001to order for January 12th, 2026. Um, Kyle, would you mind leading the pledge of allegiance? >> I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. I need comments. Canvas. >> Oh, I gotta stop. >> You want to go to me? You're welcome. >> Oh. Oh, yes. Okay. Yes. Go ahead, Mr. >> So, um, Christy Wiler wishes she could be here, but, uh, in lie of that, she gave me something to read to welcome Keith to the board. It is my honor as board president to welcome Keith Griffin back to the Seaman School Board. Many of you will remember that Keith served this district with distinction for a few years and was one of the
002board members to appoint me in 2021. Having the opportunity to serve alongside him again feels like a full circle moment. Keith embodies what it means to be a true seam seaman alumnus and community member. He is someone who leads with history, heart, and a deep commitment to our students and families. We're grateful to have his experience, his voice, and his passion back at this table. Um, please join me in welcoming Keith Griffin. No public communication. No. Okay. Um, do I have a motion to adopt the agenda? >> I adopt the second. >> All in favor, raise your hand and say I. >> I. >> Opposed. >> I stopped the meeting. That okay. Uh, let's see. Learning without limits. >> Thank you. Um, so it is board of education recognition month. We are going to do
003the big official uh fancy one um with certificates at the um basketball game uh this Friday, isn't it? Am I correct on that? Um and I think what time are they supposed to be there? >> Um the game starts at 7:15 and we'll do halftime of that game. So, >> but for this time, we would like to have you come out, get a picture, and we have a certificate for you, a little different kind of certificate than you'll get on uh Friday. So, Keith, I don't want to make you actually get up. We want to get a picture of you guys in front of Seville, but you said you want to get up and down or get out of some squats. Don't touch it. Yeah, we won't get to that. >> You're not allowed to
004come off without that. So, this is a uh good for one item from the Sean Athletic Booster Club. So, on Friday, they are going to be open from >> 5:30 to 7:30. So, if you want to stop by there, give them this, they will give you one thing. They'll put the amount down and they'll send us the bill. But that's one of the things for >> Thank you guys. Thank you very much. >> We have a little video, too. >> Oh, yes. I'm gonna help them here. >> Logan has put together a video. I do think there is another school that has put together some uh goodies for you before you leave. That will be in the uh executive session room as well as one other thing. And so, but probably the cutest thing you
005will get is this video. teachers. >> Thank you for caring for students like us. >> Thank you all the time. Thank you for the time of helping us. >> We appreciate you and thank you school board. It's, as you guys know, an unsung job. I'm going to go straight in, if you guys are okay with that, to superintendent comments. Are you okay with that? Um, because I also have my comments being recognition for you guys. Um, some of you probably know, you've probably heard me say this is I, it's not unusual to hear me brag about our board of education, whether that be to another superintendent and to our community members, those types of things. I may say they do such a great job of bringing their own diverse perspective, listening to others perspectives and
006then working together to do what's best for students, staff, the community. Um I've said in every conversation around the board table, they manage to bring it back to what's best for students. They are so student centered and learning centered. Um or you've heard me say that they ensure that they hold us accountable to being our best, but they don't try to do our jobs. They stay at the governance level. There are so many ways that this board um is good for our students, staff, schools, and community, which is what I usually typically focus on. But tonight, I'm going to tell people why you are good for me personally. And I didn't quite hadn't really thought in those terms because what's good for the district is generally what I care about. But I got a really
007nice email from Chris Travis last week um as he was coming off the board [clears throat] and he told me, now this will surprise you guys, but he told me that I wasn't a perfect superintendent. I know, shocking, right? But in his note, I realized that the board not only didn't hire a perfect superintendent, but that you weren't asking me to be. The board treats me as a fallible human being, not some idealized icon of what you think a superintendent should be. You support humble leadership, which strives imperfectly to serve students and staff to the best of my abilities. You know I make mistakes and you even appreciate it when I own up to those mistakes. You encourage me to share leadership and trust others the way that you guys trust me. You value engaging
008others and hearing many voices even when that creates a messy and timeconsuming process. In short, you allow me really push me to be the leader I am comfortable looking in the mirror at night at. you allow me to accept myself, both the good and the stuff that needs to get better. Um, this allows me to provide the same things to those with whom I work the closest, and to hopefully push that down all the way into our staff and students. Again, not perfectly, but with enough grace, honor, integrity, and fun that I enjoy the job and who I'm becoming in this job. you allow me to imperfectly improve at this incredibly difficult responsibility that you've actually given me the honor of having. So, thank you so much. I do appreciate it personally. >> President remarks.
