001call to order the February 2026 Seaman School Board meeting. Uh we will start with the pledge of allegiance and um Braden, will you start us off? >> Pledge allegiance. to the for the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and all. >> Thank you, Brad. Uh public comments. >> Nobody. >> None. All right. I need an adoption of the agenda, please. I move that we have second been moved and second. Any discussion? Hearing none. All in favor raise your hand and say I. >> I post same sign. Motion carries. Learning without limits. >> Mr. Marty is >> correct. >> Is uh Brad Jones tonight? liking him. All right. >> Nearly as good-looking. I'm not the supermodel he is, but I'll give it a
002try. >> But he is less sick than Mr. Jones. >> That is correct. I am much healthier than he is. Mr. Goel, if you'll come on up here. I'm going to talk to you a little bit about this young man. Uh, Stephen High School science teacher and robotics coach Chris Goel has been selected as the Kansas Society of Professional Engineers Outstanding Teacher Award recipient at the high school level for the 2526 school year. This is a prestigious honor and it recognizes educators who demonstrate excellence in math science for technical education, employ imaginative instructional practices and build strong positive relationships with students. Mr. Goel was nominated for the award based upon his exceptional impact on the students both in and beyond the classroom. He teaches honors chemistry at Seaman High School which you have never seen
003me taking by the way and serves as the robotics coach and advisor where his leadership has helped students connect rigorous academic content to real world engineering applications. Under Mr. Gobble's guidance, Seaman High School's robotics program achieved national recognition by qualifying for and completing competing in the VEX Robotics World Championship. His work emphasizes hands-on learning, problem solving, and teamwork skills essential for students pursuing STEM related careers. In addition to his classroom and coaching roles, Mr. Goal leads the school's engineering, career, and tech ed CTE advisory committee, a collaborative partnership of industry professionals, educators, and community members. Mr. Gobble's influence has had a lasting effect on students achievement and academic and career pathways. Former students credit his mentorship and instruction with inspiring their interest in engineering and other STEM fields. The KSBE Outstanding Teacher Award will be
004presented during Engineers Week at the awards lunchon on Friday, February 27th at 11:30 to 1 at the Sunflower Nonprofit Center in Topeka. Congratulations to Mr. Goalani's well-deserved honor and thanks for your continued dedication to inspiring students, strengthening STEM education, and preparing learners for future success. I'm going to give him an opportunity to talk to Uh thank you. Um I don't have a lot of words. Uh I want to thank the board and the high school uh administration for their continuing support. uh they were all super helpful when I took over the uh VEX robotics coaching position uh several years ago and I don't know where I would be without the administration, the parent uh the parental involvement in the program itself. Um, I like to thank the students. Uh, they helped, uh, push me to
005push them to be a better coach and, um, uh, I'm continuing to work with the students, uh, who are attending college in engineering fields and things like that. Um, I look forward to continuing to promoting the engineering program at Seaman High School and pushing the next generations of engineer into college and eventually in the workforce. So once again I thank you guys for your time. So >> thank you. We have for you. I'm up one more time. >> Okay, we'll take >> Mr. Ster, if you'll come on up. [clears throat] >> Uh, please join us in congratulating Michael Ster on being named the Kansas Thespians Region 3 Teacher of the Year. This prestigious honor recognizes outstanding theater educators across Kansas who demonstrate exceptional dedication to their students and programs. Mr. Ser's commitment to inspiring young
006artists and cultivating a vibrant theater program at Topi Topeka Seaman High School thespian troop which is really hard to say. I practiced that this afternoon and I still messed it up has had a profound and lasting impact on countless students. This award, which he received on January 10th at the Kansas Thespian Festival, is especially meaningful as recipients are nominated selected by their fellow Kansas theater educators within each region. Mr. Stalper, congratulations. >> Yeah, thank you very much. Uh is big surprise. Um, my goal in my career in here is how can I better put out my theater department and my students out to the state of Kansas and nationally? Uh, because they definitely need to be recognized for all the hard work they've put through. So, if I if I need to uh post social
007media, go change lights, uh change build stuff, paint stuff, I'll do what I need to do to make sure my kids have opportunity to shine. Um, and right now we're doing rehearsal and I changed out 10 lights today and I'm pretty exhausted and we're still building set and we're painting and we're they're working on makeup right now and so I'm pretty excited because our show our musical the Adams family is next weekend next uh Thursday, Saturday and Sunday. So we'll have a Sunday matinea. I'm pretty excited about that uh next weekend. So, our musical encompasses not only our theater department, but our choir, our orchestra, and our band as well. So, I say our fine arts departments present. So, I'm pretty excited for this. So, um you all are more than welcome to come and
008anybody uh to come see our show. >> The Adams family. >> Yes. Yes, it is. Yeah, they're they're doing a really good job, I think. So, uh thank you very much for the board for your support. Uh, thank you for our administration and anything I could do and administration do to promote these kids and all their talent, I'll do it. So, thank >> Thank you. We have something for you. >> Thank you. Thank you. Appreciate all your work. >> Thank you. >> You're awesome. >> Thank you. >> Get you some help changing those lights. >> It was pretty fun today, but it's all good. But thank you very much. >> Thank you, Mr. Safer. >> Fantastic. I remember his first year. My daughter was one of his kids. So, he is a fantastic teacher. All
009right, superintendent remarks. Mr. Wilson, >> thank you. >> Um, legislature is in session, if you hadn't noticed, and um, dozens technically closer to a dozen dozen bills that impact schools have been introduced and are being discussed right now. Everything from taxf funded scholarship programs for private schools to recess time to technology in schools, capers, mental health, bathroom usage. The legislature is very engaged right now um in administration of schools. So currently I'm tracking 143 bills in the House and Senate um that directly impact education. I try to contact our legislators. I always start with Kyle almost always on bills of particular importance to Seaman School District. Uh but I don't really even have the capacity to really even read every single bill that has been created much less testify on them. Uh what is difficult
010for your legislators is that they often don't get time to read everything that they have come across their table and have to vote on. Uh so leadership helps guide them in those areas. Please be engaged in the process of the development of statutes which impact our community's children, children we serve, education, and let your voice be heard. I just want to make sure our community and staff understand what is coming out of this session so that they can speak out on issues that are important to them. Uh I really don't want to even guide them on what to testify on. Just be aware and know what's out there. Um KSD has a bill tracker with a summary and link to each education bill being considered. Um you can imagine if there's 143 education bills, how
011many other bills in other areas um are out there and that um the legislators have to attend to. They're doing actually a heck of a lot of incredible work trying to keep up. Um I sometimes hope they would focus their energy onto a few good things. Um but they are working uh you can't can't determine how many bills come out. Um but they're working their tails off for the interest of candidates uh and canons and the needs of the state um and really helping us out there. So thank you >> you um president remarks is next and I'll open it to the board. I honestly don't have any president remarks. I'm just happy to be here because I feel like I haven't seen you all since I haven't seen you all since December really. So,
012does the board have anything that they would like to make a comment on? Okay. Well, we'll just move forward then. Um, disposition of business by consent. Need a motion to approve the consent agenda? I'll make a motion to approve the consent agenda. >> Second. >> Moved and seconded. Any discussion? >> Hearing none. All in favor raise your hand say I. >> I. Oppose. Same sign. Motion carries. Right. Miss Megan. Curriculum and instruction report. >> Yes. Good evening. Uh a couple items within this month's report. Um we're going to start at the beginning and um it's parent teacher conference month of February. It's also CTE month which is February as well. And so kind of what I want to speak on those ties together because our February parent teacher conference month, as a reminder, is our
013individual plans of study um opportunities at the secondary buildings. In many of our elementary buildings, teachers offer what are called studentled conferences where students have an opportunity to meet with teachers and parents and discuss goals and progress and um where it is that they want to move forward as they look to the rest of this year and into next year. Um, so those opportunities are all listed in the report and you can see what's coming up. Um, the couple things that weren't listed in the report that I want to highlight uh that I heard last week from our middle school and high school are some additional things they're doing to engage parents and families. So the middle school on the Monday and Wednesday of their parent teacher conferences, they are offering an opportunity for parents
