. So, I've already tasked our guys for the summer. We're going to grab two or three drivers to
041bring in with us this summer and we're going to try to review ridership and bus capacities. We're going to identify potential um route restructuring that maybe can save us a route or save us another bus or whatever it may be. And using the route software and our GPS to find that mileage that we're that we're driving that maybe we don't need to be driving. Some of our dead head times and things like that that maybe we could improve. I'm going to bring in some drivers to help because they're the eyes out there. They they know a lot of this district better than I do. The second thing I would like to do in the district is take our student and parent handbook and align it with more of our buildings' expectations for the students. Because
042if you look at our student transportation handbook, it's like you can't chew gum, you can't drink pop, you can't do this, you can't do that. But you look at the expectations that are on the walls in the schools that says be kind to your seat partner, keep your hands to yourself. Uh level one um noise. So, we're I want to align our handbook to match what the district wants from what the buildings want from their students. I'm going to bring pre- people in to help me do that, too. But um we want to um like I said, align behaviors with the buildings' expectations, clarify consequences and and progressive discipline procedures, and improve our our communication with the parents and the students. Finally, uh the state now has one of our uh, things that were, um,
043evaluated on or or our crisis handbook. And we have a very generic crisis handbook right now. So, we're going to look at making that more uh, transportation and Arch Seaman transportation specific. We're going to go through and, um, look at step-by-step procedures for incidents like accidents, medical emergencies, severe weather, and bus breakdowns. And actually have them they can look at the book and know what they have to do. Um, scenario-based guidance for our staff so they can kind of practice those decision-making skills. And again, training and tabletop exercises for transportation staff. So, that's it. That's all I have. Do we have any questions? I have a question, but I have a statement. You do an amazing job with limited with limited resources. And I, for one, appreciate your due diligence and and hard work. Thank
044you, but it's like 90 other people that do most of the work. I'm just their I'm just their cheerleader. >> And you're going to pass that message on to 89 other people. Okay. >> [laughter] >> Thank you. Thanks, Rhonda. Okay, moving on to action items. Uh, summer projects. Is that Marty and Lance? All right. Good evening. We're going to start off with the fob access points. Uh, that's done through Sound Products. There's not a lot of people that do those types of things. And we have two projects. One would be to add additional access and fobs with at Melk and to also do the same at West Inola. The milk bid is 21,888 and West Inola is 22,788. Any questions on that? How many extra access points does that give you? So, we had to
045we had three left on what we had and then we had to extend it another 60. So, no focus on the playground. Um we only have one fog there on the north. So, it's a security issue with this way WI and the kindergarten wing, there is no fog whatsoever in the kindergarten playground. So, we're putting four of those in there. So, they have full access to getting in the building. Good question. >> Will Lance with this give us the ability to adapt further expansion? Yes. So, you have that extra I assume. Thank you. Does Sound Products offer any integration with our camera system? Where when a point is accessed, it automatically brings up the camera. So, there is a system that Gary and I ran into a little bit of a problem. I wish it
046were great that actually it would need that. So, that's something that was all in our room. But there's one. Any other questions for Marty and Lance? Just to clarify, this is a budgeted expense, correct? Correct. That being said, I'll make a motion to approve. Second. Okay. It's moved and seconded. Did I do that right? Yeah. Yeah, it's action item. Sorry. I thought it was 500 at the time. He usually do it bring to you. It was six. Sorry, my bad. I was stuck on discussion item. It's been moved and seconded. Any more discussion? Hearing none, all in favor raise your hand and say I. I. Oppose same sign. Motion carries. We'll just keep rolling along. The next one would be CMC uh doing cabinet work and and some minor remodel. uh Two projects at the
047high school. One is the kitchen and FACS classroom remodel which those of you that have been there it is dire need. Uh this this was the year that it came up for that. So we had it planned. uh The bank remodel the bank was originally opened in 1927. So we are trying to get that done so that we have to do for the remodel to be done before the 100th anniversary. anniversary And then North Fairview has a need for some classroom cubbies. Those three projects according to 524, 29,494 and 26,555 for a total of 98,000 573. Any questions? As it turns out I do have a question. Sure. Who's installing this? We do. Perfect. Thank you. So that's why otherwise the cost would be a lot more. That's my question. >> [clears throat] >> I
048will tell you that being in the industry this is a great cost. This is great price. And with that being said I make a motion to approve. That is Then motion by Keith, seconded by Diana. Any more discussion? Hearing none, all in favor raise your hand and say I. I. Opposed, same sign. Motion carries. And now we're going to go ahead and jump up to a big one. >> [clears throat] >> We are replacing planning to replace units on the freshman areas, the office, and where the art area and museum are. And uh the bid that we got from Samco was $954,000, which is about a million or it's about 200,000 less than what it would be if we went directly through Trane, which makes no sense to me, but we'll take uh the opportunity
049to get that. And at that point, we're in pretty good shape as far as HVAC units in the district. We should be able to go a little while. Did they do the work last year? Yes. Yes. Yep. Does it include controls? controls stuff Does it include controls? Controls are included. That's right. They're included. Controls are included. Yep. last year though. So this Well, we still have to tie into this initiative. Is that included in this price? Say again where the construction was going to be. Or where it's going to be replaced to. All right. freshman office art Oh, okay. Okay. Thank you. >> [clears throat] >> Is this a Trane unit replacing a Trane unit or is this a It's a fire rated uh Trane make it. The main market. No, it's not a Trane.