009Well, I would just say Christiey's not here, so you got to substitute. >> We'll do our best. She's causing me to get my game on. Anybody else have anything? I was just gonna real quick mention, Donna, um I've said this a couple times to here, but um I found out that North Fairview is doing a book club on the anxious generation um Wednesdays in February, and I'm super excited to join it. It's a book that I think has a lot of information about what's happening in our schools, in our family lives, and for me personally. Um I think Brad just said that Weston Indianola also had uh a book club on this. Um, I just would encourage anybody who's watching, listening in the room to consider joining that that um, conversation because I think it's
010important >> and if they can't get the book themselves to contact >> and if they can't get the book themselves to call Brady anybody else. >> [clears throat] >> So with that I know the district right has made that offer to everybody or not >> I no I haven't offered technically the book to purchase for everybody okay >> but I have purchased some that any board member that wants them uh principles um and then beyond that most of the staff if they're going to get one would get it through their buildings budget but um I even told our uh some of our schools who are doing that if they need some um and we would we could get them some. >> So, it hasn't been a I'm just buying books for our community type of
011thing, but if there's people in need, we do have some extras. >> Donna, can I say one thing? >> Sure. >> Um so, as most of you know, four years ago, I left this board. um kind of relieved to leave the board four years ago. Um I'm very excited to be back on the board, but I also want to commend our superintendent, uh Mr. Wilson, for the process that I not endured, but went through um meeting all of the directors, having one-on- ones with them. Uh Michelle was there, Diane was there for a brief period and that really opened my eyes to current situations, current problems. I asked every director that came in, how can the board support you? That was what was most important to me. And I hope that everybody understands that that
012that is my ultimate goal. It's not to do what's best for Keith. It's not to do what's best for um my family. It's what's best to do for our kids and our and our and our our educators, facility people, pair of professionals, our custodians, everybody from top down. And I appreciated that opportunity. I've learned a lot, garnered a lot of information from that. Um and I look forward to working for this community for the next four years. So, thank you. >> Thank you. And I think that came across loud and clear to the folks that you uh uh met with that you did want to be supportive and support them and we appreciate that. And um you will fit in well on this board because that's one of the things I do brag people about
013and you kind of heard that is this is a board that looks to how do we serve our staff, our students, our community, not how do I serve myself through this position. So we'll fit in really well. >> Thank you. >> Anybody else? >> Okay. This position of business by consent Do I have a motion moving out of your approach? >> I have a motion to approve this position of business by consent agenda. >> Second by Kyle. All in favor raise your hand and say I. >> I. >> Opposed discussion items curriculum. Good evening. There's one item that I'd like to highlight in this evening's report and it's the very last item on the second page and that is just to share a ve very relevant training that um myself and the instructional coaches at
014the middle school and high school Natasha Lloyd and Burke Ralph are currently engaging in throughout the month of January and February. and that is AI for education which is a known AI resource um hosting a train the trainer model in order to develop trainers at the district level in order to provide training on AI literacy. Uh so so far we've had one session under our belts last Tuesday and we're going to like I said continue over the next month or two to really develop our capacity in order to build that AI understanding uh across the district um through hopefully a training model that we will um develop. So, as the three of us wrap up that training, we'll really look at the training plan and how we can offer our knowledge and our resources that
015we're going to walk away from from this experience in order to um continue to keep um Steven teachers um on you know the no and on the edge of where AI is going and make sure that we're prepared to head in that direction too. So, any questions for me? >> Okay, thank you. >> Thank you. Ro, >> good evening. I will discuss the um or highlight the special education training that we um participated in on January 5th when we returned from winter break. North Fairview joined us because they thought the topic was kind of exciting. So, we had special education folks and then the North Fair View staff as well. In response to the ELS staff survey stating their desire for training regarding social, emotional and behavioral um needs um I partnered with Greenbush and
016they provided the training on brain basics which um discussed how early development and trauma affects um the brain in regards to not only learning but social, emotional and behavioral needs. So, we had some good discussion on that and we had some great takeaways in which I bulleted some of them, but I will list some things to you just that things that um I took out of it. I want to make sure that we continue to bring up as we meet with teams across the district. How to observe which seems very simple but how to write down what we see and forget about what we think what we see first and then we think about what we think later. Um what role does co-regulation play in helping a child regulate? Um co-regulation being one person's calm
017presence other people and having their calm present, one person's excited presence, we come at them in the same way um we'll kind of perpetuate that issue. But if we come through calm, then it makes a big difference. Um sometimes you'll work really hard and my dogs always work. We forget about that sometimes, but we work really hard for our students. sometimes it just doesn't work. But we have a whole team of people and we can help each other out. Um one um final takeaway that that I thought actually there's two final takeaways. Self-regulation is not a milestone. It's not a milestone, but it's a foundation for lifelong learning. We're always going to have to regulate our emotions. Today I had to regulate my emotions. I was upset with my husband about something. But we all
018regulate our emotions [laughter] every single day. Yes. >> He was innocent. Not sure about that, but okay. Um, the final takeaway is was and always is is be relationally present. We talk a lot about building relationships with student. It's not a big thing. It takes a second to look them in the eye and to talk to them is being relationally present. Our students need that. They need someone to look at them, have a conversation with them or just listen to what they're saying. And um, that was a big takeaway because we think it's a big thing. It's not learning about their entire lives. It's not learning about their favorite colors or favorite activities. It's about looking them in the eye and learning about them or listening to them. Exactly. So anyway, that was my takeaway
019for um with lots of other takeaways that we'll continue to bring up the rest of the year from that training. It was very good and I hear lots of other people kind of interested in that training and I hope to spread it throughout the district. So anyway, do you have any questions? >> I do. >> Yes. Um, so back to our meeting that we had 101. You said you love questions. So >> bring them on. >> Bring your question. >> So some of the interesting and practical takeaways. >> Yeah. >> Sometimes you work really hard and it might not always work. >> Yeah. >> What how's that algorithm work? >> what does that look like? Maybe >> um we sat in special education um in teams quite a bit. um trying to determine plans for