014to hear a brief presentation about enrollment and enrollment opportunities and make the counseling staff available in order to um just ask the counselors specific questions. So giving parents that additional opportunity to learn about middle school enrollment. And then um as a benefit for parents at the high school on the Wednesday of parent teacher conferences from 5:00 to 7:30 they are offering a parent engagement night. And this is going to be a unique opportunity not offered before um being facilitated by our CTE coordinator um Tatiana Dowling. And this opportunity will give parents an opportunity to sign up for their students um electives of interest. So for example, and I don't have the official um list yet, so go with my example. Let's say you have a student in ceramics and the ceramics teacher is going to
015offer some sessions. You can sign up to go in and do a ceramics session to get a feel for what your student is participating in and that will be led by student volunteers that evening. So, um something new on the radar that we're really excited about and we're hoping parents take advantage of that opportunity. So, the high school will be pushing out more information on that um in the next few weeks. Uh, I did want to highlight under the CTE information on page two, um, that you can see our CTE specific um, stats and data from the past couple of years. And really wanted to highlight that bottom row of our internship enrollments. If you take a look, you can see how our internship numbers have really jumped this year. Um, and a lot of
016that is due to the uh, hard work that Tatiana is putting into the program and getting even more students involved in those college and career uh, internships. The final thing that I want to highlight is uh the last item and that is the MTSS literacy training that is happening this Thursday. This is related to the um partnership that we implemented this year with the KSD's TASN MTSS team. And so this will be the first day that teachers are coming in selected teacher teams along with their building administrators to really dive into the work focused on literacy, have literacy based conversations specific to their data and setting action plans and next steps um in order to improve literacy and really improve core instruction overall. So, kind of as a reminder, up until this point, we've had
017leadership um days where it's just been building leaders, working with the MTSS MTSS team, and now teachers are coming in. So, really excited for Thursday to see how that goes. So, any questions for me from the report. >> It looks like it. Thanks, Megan. Dedra, special services. Good evening. Thank you. I would like to pull out a couple things from my report. The first one is foster care things that are happening timely right now is um first of all, I updated the foster care uh numbers. Scroll down a little bit within um from this school year. It's similar to last school year. There's a different criteria for our foster care students right now is um we've always had a best interest determination hearing when we receive a foster care student or a foster care student
018somewhere else called a bid meeting. Um we often do not have bids because they're often moving within Shaunie County and if they're in within Shauny County then the foster care law provides them um the services to stay in their homeschool. So we disrupt them the least. So they typically stay where they are if they move within Charlotte County. We have quite a bit of movement within the state of Kansas right now. Either way, um they require a bit now within three days of the foster care placement, which has been a lot for us right now within my department because um we often don't find out they're either going or coming till a couple days after they have a new placement. That means we have one day to gather all the people and have a meeting.
019And so we've had a lot of quick um turnaround bids. The principles um at the secondary level especially and the counselors are helping me with that because they know the students better than I do because they're with the students every day. So they've been really helpful with that and I appreciate that because it's something new that's just happened recently. Um and we have a lot of turnaround for some reason right now. Um then I would like to talk about educational relevance. So if you scroll down in regards to EP educational relevance, if you remember back in October that we had day one for this training through Greenbush, um that training was part of the knowledge. What do we need to know in regards to el ed educational relevance with our related service providers? If you
020remember related service providers or all of our like our medical people that work for school related services, social workers, OT's, PTS, that sort of thing. Um, so they had the knowledge, they went back and our groups just took off with it. I have to say our SLPs and our social workers, they they met with our OTS and PTS, what does this look like for our students? Basically, um, what it looks like for our students is IDA provides the law that provides us to provide services for students in the general education classroom in their least restrictive environment. So this notion of educational relevance um falls with that law in regards to you can't really learn how to swim unless you get in the pool. And so once you're in the pool, the pool is general education
021setting. How do we do that? Oftent times our related service providers all over Kansas um provide services just because that's the way it's been done. 20 minutes twice a week, you know, something like that in regards to pulling them out into their um therapy session in school. But really, honestly, the evidence says that they need to have that service in the general education classroom. So, what does that look like and how do we do it? So, it's kind of blew all of our minds in how does that service look if you're working with the adults um as well as the student. So that means our social workers would go to the general ed classroom, work with um the adults in responding and providing plans for students as well as our OTS and PTs. And so
022anyway, lots of questions. This session in day two was more along the lines of what are the barriers? How do we solve them? How do I write that in an IEP? We're now going to be training the adults that are with the students all day long, which makes sense. um and what does that look like and um how do we train everybody? And so we sat and um problem solved a lot of those things last it was last Friday I believe and came up with some really good solutions. I was in an IP meeting this morning and the SLP um took that notion and presented it and said, "I'd like to work with this student. Um pull that student out with me to work on skills, then I'd like to work with the teachers that
023work with that student all day long and teach them how to help that student as well." So, we get more bang for a buck. That student gets um more services honestly from the other people that gain that knowledge from that related service provider. So, it's kind of a a unique thing. um which is kind of new to them. So anyway, we learned how to write in the IEP, learned how to talk about it and um present it with um to staff and to parents um and make sure that it's trans transparent with our parents as well. I think that's it for what I would like to present tonight. Do you have any questions about any of that? >> Thank you, Dra. Uh, Lance facility and grounds. >> Hello. >> So, last month I brought you
024the beginning of the platform up on the uh high school stage. This is the finished product. We got lights. We got chain link. You can actually see underneath of it on top of it. Uh, state fire marshall comes in this Wednesday. We'll see if we have to have sprinklers for underneath of it. Hopefully we don't. But it's all there ready to roll if we do. So, um, if I remember right, I think stoppers got it full already. So, I was like [clears throat] quite quite moving in quite fast. Next one is Seaman Middle School. uh the bottom of the parking lot right where the uh black SUV and the uh blue usually is a skating rink during the winter months. So grounds crew went dug all that out. We put the rock in there to
025drain all of it out. So we have no more water standing at the bottom. That was pretty much January except for snow removal. So pretty slow mode. So any questions >> looks like none. Thank you. Thank you. Uh program evaluation for technology. Mr. Jeff, >> your technology fails while you're doing your presentation. [laughter] Okay. Program description. Uh we're here to support the district's mission focus area of high quality operations by planning, implementing, supporting technology, infrastructure, hardware, software, and policies utilized districtwide. Cliff notes, we kind of do a little bit of everything for everybody. Uh our fingers are pretty much everybody's business all day long. U like it or not. um stakeholder groups. It's pretty much everybody, staff, parents, guardians, students. Um we work with everybody uh to try to put out the best product we
026can. Goals were tough. This is kind of a 30,000 foot view because there's so much. Um but I think this encompasses us pretty well. Um so goal number one is to provide relevant up-to-date technology to staff, students, support and enhance learning in the classroom. Obviously, our students are our number one priority. So that's our number one goal. Number two is to maintain a safe, secure, reliable network connectivity in all instructional facilities. And number three of maintain a robust cyber security posture to minimize external threats. That one's starting to be a big one and could probably fight with number one uh goal-wise. Um for measurables, [clears throat] these are our survey datas from the last year's staff and parent surveys. Um there's still some room for improvement. I think we're doing okay. >> So, Jeeoff, I
027was going to interrupt here anyway, but there's very little in room room for improvement. That is our survey that we do. There's also an external survey that we give all of our teachers and we get about 100% uh um of them take it. And technology is so far off the charts, it's not even we have comparison districts in that other survey. It's not even close to what the other districts are. So, um I think uh most of our staff will be just pleased if we can maintain even though we usually are pushing pretty hard for improvement. >> We can move a little bit to the right. Okay. >> We got a pretty good crew. I'm proud of our guys. They work really hard. >> No, that is that really is like a remarkable. >> Yes.