050It's a variable. You got me on that. And the warranty comes with what? Uh But 5 years. You get 5 years on I'm trying to put you on the spot. No, no, no. No. It's just I'm trying to remember those. I understand. They're in the freshman center. I think they've been They've been one of those above the office for a year. But they've just been about 30 something year and What about So, this is not a train, but it comes with a 5-year warranty. Okay. But just recently Sorry, I like to throw out numbers like that here. And how often do we PM these? Sure. No, they do group. We maintain them. So, the effort is there for the district to maintain the assets that we are Yes. expensive. The point I'm trying to make
051I understand. Any more questions for Marty and Lance? Is this budgeted? Yep. With that being said, I make a motion to approve. Moved by Keith, seconded by Diana. Any more discussion? Hearing none, all in favor raise your hand and say aye. Aye. Aye. Opposed, same sign. Motion carried. Thank you. Mhm. All right. Megan, is this you? This is me. Okay. Okay, last month a proposal was brought to you regarding the implementation of instructional collaboration mornings within your notes. You can have the FAQs that were gathered regarding the instructional collaboration mornings as well as the proposal that was brought. So, I am here seeking approval as presented. Any questions for Megan? Discussion amongst the board. >> [clears throat] >> Kyle. I'm so sorry. Hi Kyle. Hello. Um Madam President. So Um do we have a plan
052for our kids, the students, through the Boys and Girls Club or whatever, firmly in place and that's going to work if parents need a Yes. a different routine routine on one day? Yes. There will be a Wednesday only option for our families who need the Boys and Girls and Club coverage that day and we have a verbal agreement with Boys and Girls Club. At every school? At every elementary school. Okay. How about the junior high? Not at the junior high. We Or the middle school? At the middle school. Uh no, Boys and Girls Club just operates out of our elementary buildings. They did say that if there was enough interest, they would consider that, but those are not ones who figured they could wait up an hour at home and get on the bus. They
053can also, if they choose, just ride the bus on Wednesdays if that's convenient for parents. So, kind of as a follow-up to Kyle's question again, uh do we have any idea, like based on other schools in our area that have done this, how many kids how many parents might be needing to take advantage of those Wednesday mornings? That's the information that we are planning to get. >> That would be one of the next steps in our communication plan is to firmly identify how many parents are seeking that option this spring so that we can be proactive in getting them those slots and getting that set up with Boys and Girls Club. And in speaking with the director, she's very eager to accommodate whatever our numbers end up being. So, once we get the go-ahead, um
054we would get that information so we could get firm numbers for parents. Can we gather that information before we make a decision? So I guess one of my concerns, kind of the reason I'm bringing it up, I think the cost that they are proposing that we're kind of guessing on are really reasonable for our parents. And I appreciate the work that had to go into to making that estimate. Um but I as much as I appreciate our Boys and Girls Club partners, I don't understand I'm having a hard time picturing how much they're going to have to staff up to keep our kids safe and active during that that collaboration time that the teachers are are asking for. Um I know staffing in general is a difficult thing and one of the things that we
055want to make sure is that our parents are available for the collaboration time and not having extra hours at the Boys and Girls Club. So if we're talking an extra 100 kids per building, what does that look like for Boys and Girls Club staffing? Where are they going to find these people? Those are just questions and concerns I have. Yeah, I talking on the phone with the director director of Boys and Girls Club. Personally, they increased their capacity and she actually said doing it in the morning works better for them for as far as staff. Uh typically you get kids that are in college students and they she her statement to me was it's much easier to get them to work the extra hour later morning than it is to try to pick up any
056evening at whatever time that is. Adam. Can I ask what you mean by they increased our capacity? We have In each one of our buildings, they have a certain number that they would say that they're adequately staffed for. And they are planning on increasing that almost double what they would normally have. And they'll adjust the staffing We don't know how many that completely yet, but once we do, they do. She was very confident. One of the things that she mentioned was that with other districts, they didn't ask them before they did this, and then they went to 20 of those bubbles and said, "Hey, is there any way that you can make this work?" So, she was doing cartwheels to convince the side of the faculty. We're asking months and months at a time so