020students um in regards to possible behavioral concerns and we have to make a lot of hypotheses in regards to why the behavior is occurring. Um because it might be depending on how it's occurring. Um it depends on what we do and how we interact with that student and what intervention we provide for that student. Um so we work really hard. We we created intervention. We could create a behavior plan um saying maybe we had said that the the student was um attention [clears throat] seeking and that was why they were behaving in that way. And so we create a plan based on the hypothesis that that student is attention seeking. And we were wrong. It's not about attention seeking or that plan just doesn't work. We don't know why. So we take data, we come
021back and we say, you know what, that didn't work. We had three weeks and this child is the behavior is still the same as when we started. So let's go back to the table and let's do some observations and let's figure it out again. >> That's what I mean by that. >> Welcome facilities and grounds. Hi >> things for tonight Sean High School. So David Ralph and Mr. Jones came to me last year wanted to know if they could build another platform on the backstage where the old one used to be. Um Steve Smith, uh James Porser, Doug Posie, and Charles Smith start tackling it right before Christmas started and we're almost done. Hopefully by the end of this week, we're with it. But uh there's the stairs that go upstairs, but we'll have a
022chain link fence and then they can do all their slat walls for the place that'll be propped upstairs and then they can do some of their work with their table saw and all that underneath. We'll have lights underneath their forms so it'll be a secured area. So they've been working on that. Hopefully by the end of this week we'll have it done. So, >> and Lance knows I feel much more comfortable with people walking on the platform when they built it. >> Yes. >> Than having our our employees built this that uh are best at teaching. >> So, where's where's this at actually? [clears throat] >> So, you know where the looking at stage west side. >> Okay. So, just that back corner back there. Although there used to be one there a long period
023of time ago and they got >> it was pretty flimsy so they took >> so it's not going across the stage. >> No. >> Okay. That's what I thought when I first looked at those. Okay. >> So it really doubles the space back there to I mean it's >> so more or less right now if you went and lifted up the curtain you would see all their props and everything. >> Yeah. Well, now all those props are going to go up well and it'll give them room for their uh backstage where they have the musicals that white background that can actually go in there. Get Exactly. Give me >> Was there any mechanical lifting devices to get the props up to that ination or we got >> a set of stairs? >> So, we got
024a set of stairs. We made the platform up on top 4 by six to turn it around the corner. It was actually before it was about eight foot, nine foot tall which wouldn't never gave anybody room underneath. So we went up to almost 12 feet underneath so that they had plenty of room. So trying to lift them up off to the side just kind of seems a little scary with high school kids trying to lift them up. So we just made steps wider. to turn the corner. So, Seaman Middle School last year, we had Kyle and Chad came to Marty and I about the gate that's up front. They started doing it where they turned to and they went towards the east, try to give more people to go in and out. Well, we had
025a couple parents that decided that they were going to be guns. We had right where the black the cylinders are, uh, we had about four steel pillars there and it seemed like once a week or every two weeks we would have somebody that decided to rent oak. So I decided we get two concrete blocks and painted them and we put a gate across there. Guess the parent tried it last Friday and didn't know that we putting up the gate. So he's got to go to the right rep. So it's Kyle is tremendously happy on the gate and in the blocks. So hopefully we can keep this and keep everybody routed the right way. Make everything go a little bit faster. >> Lance, is that just that gate block the the gate across? Is it closed
026just for like before and after school situations or >> soon schools out just make sure everybody's out of there for supports. >> Thank you. >> In no way are we hindering Soldier Township response time. Right. >> Yeah. I mean actually they've got keys but if there's some everybody in the office has got >> and then the process of the five elementary schools with the shades. This is Logan where fieldhouse used to be. Got it all dug out, leveled, brought dirt in. This is when they did the welcome one, they requested a sidewalk out to it because they've got uh three wheelchair students. So, we've put a sidewalk out to that one for them and we're going to fill the rest of it up with rubber mulch. Then, Northern Hills when they started on that, I
027just want to take a picture of the guy that digging the holes for the columns. They're about five, six feet deep. So, I just I wanted to just show everybody how deep the columns are into the ground. So, and as of uh right before Christmas or it was like that first week of Christmas, they got all five done. So, everything's up and ready to roll for first day of school last [clears throat] year. So, >> nice. I went past 11. >> And that is it. >> Thank you. Any questions for Lance? >> Thank you. >> Thanks, Lance. >> Lisa, what about financial stuff? >> All right. So, today I'm going to go over the program evaluation for the business department. This is similar to the ones that have been brought the last few months over
028the other departments. Um, some of it's obviously all about money, but some of it's pretty self-explanatory, but we'll go through it really quickly. Um, so our program's purpose or my department's purpose is to support the district's mission through oversight of financial planning and management, purchasing, payroll, and budget development. Um, the stakeholders include lots of people, the directors in the district, the building principles, the board, uh, staff members, parents and guardians, community, taxpayers, and the budget committee. Um, we were reviewing where we're at and where we want to be. And so we set some of our goals based on that those situations. Um the first one is to increase awareness and understanding of the district's budget and financial plan. Um and that's at all levels, staff, community, directors, um and all the other stakeholders. The second
029one is to ensure commitment to the long-term plan for financial stability to reduce expenses while improving operational processes and efficiencies. Um, and that long-term plan was what we brought last year as we were trying to find ways to save money. Um, as our student counts going down and our funding's going down, how to rightsize our district. And then the last one is to review, improve, or implement new processes and procedures to ensure compliance that we are adhering to financial regulations and standards. Uh when we were looking at what measurables we could use to see how we're doing on our goals and our action plans, we looked at the staff and parent survey. Uh the survey is given annually. We just got the new results last month, I think. So, we'll be looking at those. Um,