028>> Having worked in a couple districts that border us like >> Yeah. >> Well, keep pushing. I'd like to see even higher. [clears throat] >> Um so, action steps for our goals. um refresh cycles. Uh we want to implement maintain equipment reflect break refresh cycles to keep new relevant hardware in the hands of staff and students. Essentially everything uh electronic in this district has a lifespan. Uh some of it's a little longer than others, some of it's pretty short. And we need to stay on top of all that and make sure that we're not getting ourselves into a position where I come to Lisa saying we got stuff that's broken and we need to fix it now. Um, so to keep those life cycles uh up to date and make sure that we're not getting
029too far behind where we put ourselves in bad situations. Now, we're in continuing implementation on that. We have most of our enduser devices on successful cycles. We're on our third refresh cycle now of breaking up staff, students, um, elementary students, and then secondary students. And that's been working real well with Apple. We're doing that with all network equipment on fiveyear cycles. Um, we still got to work on things like security cameras. We've come to find out that those are the next thing that doesn't live as long as we hoped it would. Uh, and there's tons of stuff that we're going to have to stay on top of. So, we're we're getting there, but we still got some more to go, >> right? Uh, network management, uh, work with thirdparty managed service providers and the federal
030program to ensure hyper internal network internet access at competitive prices. with that for continuing. Um, we've got a really good relationship with the MSP here, managed service provider here that we've worked with for a couple of decades now. Um, we'll continue to work with them and put everything out to bid uh every every uh -ate cycle. Um, we're coming up on the next round of category 2 funding for -ate for a fiveyear um period for internal building network stuff that will be up in two years for bid. So, that stuff will be coming out for too terribly long. Um, security, we want to align with NIST security standards. And I put that I tried to keep the acronyms to a bare minimum, guys. I couldn't get away with that one. >> Uh, we want to
031align with that where we can. Um, those standards are based on for-profit businesses that make money that we just it would be impossible for us to align 100% with those. So, we do it where we can. [clears throat] And then we're uh wanting to implement an in-house email training and fishing campaign system for our staff members. We've had this in the works for a couple of years now and we've tried and started a couple of things, couple of systems that just didn't work out and we weren't ready to deploy it to staff. So, we've started over twice now. Uh we're almost ready now. I think we're about ready to launch this. Hopefully within the next few months, we'll be ready to go. Um the reason we're doing this is if we get when we get
032hit, because it's not an if, it's when. It's going to be something internal. Somebody's going to click on something. It's going to be something that they gave away without knowing they gave it away and the dominoes start to fall from there. So, our our best best resource uh put our best resources towards training our staff, keeping them aware of all the risks and everything out there. >> Are you going to send the fake emails out and trick them? >> They'll try to trick them. >> I absolutely hate those. >> I know. >> Make them pick another training. I didn't but I now I send everything and click the fish alert on most emails and then I >> believe it or not close to the U dollar endowment rate where property cate liability insurance is going
033to start forcing so districts I think 60 million is the cut off part that so we're just underneath what the requirement is to do that to your staff to get your insurance so I'm assuming at some point we'll fall into that or we'll have to do it so that's coming eventually. So, I'm I put that for beginning implementation, but we're not at the very beginning. >> Can we go ahead and refflast? [laughter] >> No, it's great. That's good numbers. >> Thanks, Jeff. Okay. Um, instructional collaboration mornings proposal. Megan, are we starting with you? >> You are starting with me, but in fact, I would like to invite Mr. Wells and Mr. Johnson to join me. I'm going to be setting the stage um for the instructional collaboration morning's proposal and then um handing it off
034to them for a couple different um pieces. So, uh, going ahead and jumping on in, we'll start with the origin of the proposal. And really, the proposal for these instructional collaboration mornings began in the fall. Um, or really, you could even think back to um, last May with the building needs assessment processes um, which if you can recall, really emphasized opportunities for professional development was a need within our buildings um, as well as instructional needs um, that are an ongoing focus of the district. um and just really that need for consistent collaboration time that we can plan on and make sure that we have opportunities with staff in order to have those conversations that can drive us forward. Um so the official proposal development really um kicked off after this came um up in the
035fall and then in December um buildings had the opportunity to really gather feedback from um their building site councils uh their building leadership teams and staff members um as well as just receiving some guidance of non-negotiables as they were considering what the u proposal could look like uh that came from the superintendent and directors. So really um just to define what we mean by instructional collaboration as we go into the next slide um what this is is a structured time um in the morning where teachers come together without students in the building in order to have those collaborative conversations. It is a structured time with a set agenda, tasks that need to be accomplished, um goals set and um outcomes that are coming from this time that teachers are gathering together. Um the uh it
036needs to be consistent and predictable for our students and families so that they can plan and adjust around this time that is built into the schedule so that we have that for our teachers and they know to plan on it for their students. So that in a nutshell is our definition of what that instructional collaboration time is. So if we go on to the next slide, this is where we're getting into some of the logistics of the proposal. And this is where sorry um so the um on the first slide where we talk about how the proposal was developed. Yes. Feedback from parents. Those are just the parents that are on the site council or you have more parents involved in that? >> I mean my site council, my PTO board. >> PTO board. Okay.