057that they have time to adjust. And also, both parents can do it. We'll take you back. I have a small other question. >> [laughter] >> Okay, so uh some of our elementary schools I'm concerned about the ability of parents to be able to adjust even with the extra help. When we talked with other districts that I know you've done a lot of research, um has there been an impact to absence rates or tardies as uh as they've rolled out the the plans? Yeah, that's a good question. I don't have a specific data on hand regarding attendance or tardies, uh but if there was a specific school or district that you were interested in getting that data, I'm sure we could reach out to them. I think the needs are just so different. I mean, there's
058several districts in the area who do some sort of instructional collaboration time, so um Anecdotally, I talked to the superintendents, so I talked to Shawnee Heights, and I talked to Auburn Washburn, and anecdotally, they said they they didn't notice anything. Now, they could be what Remind me, Brad, which levels they have collaboration for? Hamdy. Yes, um so I'll just go through really briefly. For Shawnee Heights, they have late start at their high school every Wednesday. Auburn-Washburn has early release at their high school, um, every Wednesday plus all buildings quarterly have an hour and 30 minutes. Topeka 501 has a late start for elementary and preschool only every Friday. And Silver Lake has a late start for all buildings on the last Wednesday of certain months like when there isn't already other uh, holidays or things
059on. And it's really our elementary schools and our elementary schools. Dr. Anderson was not there when I had that conversation. It's our Wanamaker schools as well. It applies to Pleasant Hill as well. Uh, yes. Sorry, Kyle. I keep ignoring you down there. My apologies. No, it's fine. So, another question. So, if we have these meetings on Wednesday mornings like we're talking about the teacher plan Do they not have that on Wednesdays or I don't know if I've seen that in the district? So, how's that work? Um, this is not in lieu of teacher plan. So, per the negotiated agreement, we still would have the allotted plan time. So, they'll have an hour in the morning to collaborate and still have an hour during the day to grade papers or whatever they do. Yeah. And there
060is in the FAQs that were included in your board at the very top is a table that differentiates some of the tasks between what we look to see happen during the instructional collaboration mornings versus what um, all the things a teacher, you know, completes during plan time versus PD and professional development because each of those categories is kind of different tasks, different activities that we are looking to have our staff or provide time for our staff to do. So, is that under our negotiated agreement that they we can't combine those on Wednesday? They have to have their 40-minute uh plan time, I'm assuming. Is that Yes, collaboration time is not in the negotiated agreement. >> don't think we want to take away a teacher's plan time. Why would you take it away? I don't know.
061I never had plan time in my work. >> [laughter] [clears throat] >> I thought we give Kyla a a classroom of sixth graders and follow her around during the work day and I'm good with that. >> [laughter] >> Can I bring my stick? I would disagree but I I'd say that that was not a good idea. >> [laughter] >> I will say that I was very much a proponent proponent of this, opponent of this, I guess. In the last three weeks, I've gained a lot of information about [clears throat] this topic. Um I've heard from a few parents, heard from several administrators. And while I don't have certainly know that this is our best plan, I think this is the best plan to go forward. And I support this plan moving forward. You know, as
062a grandparent person deals with first Fridays, I see the challenges extending that into elementary, junior high, and high school. You get into athletics, you get into extracurriculars, you get into a lot of things that are not engaged in the math as a really learning setup. With that being said, I will support this. Amen. I support [clears throat] my superintendent. I support and I'm not indicating at all. Don't want anybody saying that nobody else up here supports it. This is my personal belief. I support our educators who do a job that I don't understand. Trying to put an educator's process into what Keith daily activities are is not the same. So, rather than just keep rambling in the Keith method, I'm just going to say I support them and move on. Thank you, Keith. Christie. Hi,
063Kyle. So, the the speak Keith was just saying uh up excellent presentation on some different things about state assessment tests and it really talked about weekly collaboration with that that goes along with those possible quarterly tests and things that go along and this was a big part of their program that Olathe and and the KCK school districts are piloting have been for the last 8 years. But anyways, um so, I think this is needed. It's just some questions there that the best way to implement it, I guess, is where I'm at. But I think it's a great program to help our teachers, which will in turn help our students, but I I just have, you know, is this the There's just some questions I have on the best way to do it. I think it's
064good for the parent teach kids. It's the parents I'm worried about on that um that different schedule they'll have to learn learn how to deal with I guess but And I I'm with you Kyle. I I worry about our parents at Logan and um who already struggled, you know what I mean? And um also Northern Northern Hills or just those parents that are going to struggle through this and I feel like we don't My concern is that we just don't have enough information and I I um I hear Kyle and I hear Keith's um uh comments about wanting to support our superintendent and our staff and and I want to do that. I just I still have some hesitation and some questions and I don't know if I can get those answered right now cuz