030but the areas that were focused from my department on those surveys were uh questions about staff pay and benefits and if it's a priority for the district or staff or parents feel like it's a priority for our district. Um, the district provides adequate information about the district's finances and the district's budget support student learning in a cost-effective manner. So with that in mind in our program goals, uh my department sets some action to take over the next year. Um the first action is to increase the awareness um to all stakeholders. One thing that we're working on is creating a budget 101 document that will provide insight into the budget process and highlights about the current year budget and the plan would be to continue to update that annually. Um so people will be able to
031find that on our website once it's available. Um the other one is just to continue to work with the budget committee and the board and provide district updates um on the finances. The next is our long-term plan for financial stability. Um our roles to will monitor and provide accountability for implementation of the long-term plan for financial stability. Also to review and provide updates to the superintendent and the board on the effectiveness of that plan. So we know what we um had decided to do this year. So, we'll review where what we end up doing at the end of this year, where we're at, and um look at the plan and make sure we're following it to save the money to rightsize our district. Um and with that in mind, hopefully we'll be able to um
032give some staff incentives that will keep staff and retain staff as well. Um the last one is to develop uh processes and procedures that align with the implementation of the new Skyward financial system. So even though we have some things, a lot of the process and procedures will need to be updated to fit what that looks like with Skyward and compared to our current system. That's what I got. >> Thanks. >> Questions? >> I like it. You do. I think you've got some hard work ahead of you looking at the the staff and parent survey, but finances are hard to talk about. like we've been doing this. I've been up here for a couple years and I'm still like, "Okay, Lisa's time." [laughter] That's how I feel, too. No worries. >> Talk about Is that
033what you said? >> It's hard to It's hard to uh to talk about to understand the scope to make sure you're asking the right questions and sometimes it's easier to not ask the questions because you aren't going to understand the answers. And so I feel that as someone who's been sitting here for two years and involved, I'm sure staff and parents are sometimes it's easier to say, well, I don't really understand it, but I don't think they're doing a good job. >> But and that's where misunderstandings come in and so this just is an education piece. >> Yes. >> Really need this. >> Absolutely. Well, hopefully we can make a dent on getting some information out, educating people on the complexity of the school formula and how that funding works. >> Yes. I mean, the
034numbers just it's obvious. We need they people need information. >> Good job. >> Thank you. >> Okay, Jets and Megan. just get going. Um, I'm going to begin with the device survey document that you'll find in your board docs and really just give an overview about um, our timeline with this process uh, before handing it over to Jeff uh, to talk the the details and the numbers. So really um where we're at today started um you know more than a year ago as we looked into the financial stability plan last year that Mr. Wilson led the directors and administrators through um and as part of that process one of the things that came to the top was the potential and switching to uh iPads at the elementary level. So that had been developed um far
035enough last spring that on last April's professional development day. Um the announcement was made to elementary staff uh that we would be making uh the transition to iPads. So last April was kind of when that ball started rolling and staff received that information. Um so then going into this year was kind of the idea of ensuring that we had some sort of system in place in order to uh identify our current reality. What is our um what are our current needs um and identify kind of what are our needs moving forward? Where's our philosophy as far as this technology integration uh at the elementary level. Uh so a couple things um have been in the works over the past semester in order to get us to the point in order to identify those numbers. Um
036so first um kind of in conjunction with KSDE. So back in October KSDE sent out a technology survey to districts to really kind of gauge technology use with some uh reflective questions on how often technology was used in the district um and u more philosophical questions. And that's where you'll see the questions that are on this survey. Many of them are the same questions that KSDE um asked us as a district that I then um put in to a survey to go out to our elementary staff. Um so since that happened in October, uh the draft survey for teachers was developed and presented um first to elementary principles before it even went to staff so that they could have a voice look at the survey and say, "Yes, this looks good." And the way that
037the survey went out to staff um was by the elementary principles leading a collaboration with each of those teams. So for example, at elementary schools, there's weekly collaborations where like only second grade comes together to meet, only third grade comes together to meet. So the principal sat in each of those meetings and said, "Okay, second grade team, here's our survey. Um let's go through, you know, and you need to answer these questions." Um so there was about um from October when principles went through the draft survey and confirmed, yep, this looks good. It was two or three weeks after that that they actually administered the survey. Right around the same time, the first week in November is when we actually sent three of our elementary instructional coaches to receive Apple training, kind of the updated
038training on the philosophy of Apple education, um which was really geared toward the integration of iPads in the classroom. So beginning to prepare our staff to um again that train the trainer model like what I was talking about earlier in order to bring information back about the best use and ways to incorporate um uh instructional technology into the classroom. So they got trained at the beginning of November and came back and um have started as a team preparing what some of that PD looks like as well as um identifying innovation team members from each building will really be kind of some lead teachers who will model some of these strategies. So that's currently ongoing. Um so back to the survey. The survey was administered uh that second third week in November and then the results
039were compiled and brought to the elementary principal meeting which took place on November 18th. So that's when principles got a first look at the data. Um they were able to drill down to their individual buildings. So like only Northern Hills, you know, principal saw all of her grade level information. Uh and so that was kind of the day for them to see and begin to process um the information. And then on December 4th, so a little over two weeks after that, um teaching and learning directors and all the elementary principles and Jeff um came together and that was kind of the all right, we've seen the data, you know, we've um had opportunities where you've had collaborative conversations at your buildings um about the survey or when the survey was being taken. We really need