037say probably had about 16 like every one of them I feedback took advantage of it. >> Okay, thank you. >> Yeah, >> I assume in the rest of the other most >> Yeah. Okay. Thank you. Um, so before I have the guys uh explain a little bit more about what the proposal is going to look like at both secondary and elementary, the way that this particular proposal came together is that the building principles were provided um multiple options and time frames to consider. And really the principal team came together to discuss the pros and cons of the different options that they could go for and this is the uh recommendation that came out from that collabor collaborative work with the building principal teams. So that's what we're here to hear from them on um their
038suggested uh instructional collaborative proposal. So without further ado, do you guys want to talk a little bit? >> Good evening. Uh thank you for this time just to explain a little bit more about what we've proposed with these instructional collaboration mornings. Uh for secondary, you can see at the start what we're proposing is uh before the start of the school day. So, if you look at the high school time, they're going to start from 7:35 and have an hour of collaboration time and then a window before their students arrive. So, from uh 7:35, excuse me, uh that's when the teachers are going to start, but for when students arrive, they're going to uh then start an hour later than they usually would. So, our high school schedule next year, uh most days they'll start at
0397:50. They're adding five minutes to the start of their day. uh like we are at the middle school. And so on these uh morning collaborations, they'll start at 8:50 instead. Their student end time is going to stay the same at 3:05. That's what they currently have and will continue to have next year. For us at the middle school, we start 5 minutes before the high school does. So our collaboration time will start at 7:30 and go to 8:30. Uh we'll have our middle school students start then at 8:45 on those mornings. Next year, our normal start time will be at 7:45 and we'll have middle school students end their day at 3:00 still. Questions for me on the secondary secondary schedules. Thank you. >> Yeah, Kyle summed it up pretty well. Um, on similar letters
040the elementary level um just backing back an hour more or less. You see on there teachers uh on duty at 8:25 collaboration 8:30 to 9:30. Um we probably collaborate not right up until 9:30 because that's when doors would open. Students would come in and we ready to welcome them. Um but um kind of what we have in place right now the exception of uh things pushing back uh pushing back an hour. >> What time does elementary end now? >> In now four o'clock. So wouldn't chain sugar >> beginning time starts five minutes earlier for all three of them than what they do this year and that's to get capture some of that time back that they lose student contact time >> each of the five buildings um so at 8:30 right now it's a little
041bit different um Elmont does a morning assembly I know not every building does a morning assembly every day so some students go straight to classrooms uh some serve more breakfast so um it's a little different in every building but Um um >> so now you start at 9:50 >> I would say instruction time starts at uh at 9:50. No. No. >> Okay. >> 8 850. 8:50. No. 950. Yeah. 850. >> Oh, >> I know what Elmont want from 8:30 to 8:50. Students arrive. We have assembly assemblyy's dismissed and they're in the classroom. >> Saying we would start 5 minutes earlier day. Yeah. Right. As you process that logistical information for us, uh we'll go ahead and show you the next slide. Uh which shows that we are not unique in trying to identify this instructional
042collaborative time within our district. In fact, the other Topeka area schools already have some sort of established collaborative time uh already into their schedule. So that's just what you see here in this chart. Um, so you can see by district whether they already have a late start or an early release and which buildings uh that is happening or whether it's across to all buildings, the day of the week that has been selected for that instructional collaboration and how long it is. So you can see this can look different and it varies um but it has uh already been established like I said with our neighboring districts uh because uh there truly is that value and that time that dedicated time to provide to teachers and ongoing professional learning. Okay. So as we keep moving forward
043we're going to shift back and hear about how the instructional collaborations can benefit our students at the different levels. >> Yes. I see you have your bullets there of ways that we've identified um ideally when collaboration is at its best all the things that it serves and how it benefits students. Um I would like uh encourage you to go to that second to last bullet there solve instructional challenges together. Right now we have collaborations but that word together it is incredibly difficult to get all the folks that are involved with a student success in the same room together within the structure of a school day with students. um right now um you know grade level teams myself my instructional coach it's a lot even just those uh those individuals being in a class or in
044a conference room or collaborative setting together you know with that we're lacking a lot of times counselor PE teacher music teacher other support staff pair of professionals or special education staff uh coverage uh demands prevent that from happening and things just happen uh during the course of a school day uh throughout the you know we might have an incident we might have a student get sick people get pulled for a variety of reasons. Uh we feel having this opportunity in place in the morning before students arrive would uh really help that work together there. So that one or stance asked me more than any of the other ones too. >> Yeah. And um just I guess to piggyback a little bit off of that, I came from site council this evening and had a pair
045of professionals say that exact thing. they were excited about this proposal because they might get a chance to be a part of that conversation. So, I definitely think that is going to be a real benefit. One of the ones that stood out to me was this time to align curriculum and and assessment across grade levels as our teachers uh gave us feedback for these mornings. One of the things that they got really excited about uh for example on my BLT we have an art teacher. Uh what this will allow for since it's outside of the school day is for her to ch get a chance to collaborate both with our other art teacher but then also with our high school art teachers. We'll have a chance for that vertical uh alignment to exist. Um and
046I think having this time outside of the school day really allows for that when we collaborate within the school day. It's really hard to make that work, especially as we talk about between middle school and high school. And for us right in the middle, we also collaborated with our elementary teachers as well. So that was a real highlight for our staff >> with cross building collaboration our sixth grade staff an opportunity to uh to meet and collaborate with seventh grade I would assume eth grade similar will be possible at this >> how do you guys see it happening like all the first grade teachers here all the third grade here um at the middle school. I mean, how do you see the elaboration >> coming? >> Yeah, I see it as there's going to be
047days where we are just within our building. I know uh for us at the middle school, time with our content teachers at a grade level is important. time with our academic team is important, but I think we'll also probably identify times for those collaborate those vertical collaborations with other buildings. >> So like team meetings in the morning >> potentially. Yes. >> And how is that? I'm thinking of you know my data brain is how is that measurable? Like are you going to have an agenda for each collaboration team? making sure that it's worthwhile, that if we're making this huge change across the district, like how are we going to know that this collaboration time is beneficial and it's just not being wasted, you know? I don't want to think that, but I'm just >> Yeah,
048absolutely. We got a search. We have detail is with our collaborations uh that are, you know, the same. Not a lot of surprises in there. Uh so would uh I think with this model uh would change but yeah planned out uh organized such that is predictability for stat portal as well. Yeah without that it would uh it would it would be effective right >> a lot of the structures are are already well in place with our setting now. So Joel, one of the things we heard when um all the principles came and talked at the uh needs assessment where we were focused on improving student learning and measures of student learning. Um and you see those obviously in the uh in the strategic plan was uh principal saying to the board at that time that
049we need to make sure that we have plenty of professional learning and time to collaborate in order to make a positive effect. Um so will this time improve student learning across our district? I have to add a book. >> I would I I would challenge that to say professional learning is professional development. >> This is collaboration. This is not professional develop. This is collaboration. >> My ideas off of each other. >> Next slide too. of the s benefits >> is what Christy has already mentioned that the time will not be used >> well >> for what it is meant to be used for and how do we ensure that that is hitting >> yes accountability basically to parents first foremost So on the previous slide, back to your point about bullet point number two, align
050curriculum and formative assessment across grade levels and courses. This hour a day is going to improve that. >> Why >> hour a week? >> Sure. >> I I want to um speak a little bit to um that particular question on the align curriculum informative assessment. So this um particular that particular task is directly tied to the work that we are currently doing with our standards alignment goal um for our KISSA which is our school improvement um process which is focused on both uh horizontal alignment of standards which means like all third grade teachers are teaching the same standards over the course of the year as well as vertical alignment meaning that the standards that we are hitting and covering in third grade are preparing us for fourth grade. All of that um is part of
051what's called we're um a collaborative process is what we're calling it, but it's really a professional learning community where by first aligning standards and knowing the standards that we are teaching over the course of the year, you can then come together with your collaborative team to have conversations about the standards around a few simple questions. So, what do we want students to learn? Those are the standards. How are we going to know that they have learned it? And that's through the development of common assessments, which is the year two phase of our standards alignment process, which is next year. So, right now, we're in year one. So, next year, and really by the end of this year, all of our teams are going to be developing common assessments. So, second grade, for example, will be
052giving the same common assessments for the standards that they've selected. I know this is a long-winded answer to that question, but um it proves that with the common assessments coming, you then gather the data from that and you come together as a team to look at your data and say, "What is the data telling us? Did they learn the standard?" Um if not, what are we going to do about it? How can we improve and adjust our learning together? What is it that you're doing in your classroom that really, you know, made your scores so great? What can I learn and take from you? So it's really the robustness of the collaboration where the learning occurs because they're getting the opportunities to learn and engage through that conversation with each other which does require um
053agendas which does require accountability from our administrative team in order to make sure that all these conversations are happening. And it does require training and practice in a staff in order to prepare them to have those conversations. but it's in the works so it's really supporting the direction that we're going with that work. So >> Keith, my analogy on that would be we can sit um somebody learning to do electrical work in a classroom and learn some of the foundations of of how to wire and that type of thing. But the best professional learning is job embedded. It is taking that individual, that new learner that's trying to learn how to wire a house or whatever, putting them with a uh more experience, working together to say, "This is how we do it." And actually
054looking at the results, and that's what they'll be doing with this time. Much different than sitting with another electrician and bouncing ideas off a wall, really targeted on the instructional practices of here's how I got these results. here are the results and here's how we got those results um for our students. Um little little different I would say than just getting together and talking but really it's that it's what we would think of as a um mentorship or an apprenticeship almost. Um but this one being that both can be the learners at the same time and it's so complex. >> I appreciate the answer. I appreciate the transparency. >> These are just things that are popping my head. I appreciate that. >> As I'm reading align curriculum, I'm like, we have a curriculum. >> Yeah.