065I um can't even think of a question in my head at the moment but um any other comments or discussion? I just uh just from my end Christie, I have heard from we've all heard from a lot of parents who have some concerns and some questions about how this will be implemented and I appreciate the work that has gone into developing this plan. I know it was a lot. Um I just worry about our families who don't have the ability to adapt um to these to a weekly change like this. Um and I I have also heard from some of our teachers who have some concerns about how exactly this is structured and what this will do to um to really you know how how we're going to see those changes. And so I just
066um as much as I want to support um I just I'm kind of like Christie I just I have some hesitations about rolling this out uh fully right now. So I just want to put that out there and that's just kind of how I'm feeling right now. You guys have done a ton of work on this, but I have some worries. I'm also somewhat confused because I know that the elementary is like gaining some time here, but I feel like the middle school is losing time. Am I Am I wrong about that? Like, don't they have team time now and then when we move to six of seven, they're really losing pretty much four days of team collaboration time to just going down to one day a week? Am I Am I misreading that? Without
067this it would be zero. Without this it would be zero? >> Yes. Right. So, when they're teaching six out of seven courses, the one course they're not teaching, that's their designated plan time to do planning, lesson planning, grading, parent communication, all those pieces. But, because they're not at six of seven yet. They're all right. Well, same as for high school. Same as for high school. I got to get this straight like that or understood it wrong. So, they won't be losing collaboration time. They'll This would be their designated collaboration time every Wednesday. Right. And that time will be with no students in the building and so there'll be no disruptions, it'll be focused time and it's also bringing what hasn't been in place before, which is for all specials team members to be there and
068be present during the conversations. It will allow pairs in the building to be there and be present because pairs are a valuable member of the community that have had no collaboration time ever in any of our buildings and that partnership in the classroom and that communication is essential. And so, that kind of designated a we have not had before and that's what we're looking for. Thank you for clarifying. I'm trying to be proactive a little bit and not reactive to our our vote and so my preference and I don't know if anybody else is going to agree with me, but my preference is that I would really like to get um a plan in place or somewhat of a plan of how um and maybe gather the information from parents who will be participating in
069our Boys and Girls Club before we vote. I just I don't feel comfortable. I I I would like to see those numbers before we put this to a vote and I'm I apologize that's more work for you, Megan um and our administration, but I would feel more comfortable voting on having that information in front of me. And I'd like to kind of know how the attendance numbers are affected at the elementary school levels. You check with the people above and see if that would help. I would appreciate that. I just I worry about our kids. I mean that's what we all do, right? We all sit up here and worry about the kids. That's our job. And uh I just my stress level right now. But I mean if the rest of you are ready
070to vote, I mean we My concern with not voting is putting it off another month and not being able to get the breakfast done. to start so that makes sense. I mean they're going to be starting with the parent plan, so why can't we gather that information? True. True. But I mean >> 4:27 already, so that's just um But, we would have to adjust it, I think. We wouldn't adjust the Yeah, I mean we wouldn't adjust the calendar itself. We would have the same start days, end days. It's um What's being adjusted is the starting times of the day, which is outside of the actual school calendar. So, would that affect any especially at the high school classes? Have they They haven't enrolled yet for next year, have they? They have have just completed or
071are in the process of completing with our middle and high school. But, no there wouldn't be unless you can you clarify your question. >> Well, if we don't have a class Wednesday morning the first hour. It just >> So, Yeah, it's the the schedule will look a little bit different that day. compressed Potentially, yes. So, like just take some minutes off of each block that day. Okay. >> So, but they would still have They would still have their full schedule of classes. Yeah. seven classes The only thing that could do is potentially if advisory was on that day. It's not due to advisory. You can still have advisory there. You can still have advisory. But, it wouldn't change courses or anything. Any more questions or discussion? I'm not I'm not like Yeah, I'm sorry. I