040to get the numbers um ready for Apple. And so that was kind of the collective um process that um brought you the numbers that he's going to share. I do want to say on the survey data um you can see that the way it's presented in this document is showing a separation between K2 and 36. And that's really as you look at the data kind of when we were trying to identify trends where you saw a difference or a shift in instructional usage of technology which isn't a big surprise. we would expect to see that that primary grades were using it very differently than 3 through six. So a big example of that if you're looking under K2 um on that first question thinking about a typical day for your students on average how much
041instructional time during the school day do students use schoolisssued devices for instruction? It's teenytiny. You can zoom in on it on your computer if you need to. But I'll tell you the um highest percentage 64% of our primary teachers said they're using devices for less than 30 minutes which really does resonate right because they're doing a lot of gross motor activities focusing on literacy um and all those other key things um with students. And then the next question just reiterates the same information. Think about a typical week for your students on average. What percentage of the school day are your students using devices? And it's either zero. We had some teachers that say, you know, none um up to 10%. So, both of those numbers reiterate, you know, the lower usage at primary um compared
042to intermediate um once they are, you know, kind of the comparison between learning to read and then reading to learn from third grade on up and what that looks like for devices. So, um, that's where we're at today. And that led us to our recommendations for, um, adoption that Jeff is wanting to share with you. >> Okay. So, here's what we're looking at from Apple. We are, now remember, we you guys bought 75 iPads earlier this fall for us to use in the pilot group. Those are going to be absorbed and put into this fleet. So this is 75 lower than it normally would have been. We're looking at interrupt. So and this might be a Megan, but so have teachers at all during this year had a chance to play with iPads. >> Oh
043yeah. Yes. Sorry. That merges into our kind of preparation, our training experience. So, at the beginning of the year, Trip and his team put traveling carts in each of our elementary buildings, which are modeling the same iPads. Um, very similar to what they're going to be receiving next year. Um, so those carts have already been available to check out for kind of our teachers who are ready to play and just kind of experience um some of that. And that's also our teachers, our instructional coaches who went and received the Apple training are really this semester going to take off and lead and try to get even more hands on those devices. So those are available for staff to begin to work through that transition um and available as needed. Check it out. So is that
044>> Yeah, they've been using them. It's been just available as needed um up until this point and we're really hoping now that you know we are moving forward with the transition that uh our instructional coaches are going to help get more intentional practice with the traveling cart and more signing up for it. >> Thank you. >> And they have like appropriate apps on them that are >> right now it's basically your Apple eye works and then anything that a teacher wants to try or play with they just come straight to Megan and ask for approval. We put it out there. I think we've done two or three of those so far. >> Okay. >> Cuz we had a couple that we quit subscription on, I think, with our >> when we did that whole list.
045>> Oh, yeah. Yeah. Yeah. Seems >> not very many, but yeah. >> Okay. >> Yeah. >> A quick subscription, right? >> Jeff 75. I'm assuming those are split evenly. >> Split 15 at each building. Okay. So, we'll pull those all back in this summer and start them all over. But that inventory is already built in. So, we'll add 1380 to those. Um, that will go as as a one to one for grades three through six. Every student will be assigned one. K through two, there will be eight in each classroom. They will be stored in cabinets with cubbies and charging equipment. Um, excuse me. The uh kindergarten through first graders will have just a similar case to what they've got now on their iPads. It's just a rugged rubber edge case with the screen protector
046on it. Second grade on up, we're providing keyboard cases. Um, they're a little bit more into the content creation, the reading to learn type of thing. So, [clears throat] those will have keyboard cases and really mimic these days what a Mac does. Um, if you if any of you are Apple users, you'll notice this recent version of both Mac OS and iOS are number 26 now. So, over the years, they have slowly kind of merged into almost the same thing. Um, so an iPad with a keyboard case on it can do almost everything that a MacBook can. Uh, so since they're so used to MacBooks at that age level now, I think it'll be a pretty seamless transition. They'll just flip an iPad open and they've got a little Mac light right in front of
047it. Um, so we got list uh list for case prices here. The 27 10 packs there are for your lower levels. Um, I have quoted in here Logitech keyboard cases at $109 a piece. That is not the one that I want, but that is the most expensive option that we get through Apple. So, the one that I want is about $90 a piece. There's some supply chain issues and things like that. I'm not sure if we're going to be able to get those. We're working with them on that. Um, so you may see a change next month if that follows through or not. If not, this will be the next best thing. Um, these are just a little bit more expensive. So that's what I put on the quote for this time. Uh, and then
048we are splitting up um some sped devices. Uh, in the past, sped has kind of been its own little thing for iPads and and it's been tough to manage because, you know, their enrollment and needs fluctuate so much. Um, so we're kind of pulling sped into their own little refresh group, trying to keep them as part of the elementary stuff. As part of that, Dedra went around and had all of her staff inventory everything that they had just to make sure that there wasn't anything hiding from us out there. We got everything that we think we need and we are purchasing 30 new iPads for sped. They're going to be blue, different color so we can differentiate what's a sped iPad and what's a gen iPad. Um, and then we're going to manage her fleet
049going forward kind of as its own entity instead of onesie twoosies at a time. Um, so we've always got things on hand for her. We don't run into situations where an IEP comes up and we need at device for somebody. We don't have it. We got to order it. Um, so we're going to kind of keep that for her. Um, she's going to deal with cases on her own for that one because we're not sure. That's kind of a case by case basis. Pun intended. [laughter] Uh, so we'll deal with that afterwards. grand total about 590. Um I don't have numbers for you right now, but I have bids out to have all our outgoing equipment um sold off and traded in towards this. I don't have solid numbers yet, but if past rings true,
050we're going to see more than half of this come back probably. I'm betting probably a good 300 to 320 maybe come back >> because tradeins are good. Yeah. I hate to say that out loud, but >> is that in the minutes? >> Yeah. No. [laughter] So, if it's better, so I would I would assume we're going to get a pretty good return on the stuff that's outgoing. So, in, you know, the grand finale of all of this, pretty low expenditure cost to get this all refreshed. Not putting that into the picture, our payments. If we were to do the same thing we normally do, it would be a four-year payment plan. 47 a piece. That payment outgoing payment was about 380 every year. >> So am I correct in saying your ask is for 1410