055>> So, that was my question. >> Okay. So, >> okay. But here's what we don't always do. So, when you definition of curriculum, we have a resource that the board approves. So CKLA is our reading resource that when we talk about aligning it, we're talking about taking state standards, which is what we're assessed over, aligning it to that resource and making sure that we have that consistent across all areas. It's not just and in a secondary level, they don't ever do this, but it's not just going into the book and going, I'm going to read the next page. It's really learning how do I use this resource which has resources and activities in it to best make sure that I'm addressing this specific standard that we have to have kids to the rigor necessary that
056they're going to be mastering it to the level they can do well on the test. So there is a little more than the resource which you're right we do give them great resources but we have to do more work with it afterwards. >> Perfect. Thank you. Sorry. Perfect. >> Yep. >> So So um I'm just thinking out loud. So a parent would say, "So aren't you doing that already?" Because don't your teachers meet already? One one of the things that I heard you say earlier was this is an opportunity to have plan time without distractions. When and and by distractions I mean like a student gets sick or a teacher gets called to this meeting over here during their plan time. Not meaning students are distractions. You understand what I'm saying? But but so there's
057not students in the building for teachers to be accountable to. It's teachers and staff. So, so are you doing this already? What I don't know if I'm phrasing it very well. What changes? >> Yeah. >> So, our schedule next year, our teachers, like for us at the middle school, we have a dedicated team time during the day. Our teachers are teaching six out of seven hours next year. So, that goes away. Um, we also use that time for our content area collaboration. Uh and so with that hour going away, we won't have that during the next year. So really for us, we felt it was a necessity to still get some collaboration time. >> So it'll be collaboration at grade levels, seventh grade teachers, seventh grade math teachers, seventh grade language arts, or all seventh
058grade teachers based on whatever the agenda is for that week. >> Y >> same with high school probably. >> Yeah, I think it'll be more Yeah, especially in the content area. >> Okay. So part of what has caused this proposal to come from the principles is taking away that second opportunity for teachers to get together. They have a plan time, but they will not have >> um a second period to be able to collaborate like they do now. >> And that is a huge money saving. It's about a uh um you have a a difference in staff of about 13% I think um that you can do with that. But you also then lose that collaboration time. So this is a way for them to get that essential time back. >> Okay. >> And still
059save money. >> So you said our at the secondary level, Kyle, that the uh subject area plan times next year going forward losing the team time will be aligned like your a year smaller than the high school, but still your social studies, your math, it will all be like aligned. So like your math people will have the same plan period. We have that set up in our schedule right now and we'll continue to. It's, you know, since it is their plan time, we can't tell them they need to meet, but they're still able to do that if they want to during that time. Um, this would be the more structured version during these mornings when we have agendas and are working towards those things that Mrs. Mum talked about. Well, and and Joel, that doesn't
060happen at the grade school level where your plan times are just like thrown across the day that they're not like you you don't guarantee your third grade teachers are both have the same plan periods or >> they they do. So, we uh we use utilize project lead uh to make our collaboration happen. So your I say that your collab might be during your paint music time but then during the given the duty free prep time but I align it on a day where teachers have library projects also eliminates those two teachers being allowed to participate collapse as well. >> Is that in all of the elementary school buildings or >> not not at the same level but >> okay yeah sorry feel free um Jen and to come up. Yeah, our schedules are all >>
061the two track versus three track >> changes here or there, but um it's um >> all four of you can just line up to the firing squad. It's fine. >> How are we going to ensure this is being done? How do we measure? How do we >> oversee? So, what is the question? What do you mean by it? How do we know that they're doing the things we're asking to do? >> Because I could see all of them coming in for that hour. No students. How was your night? >> I think these guys can answer that. >> That's what I'm saying. How did we ensure >> I think they can answer I might go back to the staff and we didn't just push a survey out. We all introduced this in collaborative settings and made
062it very clear that if we were to do this um these are the things that how it would look. So already started frontloading that and then it would uh that would be an administrative task to ensure that uh so we have those agendas expectations >> so administrators will be there >> 100%. There we go. We did already that not and I don't we haven't worked out all of the quirks >> all of the quirks of it yet but I don't as third grade year in the classroom first year I see us all together discussion so that >> and we have to trust that our teachers are professionals and they do what they do nothing. So >> this is a very popular idea. I mean this is definitely details but the this was well received as
063we went through that in process. >> How long have other districts been doing this? As stated here earlier >> my previous district we've been doing. So >> which was which district? So as far as like what is the structure like there's a lot of nonosables um you know it's not a it's not plan time it's not for staff meetings it's not for community meetings it is collaboration with professional development if it so someone who has several district programs like I'm looking at you know how our title students will benefit how we ever get to collaborate with our special education teachers um including our parents who work with some of the hardest students in our district so they could be included in that. know I the benefits outweigh you know the negatives for me but I
064was telling Jennifer like there's one of my grade levels I never get to get into their vibration because I'm the lecturer at that time and so just some of those things that even though it is embedded in our day still doesn't always go as well as we want to go available student behavior or something so I thought >> 30 years ago we were doing this already in the district I was in I would also just say that um I previously worked with another district that did it. they did not have their elementary um abilities participate and I just want to say I'm extremely uh I feel extremely proud to be a part of to know they can follow just as much we are the foundation and I was told to >> and is one of
065those districts up there yours is that one of those districts that are up time. I guess [laughter] >> I would think elementary would benefit from this more than the high school just because I've heard from a lot of teachers, we don't have time to collaborate. We don't have time. And so I think that's exciting. >> Part of that is because the secondary has had this in the past >> and so they're losing that and so this is maintaining for them not adding something new. >> This is something the elementaryaries have not had in the past. >> We talked about postart. >> No no go ahead. >> We talked about surveys. Are the results available of the surveys or >> I did not get we did not so I'm gonna maybe upset some people but I
066don't like when we put out the um calendar for the year. We don't survey our parents to ask >> what their vote is on what our calendar should be. put a follow is the calendar >> for next year set >> to align with this or is there >> we will have to add just the late arrival every Wednesday it's all none of the nothing else would need to change but yes that would need to change >> um as far as so we don't the survey that we are going to put out that's addressed in this is a survey to every single uh family to say what are you doing with your children we need what we don't want to happen is next year comes along if we decide to do this and a parent doesn't
067have a plan for that time. So, we'll get to it a little bit later, but the Boys and Girls Club at Topeka has just they're knocking it out of the park for us and we're willing to help us. >> Specifically, we're talking about staff survey. It was an in-house deal for staff to we had a discussion that was understanding. So, um I completely appreciate all the information that all of you are, um giving us. You are kind of in the line of fire right now because you are the ones that have to present it as the administrators. So, let's move it along and let's talk about the planning and how this is going to be communicated to the people that are going to care the most, which are the parents, because it's going to disrupt