072You can go ahead. Go ahead. Go ahead. I've talked enough. Uh no. Um I'm not like against moving it back a month. I'm not like saying we can't do that. I'm just saying like I don't think it increases the value of us like the the the value of of us doing this is going to remain the same whether we do it now or then. Uh Yes, that this is going to put some parents in a tough spot. And then we are asked them to do that, which is unfortunate. But also with us moving to this schedule, we are taking away at the middle and high school levels the PLC opportunity that they got 5 days or essentially 5 days a week in there one of the hours they had on their seminar schedule. If we
073move forward with this, that adds like you can kind of see up here that's like we won't be able to make up all the time we're taking by adding in that sixth class, but it definitely supplements that to a point where I think we can still maintain a lot of the programming that we thought we would be able to would be able to kind of things we were able to accomplish during that time. Without it, I think we are really not taking advantage of something that is is Again, it's a give and take, but something that is a something that is possible. So, I don't know. I just No, I want to throw my thoughts out there. Yeah, of course. Kyle. I'm good. Thanks. I'm good. Um I would like to move this to a
074roll call vote, please. And then um Yeah, I just need a motion if we would like to take action. Take action. I need a motion to approve this. Right. The motion to You said you're looking for a motion >> to approve it or a motion to ask if you're going to take action? No, a motion to approve if we're going to take we're ready. >> [clears throat] >> All right, I make a motion. Then moved by Keith. Second. Seconded by Michelle. Any more discussion? I would just follow up. I was saying growth without pain is a good thing. That's all I was saying. I I am more challenged by this decision than any other decisions in the past. But I have found solitude in the team that has presented it. Their professionalism, their role, and
075that's why I made the motion. That's a good motion. I just um and I'm not trying to be difficult or anything. I'm just um speaking on behalf of people who have reached out, so. It's I don't know. It's just very difficult, but I do. I want to be supportive of Mr. Wilson, our administrators, our teachers. I want to show that they are valued and they are heard. So, and I but I also want our parents to be heard as well, so. All right. It's been Mr. Wilson again. Yes. Just one [clears throat] last comment. So, this decision to me Excuse me, for me is what's best for our kids. >> Absolutely. And yeah, it's going to inconvenience some parents. We're trying to make it less um burdensome on them, but I think this is the
076best thing for our kids and it didn't I think what we need to do. >> 100% highlight. Completely agree with that. I'm just making it known that I am speaking on behalf of Yeah. people who have reached out. And I I guess my concern is that there are kids who are um Um uh in family situations that this is going to make it very, very difficult for them to get to school. And so if we are doing 1 hour of collaboration to benefit those kids, then those kids don't get to school, uh the benefit isn't there. And so that's just kind of where my my mind keeps going is how does this challenge um abilities [clears throat] of our families to get their kids to school in the inner Ruby. And we have some families
077that that already have challenges with that and I just I'm concerned that we are adding an extra burden there. Not that it isn't the right thing for our teachers, not that it isn't the right thing for our kids to have more time to collaborate. Just I I would like to know what's happening in other areas. >> that um with that Diana, we just um trust that our administration um takes care of that when when that problem arises or if there is a problem that arises. >> So Christie, I have one more question, I guess, before we So has there been any thought process Ron left, but of running a bus in at both times or a bus in the morning to get kids to the Boys & Girls Club and an hour late I know
078that's another expense, but I think we have one bus. talked about it. We have not committed to that. >> Okay, that's I just happened to you know, if we it's just something that really just popped in my mind I hadn't so It's been discussed, but we have not committed to that. >> Okay. So >> [clears throat] >> That to help with you. Okay, any more questions, discussion? Been moved by Keith, seconded by I can't remember, Michelle. And we'll go ahead and vote. Uh Keith Griffin. I. Michelle Fabel. I. Christy Weiler. Um I. Kyle McDonald. I. Braden Orner. I. Deanna Brody. I. Motion passes. Thank you, Megan. We don't have an executive session tonight. Yep. Correct. No negotiations. >> No negotiations. >> Oh, we do have an executive session for negotiations. Okay. Well, then I make
079a motion to go into executive session to discuss negotiations pursuant to employee employer employee negotiations under comma and the open meeting will resume in the boardroom no later than 10 minutes. 5 minutes if No later than 7:30. Um 8:30 calling in I'm sorry, 7:30. My bad. My bad. Um no later than 7:30 including Mr. Wilson, Tanner, and Marty or no Marty. No Marty, just Tanner and Mr. Wilson. All in favor raise your hand and say I. I. Abstentions sign. Motion passes. >> They're ready for us. >> Mhm.