051iPads? >> Correct. So the total number >> 25 cases. >> Yep. So this will be total of 1410 30 for spent 1380 for Jed. We got 75 out there already. >> Maybe I missed it. Why why so few cases? >> No. No. There's another 27 270. These are 10 packs. So you got 270 plus5. >> And then these don't have cases yet. Okay. So you're really only casing these 1380 spares. >> And Jeff, do these iPads fall under like the same agreement that we have with Apple for maintenance and repair and that? >> So no, we will not be purchasing Apple Care with these like we did the secondary laptops. And the main reason being we hardly ever have breakages with these. I looked back through all of my data and in the last 18
052months I have repaired three iPads in the entire district. Um I repaired about 50 laptops just at the elementary level so far this year. Right. >> So I I'm expecting very very little breakages. Um so the warranty costwise does make sense. You're looking at about $100 per repair versus 500 for a laptop usually. >> So go ahead. >> Go ahead. >> So it's been a day or two. Uh when's the last time we made a purchase this large on it equipment like [snorts] >> last year? [laughter] >> We do. Uh so we have four three we have three four-year rolling leases and we divide everything up into uh staff, secondary students, primary students. So this will be our primary students year. Last year was secondary. We refreshed all of the secondary MacBooks one to one
0537th through 12th grades. So this year is elementary. Next year will be staff and then we have an off year. So almost >> you remember off the top of your head what the uh secondary refresh was last year >> costwise? It was two million a little over two. Yeah. >> And that was with uh Apple Care pay paying for our repairs up front basically. >> So this would be the the iPads for three through six. They would stay at school. >> Everything's staying at school. >> Everything's paid at school. >> Everything in school. >> That helped for repair. >> Yep. Yep. Yes. >> Okay. And so K through two, they will have a set of eight in their classroom. >> Per classroom. Yep. >> And so does that cover like half a class? >> I
054mean, I don't know on your enrollment. >> Yeah. >> At max, what's our max enrollment? >> Class sizes. >> Um between um 22 to 24ish um for those. I have to look back to be very specific on our projected numbers for those. But >> so you have two to three students per iPad. >> Yes, those will be shared. And so really the idea is that these can be used in kind of a small group rotation environment. Um, and there's different instructional strategies and that's really where some of our training with the instructional coaches can come in to talk about those um, instructional methods and ways to incorporate, you know, a set of eight instead of having a onetoone um, at the um, K2 environments and have those conversations with teachers. That's also where, you know,
055this year kind of been practicing uh that if they would like to with the traveling cards and give teachers time to uh work with brainstorming how that switch can look. >> Um, also to add um in there is Jeff and his team are also making additional iPads available from the um total that they can bring out to buildings as needed. For example, I was in a conversation with um a teacher just last week talking about a research project that they always do with second grade. And so, well, that's a great example of when, you know, that event is coming up, talking with, you know, it and communicating, hey, we're going to need this amount of additional iPads so we can do our, you know, research project. And Jeff and his team are prepared to accommodate
056those requests. >> And that some >> they had a short period of time where they needed to go one-on-one for a certain thing. we can make that happen again and we that's all coming from I usually guesstimate with iPads about a 3% spare usage. So we order% more than we need because of breakages and shipping times and things like that or if we get an enrollment increase you just never know. >> So that was going to be one of my questions. Yeah, >> Brad is uh >> no if we've extenduating circumstances uh these Apple iPads are going to be held at the school K through or >> all of them >> K through six. >> Yeah. So if a student misses a week for some extenduating circumstance, has to do work at home, Megan, is
057that student able to students parents able to check one out to get caught up, so to speak? >> That's always been an option. >> Yeah, a couple of times. >> It's usually kind of a principal's discretion thing, but we're always there to make that happen if they need it. >> You always want to work with the on whatever they do support. Okay. So, a question that was proposed to me is what does this does this do anything? I don't even know what our tech fee is at like the elementary. Will this change anything with can you do with tech fees? >> No. The only thing that would change would be repair costs. So, repair costs on a computer. We're not changing anything fee structure- wise at all, but moving from MacBooks to iPads at the
058elementary level would drastically reduce any if there were any repairs what it would cost the student. Uh I don't have those numbers in front of me right now, but it's a fraction of what like a tier three repair on a MacBook >> pay for a tech fee. >> That's coming up. >> But if we uh notice that first year that >> and maybe the tech fee is not what we want to be fiddling with, but if we notice that it was >> uh a lot more money than we needed. Yep. >> Would we consider looking at that? For sure. Okay. I did have a question kind of about this but in the same vein it for sure. Uh like being a young teacher and like working with technology like I was not anti-technology but just
059like my perspective has definitely changed now having a kiddo in school and I get the updates about Seessaw and all the cool fun stuff with that. uh what steps are we taking to ensure like digital literacy is being taught from a earlier and earlier age because um and this is a kind of a wild example. My wife was telling me from uh Milk, they have a four-year-old with a cell phone. And granted, that's like a wild rarity, but still just like it that gets me thinking like [gasps] my daughter like I didn't know what I like I got a cell phone in middle school. There's a flip phone and like my daughter is is turning six next month and she can work an iPad almost as good as my dad could. And so it's just
060like the the expedited development of of like she'll need to know what did like how to oper with the tools we give them. She'll need to know how to work those things and how to be safe doing those things. Are we taking steps or is that like in the future or like what does that look like? Sorry. >> Yeah. Actually, it's a um good opportunity to remind that we do have an adopted digital citizenship curriculum um through Common Sense Media um um you know, kind of gold standard as far as digital literacy and digital citizenship. Uh that our elementary librarians um provide that curriculum to all of our grade levels starting at kindergarten. Um and um having had kiddos who've gone through our elementary um they can speak to it. those lessons are doing a
061um good job of talking about um your data and being safe online and um you know really relevant topics and they also um the resource does a good job of keeping those um updated but that's something now that you bring it up um that it could be uh good to kind of reshare what all those topics are because um it is incorporated and is being provided to our students. So I think that's one of the top ways that we are continuing to be responsive to that need and adjusting to yeah our kiddos who are coming up with all sorts of um or being digital natives and knowing all the things. >> This is awesome. No, I appreciate >> I'm really old if I didn't even know what a cell phone was before I was >>