068their lives. And while you may get some of the complaints, we get a lot of the complaints. So, I would like to hear how this is going. >> Complaints, but also um >> I don't want to say yeah, I don't want to say complaints, but we do get we'll get questions and um so I would like to know how this is going to be communicated to the to the community. >> Say something. >> Sure, Candace. I was just going to say within um the board documents there was the communication plan. Um, so I think yeah, there is a communication plan that's kind of that's added there for you guys to see. And as you can see, we've already started that work. Um, last Friday, a note went out to all the parents kind of telling
069them this was going to happen tonight just so that um, they can be a part of the process and kind of follow it along to know >> they're probably watching online [laughter] >> and this gives them opportunity to ask questions too. >> Yes. >> Yeah. So, it's like all of the decisions that you guys make. You hear it this month and that gives you a month to kind of gather more information to make the decision the next month, fill in the gaps and everything. So, um, so I have a question about that. >> We have a month, right, between board meetings to gather as much information. I'm sure we're probably going to receive some correspondence from from um our constituents. Um how would you feel if the board came back with a different proposal? I
070mean, is that on the table? If we can if we decide, well, we think this is a great idea, but let's pilot it first in the high school or whatever. pilot in the elementary first or >> we came together. Yeah. Yeah. Came together as the head principles to talk about several different options for this. I don't know as this is the option we felt was the best. Um but I feel like we considered and would have been okay with other options as well. So I think we're definitely cooperation too. >> Sounds like it. >> Okay. >> How does milk fall into the schedule? Was that under the elementary or >> No, I don't believe they're >> they're separate. Milk was at the principal one, but they have a they've always had a totally separate schedule
071because they have morning kids and afternoon kids. >> Exactly my question. So, >> doesn't work for them. >> I was able I was able to give my staff more because of that. a lot of time um that I know there are inter >> I just know that it says districtwide so you might want to clarify that >> so you've already introduced it to the teachers >> and the parents >> parents has been a a smaller s up here >> parents is a smaller oh you're talking introducing communication. Yes. >> Wednesday, >> the families. And have you guys heard anything back from families? >> Incidentally, you guys site council last week and since I offered this opportunity to fall to them, uh I said, "Hey, let's uh you know, as I understand this process, it's supposed
072to be a fivem minute deal. we're going to talk about for about five minutes. Um, a lot of lot of questions. Uh, not complaints, but yeah, feedback questions. Uh, child care, child care, child care, child care. Before I sent this out, I probably that part. So, for what it's worth, staff, that was kind of their number one question, too. like in place. So I I have but I don't >> I have also we had our site council tonight and we spent a good bulk of the time talking about this plan again by the time we were finished speaking about it again. There were a lot of questions but everyone left the the meeting saying I hope it works really well for the district. So if Boys and Girls Club is helping, will the buses run
073that normal schedule? >> They run an hour late >> just like just like normal. >> So some information on that on our slides back on the original slide. >> Yeah. >> Keeping on your pedals. >> Before that, >> thanks Jeff. >> There we go. Right there. >> Yes. Let's um if you guys want to talk a little bit about the family logisticalation >> the principles haven't been speaking with boys and girls club I know Brad has been meeting with um with them they assured him please I don't want to speak for you Brad I'll be happy with their game and very excited >> ecatic Don Mc Williams met with her um I was wondering maybe could we take the kids and extend a time and blah blah blah they have to do applications for the
074number of uh students that they can serve in a building. Um they have a couple of our elementary buildings that they have up to 200, but the rest of them were down at 80. She said, "This gives me enough time. I'll redo my every application. We will up the amount of kids that we can take and then we will uh be available for this time for your families. every every elementary school because I thought maybe we would do something. They do snow day stuff where they choose one location and some things like that, but they said and if we had to, we would could figure out some transportation for that. But she wants to do that at every single building every single Wednesday. >> So would that just be for the for the students whose
075parents work and need to have their child? Okay. Okay. they could bring their kid that hour early and drop their kid off just like they do every single um day. Or if they chose to, they could spend another hour with their child and take them an hour later if they wanted to. >> Okay. >> I'm not sure if parents yet understand >> because I didn't. >> Yes. No, I don't think our parents are running an hour later. Yeah. I don't think our parents yet understand that that is available um because we have not put that out >> in a formal way yet. >> Assume that they have to >> I have not talked to them about that for sure. I would think so, but I haven't talked to them about that. >> I'm sorry. What
076was the question? >> If there would be a fee, >> is there like >> is there now? >> Yeah. Is there now? >> Yes. Yeah. >> I mean, if there is, we just got to make sure that's communicated clear and early. So, >> yeah. Yes. >> Which I'm not saying we aren't, but I guess wouldn't this plan. >> No changes to breakfast service. Uh, as usual, Kana said, uh, we're we'll pull this off. That's not think it's gonna that'll be a be a barrier to what we do. probably have more kids eating breakfast >> potentially. We have the capacity for a lot of bra. >> And it is a testament to how amazing K and Ra are. That's you know they they're going to make whatever it works because they have kids mind and they're
077like this is what's best. We're gonna [clears throat] >> Right. >> They would love to see more breakfast eaters. Yes. >> Brad, if you could just touch a little more for my benefit. >> It's been a day or two since I've been here. >> How much planning time do teachers have open this up to? >> So they you used to have two sessions a day. >> Yes. So now they have one >> the >> and that is the for the you basically get to work the same number of students because every time they're off they can't serve students >> right >> so this allows you with fewer staff members to still serial students saving uh actually allowing us to put more money towards salaries high school middle school elementary all get one planning >> hour
078yes a day for that time >> 45 minutes >> and there are other duties that those teachers are doing besides their planning committ. >> So the benefit of this or what the ask is is to provide time separate from that work that's required for their job description or ask of their leader to complete this work unfettered unbothered. That's a great way to put it. I think you read on. I'm still really nervous about bullet point four and how we communicate this to parents and that they know >> what's coming. >> Yep. >> Because if it's discussion this month, it's vote next month. >> Vote next month. Great. >> And >> that's not a lot >> in spring is not going to allow us a lot of time to have feedback. So, I don't know how
079we can get that message out there. >> I bet we get >> And I agree with your >> agree with your point 100%. >> We were all elected to serve on this board to make decisions. I think we all hold that uh dear to our heart. >> Yep. >> But part of our decision- making process is also Yes. >> listening to constituents. 100% agree. What we don't want to do is we want we do not want to be a barrier to any parents feedback. >> What's that? >> So, we want as much feedback as possible. And I'm looking at Candace because she's the master of um our communications and making sure we can get feedback. I just think we have to be careful not to make it look like we're doing a vote. And if
080we get 57% to say one thing and 43 to percent to say another that we're doing there are other considerations besides just the parent part of this but certainly the parent part of this is they're our customers. They're who we serve. Yep. >> Yeah. So what something we could do is um we told them in the Friday note that we would keep them updated with the process and everything. So we could easily take pull a piece of the a chunk of this meeting from the I'm looking at Jeff from the video and so that they could watch this portion or whatever and just make sure that they stay aware with the discussions and everything. I would even say could we put together maybe with principles doing some of the heavy lifting on it a video
081that's maybe more concise of so it's not a >> 30 minute random discussion that sometimes hard to hear but we really dig down deep with a uh really video >> because we know our parents will watch video before they'll read something. I think a I think a easy way to look at this for for me as a as a teacher is every day I'm just speaking as a teacher now every day I have 45 minutes of plan and during that plan I take care of all the preps for my classes that I'm doing that day. Mhm. >> As a general rule, I don't have time to meet with my cohort in who teaches math in the other two classrooms. So, this day, this Wednesday gives me that opportunity to meet with those people. And my
082plan time during the day is for me prepping all the stuff I need >> for my kids so that I can teach effectively every day. I think that's what this is in a nutshell. >> So, will they still have a plan? >> Yeah, sure. >> Yes. And and high school has 45 minutes a day. I mean, block schedule makes it different and middle school has 45 minutes a day and elementary comes out to about 45 minutes a day. Then they have their lunch. It's not plan time, it's lunchtime. >> So, um anyway, that's the best way that I can put that together. So somebody who doesn't spend their day in a classroom can understand why this is a big deal. >> It's also a time to where teachers and staff can also meet with bed
083teachers, eye coaches, all of assigned to something else when they're doing their plan time and they don't get to talk to that parah >> any other time. >> It's not that we don't understand. We just have to ask a hard question. you know, not that we're that needs that exactly what you just said. >> I just appreciate how much work you guys have done so far. And so, um, you know, I know this is a big deal. I know it's a big deal to our constituents, but I just think that's an easy way for people to look at it logistically and think, what's the big deal here? Don't they have some time in the day? You know what I mean? I mean, I don't say that rudely or anything, but yes, they do. But that
084time is really to get everything ready, not to plan this way. >> I think the challenge for a normal, for lack of a better term, job is not very many jobs have you tied down with 25 little kiddos or big kiddos at every moment of the day. And then when you get your time, use when you can do all the other stuff to do that. It's you can't you can't schedule your time. You're not the master of >> maybe at at a certain time different times of the day, you have different pairs coming into your classroom >> and you don't necessarily have a chance to visit with them much outside when they're in your classroom. >> So this affords that opportunity. >> So >> yeah. Does this make the school year longer by short an
085hour every week? >> No. Here's where it works out. Math isn't perfect, but it's pretty close. So, when you add five minutes to every day, um that's 25 minutes um a week. And so, we're taking an hour of student time once a week. So, right now, it looks like you're down 35 minutes a week, right? However, the professional development time that is in that hour counts as um 30 minutes of student contact time. Every professional development day does that. It doesn't make a whole lot of sense why they do it, but it does. So, that counts as student contact time. So, every week we are losing five minutes of student contact time for the state and we have enough days built up and snow days to account for that. What could happen if if we
086had another year like we had last year is like some school districts were making up uh days especially in the Kansas City area at the end of the year. We might have to do that because we wouldn't have as many built up days as we do right now. Um we were not in partially because of our two-hour late start, but we were not um even close to making up days last year when some other school districts were one day away. the security team, all those support team lamps. It's only going to snow on Tuesdays now, so you get an extra hour Wednesdays. >> Oh, love it. my I only have one ask and it has to do with Boys and Girls Club and I just want to make sure that if we're going to have
087an influx of kids coming to Boys and Girls Club that they are like I would like to make sure that we are fully stacked >> at that um >> it's why we're doing the survey for parents >> okay >> is so that they they will not do enrollment in this time until July. >> She said when we know how many kids we will hire and she's like in fact I said we might be able to find some people to help you with she said nope that's my responsibility we will get this staffed appropriately for that time um even if I have to be borrow from other places but they need to know how many kids and I think if I can get them that spring so that they have a rough estimate. We won't hold
088parents to what they say, but it'd be nice to know whether we're going to have over the district 100 extra kids in there or 500 extra kids in there. >> And that would be important. >> It would be the parents responsibility to get the kids to the school for that hour early. >> Yes. >> Otherwise, the bus is going to pick them up and at the at the hour later and get them there for school. >> And that bus stagger doesn't cause a problem with middle school, high school. It's the exact same just all shifted back in >> just an hour. >> Yeah, >> just an hour off different, >> right? It's >> we do have to and Ronald is amazing, but you might have a bus driver or two that has a second job
089sometimes that has something after that that could mess with them on those days. And I know Ronish, that's why she keeps backups. Um, and she'll make sure it happens. But yeah, it doesn't screw up our routes because everything is pushed equally. One of the advantages of doing it for all staff. >> There was a final slide, but I think we hit everything. >> I think so. >> Yes, because the classified support staff >> collaboration structures. >> Yeah. >> How we're going to communicate details. I think that's a really big deal for the classified staff and the parents to be included. That's huge >> because they sometimes feel like >> like they're not sure what they're >> it's an opportunity to um get them feel more engaged with the school building, provide training for so they
090feel more to do their job. There's a lot of unwritten benefits tied into having that time aspect. >> Well, thank you. We appreciate your time. uh coming in front of us and I I'm sure we'll have some more questions that we will submit to Mr. Wilson and have you all answer them. Any more questions for the administrators? >> Do you think this is a staff satisfier as far as recruiting new teachers? >> Say that again. >> Do you think it's a satisfier to upcoming potential staff members? It's a plus. >> I think >> I would love as a teacher. >> Yeah, our our staff have been positive about it and we've talked to them and uh like Mr. Wilson said, this gets us financially to that goal of I think being able to to staff
091in that area as well. >> Thank you. >> Don'tide and we'll keep working on some communication and keep in contact with you guys. Um, but obviously you needed this time to be able to ask questions and hear from your principles. >> Thank you everybody. >> Good work. >> All right, let's move on to action items. Mr. Jeff and Megan >> just Jeff just been practicing though. >> Elementary refresh. >> You're probably tired. Okay. Came to you last month with our uh Apple refresh proposal and we're here seeking approval. But there's two things on here that you haven't seen yet. Um first one is a bid that we got with uh Senetic. They're a company we've worked with before. Um and what we set out to bid was asset tagging and iPad casing. um that is
092a very laborintensive and timeintensive job and we've worked with them in the past to do that for all of our Apple deployments. So their bid here is for 1380 iPads to be cased, inventoried and ready to import into our inventory system for $10 per $10 if we use a certain case, $11 if we use another case. We talked last week or last month that I wasn't sure which case we were going to end up with yet. Um, and that is still up in the air because of some ordering constraints on Apple's side. So, I have bid them both. [clears throat] Making the assumption that we're going to pick the $11 case. Uh, so you're looking at about a little under $15,000 for uh, Sinetic to take care of all of the asset tagging, boxing them,
093getting them uh, into our inventory system. So, when we get them, we just have to do the base setup. saves us literally probably a month of time by having them do that for us and all the trash and paper cut. >> Yes. >> Everything else. So, that's new. Um, and they're a great company. We worked with them in the past. Um, the other thing that you haven't seen yet is the highest bid for our outgoing equipment. Um, and you can see that that is a much bigger number than I had anticipated, but that is an Agrade, which probably isn't going to happen. So, they are giving us a minimum guarantee at $319,000, which is a little bit higher than I had thought, but so no matter what the condition of our equipment that goes out,