062in my first job. >> Okay. >> I'm not so appreciate that. I guess the only to go along with what Braden's saying, we had an email this past week from a constituent um talking about the use of technology in classes. And I know this is not necessarily Jeff especially you deal don't necessarily deal with this as teachers Megan Borso but I the looking at the graphs and how much some teachers use technology in their classroom the amount of technology is what the email was about from this parent and what are we losing by using that much technology in our classes the personal connection ship with students and I know we live in a tech world. We have to have it. But there's a >> I can tell you just from the conversations with the state
063tech directors that I have that we have seen over the last 10 years or so the pendulum really swung hard into we got to do everything online. Everybody needs >> it's beginning to come back the other way. We've seen and I know Megan has probably a few off the top of her head. There's neighboring districts around here in northeast Kansas that have completely cut tech from some of their early primary grades. Um I think Aes was one that had completely gotten rid of K through three. I they just took everything back and said, "Nope, we're going to go without. It's starting to swing that way and starting to reduce a little bit." I'm sure she's seen that, too. Yeah, >> I did find the survey kind of comforting that if you look at some of
064the data on the little ones, they're not getting they're still getting access. They still have the ability, you know, back in the olden days, we played Oregon Trail, you know, like that get the iPad out. That was a big thing, right? So, we still have some of those >> those tools and that that that resource, but they're not using it 247 in those little classrooms. So, I did appreciate that. >> Yeah. really is a little other um you know conversation that I I love engaging in that um conversation but about finding that right balance and preparing our students because we're preparing them for a digital tech advanced age. We're preparing them for tech that we have yet to even imagine but also um not lose that ability to engage in um conversation in our interpersonal
065relationships and those soft skills that we talk about and are so key to our graduate profile. Yes. So it it's that balance um that you know needs to happen in the classroom and just continuing to have those reflective conversations with our teachers, our principles, our leaders that how are we making this work and is it still keeping us on the right path. >> Yeah. >> And Jeff so back. >> Okay. Any other questions? >> So this expense would be expensed out over four years. >> Yeah. that be at a cap outlay and then your payment would be 147. But generally what will happen is [clears throat] we'll get x amount of dollars back in the fall from all the outgoing equipment. We can either have them pay Apple on our behalf that amount and we
066would refigure out. So once I get this bid back, they'll give me a guaranteed minimum um that they'll give me, which is wild that they do that now. Um, but that guaranteed minimum would go into this payment schedule from Apple and they would readjust it and say, you know, this company's going to give us this much in the fall and then you've got four equal payments of less than this to make up that 590 or whatever the total ends up. >> So, what was our last payment? >> Uh, the LA outgoing lease for elementary was 37 379 380 something like that. So, not 90,000. >> Yeah, you're going from 380 down to 147. Pretty significant. >> About a million dollars less. So, just one final question because that's what I do. I ask question. >>
067We've seen the graphs. >> We've seen all the data, seen the costs. How are the teachers accepting this? How are the educators accepting this? >> I haven't heard a lot. I mean, we've been talking about this for a year almost now. So, they've had a lot of time to digest it. We've had some people say, "Okay, uh here's this activity that I that Mac and I still do on an iPad." some consent there, but we've kind of worked through a lot of those things and said, "Yeah, you can do pretty much everything that you need to." >> Yeah. Um, honestly, it's it is a change for our K2 teachers to be shifting from the onetoone environment to only having the eight. And like I referenced earlier, it will be an instructional shift um in some
068cases where they're used to, you know, taking out and just having a whole class activity even if it is for, you know, 15 minutes because they really weren't using them um for very often. And that's where we want to, you know, kind of support and brainstorm how that change can look on my end. Um I had one conversation uh last week with a group of teachers that just wanted to talk about were worried about the change and so we sat down and tried to stay solution focused. Okay, how did you use them before? uh what can that look like next year and want to you know keep supporting you in this you know when it is a shift to your classroom that that can be hard but um it's doable and between myself instructional coaches
069principles I know that we can help get our staff who are worried about the shift on how they had used it to going to the eight and and be prepared >> perfect thank you >> so it sounds like most of the angst is going from a Mac book to a >> I would will save most of it like Megan just did. If you've got that K2 that's going to drop from a one to one to a three to one. >> I think that's that is the biggest >> but I think that's good for kids too. >> I I don't recall why we went to one. >> Yeah, I recall it. >> Yeah. Historically, just for those who don't recall, um we were onetoone one prior to COVID and it um we were what we called
070a blended environment where we just had 15 devices at that time um in each of our classrooms. And then um when we needed to shift and provide a device um at home for every child, we realized that we had enough in Jeff's fleet in order to do that. Jeff realized um and so it was then coming back from we've never shifted back where we were >> prek through or K through six >> K through six we were not one to one. >> Yeah. >> Forced our hand on that. >> Yeah. >> The top. [laughter] Anything else for us? I >> think so. >> Thank you. >> Thanks, guys. >> Okay, we have uh policy updates. Mr. Wilson. >> Yes. I will um I know you have this. You had it in um board briefs. You
071have it um in the board docs. I do want to go through some of these. Um I've recommended that we approve. I'll probably >> make a few comments on that. And then there's a couple that I'm not sure we need to uh approve. Um and so and I'll give you the explanation for that as well. So I'll start with I don't know if I should start with the order mine are in or visitors to the school. Do I have that right? >> Yes. [clears throat] >> Executive session. I don't see the executive session one up there. Do you? Is it on there? from the bottom. >> All right. Um, all right. No worries. Um, I'm going to go in my order because it just going to make it a little easier for me to follow
072my notes. Um, the executive session just basically says you can't record it. Um, that's an addition to that. That's pretty simple. Um, if I go to BG memberships, and I may go fast enough, Jeff, that it may be a little bit hard to follow and so you'll have to forgive me. On BG memberships, I'm not sure we need this at all, but their recommendation is that the board may maintain a membership in Kansas Association School Boards. Well, it's like I said to somebody, it's a little bit circular reasoning. If we don't have membership in KSB, we wouldn't have access to these policies anyway. So, there's no really harm in having that policy. What they've done is they've removed the National School Boards Association because really there's now other options for national um school board associations.