094that's going to be the minimum check. It could be somewhere in between that 319 and that 455. Um, we got a couple of bids back and this was almost 100 grand more than the next closest. So, this is a no-brainer. We have worked with Diamond Assets in the past, um, probably three times, I think. Uh, and very satisfied with it. They're a good company to work with. So, um, that's the new information that I have. Any questions on that part? pass. >> It works. >> So, do you have a recommended >> in motion on this or just approve as presented? >> Yeah. >> Any questions for Jeff on this? >> What was the total end? Um total would be 589970 broken up into four payments. >> So that would start in July. >> So if
095we got that 319 or three well >> with diamond assets the way this will work is they will cut us a check. Now that generally won't happen until probably late September. So we'll have already Yeah. Then >> put that to that. >> Yes. that go that pays directly. >> So it drops the significant 500. >> So you can throw 319 and then you're almost paid off after you. >> What would you do? Just pay you pay off the last >> just pay off as much as you can and then >> that's kind of leases. We had talked about that a little bit and sometimes for budgetary planning I'm speaking for you, but um it's nice to have that dollar amount in there year-over-year so we know that it's there and we don't overlook something and
096forget that oh yeah, we had a really cheap year. >> Where did that money go thing? >> So, And let's be clear, Jeff will spend that money. >> Yes, >> he's right. >> I move that we purchase the equipment as presented. >> Second. >> It's been motioned and second. Any more discussion hearing? None. All in favor raise your hand say I. >> I. Oppose. Same sign. >> Motion carries. Thank you, Jeff. Again, >> Mr. Marty, >> school fees. >> Last month, Megan presented to you uh the school fees and we would recommend that approval as presented. Well, I was wrong. You were the one that was practicing that I heard, weren't you? Oh, yeah. I can hours. Uhhuh. >> I move that we accept the school fees as presented. >> Shelley and Braden are on
097it. >> If I hit discussion just to show you the >> Yes. Discussion. >> Discussion. Um, just want you to notice at the top, um, we've had full day employees and most of our employees want full day, >> but you can notice we hit a, uh, half day. Um, so also a significant discount for half day for our employees that are choose to do half day instead of full day and our community kids. If they are under a special education IEP or an at risk, they are free regardless. >> I need to understand clear the difference between full day attendance, half day attendance under community tuition prek. >> So, you want to hit that more? You want me to? Right. >> Great. So, um we have and um Jennifer left. Dog on it. Dedra might
098have to help me. I think we do three year olds in the morning, >> four year olds in the afternoon, and most of our classrooms are half day. We have two classrooms mostly because of our um staff that are all day programs. So, the students come in the morning when the morning kids come, they stay all day, get lunch, um and then they leave with the afternoon kids. And so we have two classrooms full of full day kids, but the majority, I'm going to say 80% are half day kids, >> but these costs increased significantly. So let's go. >> We have had zero costs for community kids. These are really low for any daycare or anything like that. The problem we were having is we couldn't get the people who really needed it in because
099there's such a waiting list with it free that people were just like why not? So putting a little bit of skin in the game is allowing the people that really need it not have that big of a waiting list. >> So was the 1350 for half day right? Because it's 120 per full day. >> Why is it less per full day? >> That's my question. >> No, that's wrong. It should be >> Yeah, that's a tight. >> It should be 2250. >> Per what? >> Per full day. >> Per the year. >> For per year because it'd be twice the semester >> and then they're busing on top of that. >> All right. >> If they want busing. Yes. >> Oh, yeah. Yeah. Yeah. I didn't >> and a reminder if they're uh pre- reduced
100free income if they qualify for free meal they are at risk and it's free. >> Okay. >> Any more discussion? It's been moved and seconded. Any more discussion? must be voted on if it's not correct. Just ask. >> So, can it be voted on if it's not correct? >> Yes, that number will be 2250. >> Okay. Just ask. >> So, we would say hypo make a motion based on the change. I suppose you maybe need to remake the motion. >> I don't know. >> Sure. Um, do you just want me to change my motion? >> I move that we accept the school fees as presented with the full day community tuition for prek going to a total of 2250. >> Been moved. Second. >> Second. All in favor raise your hand and say I. >>
101I. Oppose. Same sign. >> I. >> Motion carries. >> Policy updates. Brad, Mr. Wilson. >> These are as we presented with the change to I'm going to have to assign the change. to memberships BG that adds that it could be KASB, H association of school boards or any other organization was the change that was requested and so that change has been made. Every other one is like they were presented last month. Madam President coming to uh approve approve the uh >> policy as presented >> second uh it has been moved and seconded any more discussion hearing none all in favor I'm sorry I had three real quick things Brad you can probably answer them on JQI >> the one about um adult adult >> yes >> students yeah I don't I don't guess I don't
102understand that do we not have do they not do like GED classes or we had >> we do not offer GED classes >> so who is that aimed at I I'm sorry I don't >> um we do have an opportunity for students adult students to enroll with virtual academy they would slots, but um that's for in district adults. Currently, we don't have >> Oh, >> but they could get a high school diploma, not a GED >> from that >> through our virtual program. >> They don't come on site >> virtually. Okay. Okay. So, it doesn't say that in I don't think >> anyway. I don't know if it needs to. Um then IDA, how how are they informed of that? Is that with the um is that with the like at the beginning of the
103year? Yes. Enrollment. >> Yeah, that's what we talked about being on enrollment. >> Okay. And then my third question is IKCA up in the top paragraph. Um I think maybe the second paragraph the one the things in parentheses where they have like superintendental. Is it either one of those people? Clerk of the board principal or is it one of those? It's a second paragraph, I guess, that I'd love to act out for. >> So, should it be one or the other or is it either or? >> Should be principal really for both of those. >> So, I guess I would say that that needs to be uh >> yes, >> changed >> on the I've noticed we have quite a few policies in our official policy book that don't have those selected. >> Okay. But
104you're supposed to select all of those. >> Okay. So, does that need to be changed or >> Yes. Okay. >> Just change them to principal. >> So, >> you could just uh do we need to change the motion? Just change it. um stating updating the >> you don't need to change it because principles are already there >> but we need to remove >> we'll remove clerk and superintendent >> okay thank you >> because they give those forms at the building level >> yes okay thank you >> you want to change your motion Michelle >> not my motion >> oh it was Braden >> oh Braden motion. Do you second it? Sorry, both of you have been on a roll tonight. >> So, change include >> just um >> with the changes made tonight. >> Yes.
105>> Madam President, I would like to uh make a motion to approve the policy updates with the changes we made tonight. >> And it's been moved. >> Second. >> It's been moved and second. All in favor raise your hand say I. >> I. I oppose. Same sign. Motion carries. Um, where are we now? Executive session. >> Just personnel and negotiations. >> We're going through the negotiations first. >> All right. I make a motion to go into executive session to discuss negotiations pursuant to employer employee negotiations under com open meeting will resume in the boardroom no later than >> five minutes >> uh 7:40 are we inviting Brad Mr. Wilson >> Tanner and >> Tanner and Marty >> Yep. >> All in favor raise your hand and say I >> Oh, I need a second. >>
106Oh, second. Second >> on a second. All in favor raise your hand say I. >> I oppose. Same sign. motion. The exception relating to personnel matters of non-elected personnel and open meeting will resume in the boardroom no later than >> I'm going to say let's start at 30 minutes. Oh >> no Lord later than 810. I need a second. >> Second. It's been moved and seconded. All in favor raise your hand. Say I. >> I. >> Post. Same sign. Inviting Marty Tanner and Mr. Wilson. Executive session. Uh we will return to the boardroom no later than 8:20. I need a second. Been moved and seconded. All in favor raise your hand. Say I. I.