073There's multiple ones which we are not. Well, we will talk about whether we want to be a part of National School Boards Association or not later. Um, but if we don't, we're not really a part of any right now, >> right? >> Yes. >> Comments on these as we're going through them. If I have a question or a comment. >> Yes. Go ahead. >> Okay. Well, we I was the one he commented earlier. I had a question about this one. It just seems like Brad said, it's kind of like, well, the once they take out the language about National School Boards Association, it basically just says we can belong to KASB if we want to, which is great. That's fine. But I wondered about adding language that said we can uh belong to KASB or
074other organizations as you know, as determined as appropriate. If we're going to leave this in here, I'd rather it wasn't just, hey, we can belong to KSB. Technically, we can belong to what we feel is appropriate. >> Yeah. >> I just would like to make it more um inclusive of what could Yeah. Could or couldn't happen. >> The other part of that is you could just not do it at all, which then your hands aren't tied at all. You can be part of whatever membership you want to. >> Right. So, just I wanted to bring that up. It just felt like a silly one once they amended it. There's nothing. There's no there's of course we may. I mean, >> so we either I I would like to either add language or just not do
075that. >> Would you rather me make it more general when I bring it back next time or not have it? >> I agree with >> it. Just seems general. Is that what you said, Kyle? >> Yeah, I I agree with >> Yeah. Make it more general. Okay, >> we'll do that. >> Seems reasonable. >> Yep, it does. Thank you. Um, moving to graduation requirement. That's I think that's a necessary change. Um, allows us to do virtual variety of things. It's just a good change. Uh, controversial issues. Yes. Um >> I worry a little bit about okay so what's controversial or not but the reality of it is um generally teachers don't give their political views and that type of thing. They just teach about it in general. They may give both sides of it that
076type of thing but it's irrelevant what their personal view is in that controversial issue. Uh, but what I don't want it to happen is we talk about being kind to somebody or something like that and somebody calls that controversial. Okay, that might be controversial to you to be be kind to somebody, but that's still we're going to teach kids to be kind to each other. So, just know that that's a good ch or that's a fine change. I don't mind one way or the other. Um but the reality of it is there is no real definition of what's controversial or not. ICA is just removing AIDS from what we've always had is the human sexuality education. Um back in the probably in the 80s or 90s they added AIDS to that. Um it's just a
077part of sex ed like we always have had now is different diseases. It's not specifically AIDS education. It's just a different sexually transmitted disease questions. Moving to IKD, religion and curricular or school sponsored activities. Yes, but if you'll notice in what's added and staff members are responsible for ensuring proper notice and oper opportunity for opt out is given in accordance with board policy. The challenge for us is to know exactly what somebody might find against their religion. Um, you know, they could find uh certainly um dissecting a frog might be against their religion. Um, certainly, but the teacher may not think of it that way because that may not be against the teacher's religion. So, what we're going to do is try to be proactive with this. And in enrollment, kind of like we do
078with um uh what's that called? The picture opt out. >> Media opt out. We're going to have a place where parents can tell us what are the general subjects that they would want to be notified of and given an opportunity to opt out of. And uh they don't have to be real super specific. we will make sure that if we're in that realm that they are concerned about that we will notify them ahead of time and give them the opportunity to opt out. That doesn't really change this policy, but it might make you feel better that we don't have to read people's minds. We're going to actually ask them ahead of time and then they don't have to opt out ahead of time. We can say, "This is what we're doing in reference to what
079you had notified us on. Do you want your child to opt out?" and they can say, "Oh, no, no, that's okay." Or, "No, I want my child out of that activity. Any questions on that procedure or this policy?" And then if you go to IKDA, kind of the same thing. So, is it a if we sing a song, this is about activities. If we sing a song um that has to do with Christ at Christmas um and that's against their religion, they would need to tell us ahead of time that when you're talking about Christmas, that's a lot of the traditional um things with Christ or against my religion. You please let us know about that. Um but we can't read people's minds. So we'll do that as well with that. I move questions moving
080to JBCC enrollment of non resident students. I am not recommending that we change our policy as it's outlined here. The change is that receiving district may say we [clears throat] will but may provide transportation from the students residence by notifi notifying the sending district of the receiving district's intent to provide transportation. you have already put in your non-resident student policy that we are not going to another district to transport students. So I think it's confusing to a parent to read this and think, "Oh, good. They provide transportation when we don't." So to be consistent across the board, I'm actually suggesting we don't adopt that change. >> And that one we just it was two years ago when we made that adjustment. >> Yeah. Um, moving to JCAC interrogation and investigations. All of those changes are
081things we should be doing. What we thought we need to do um at the implementation level is make sure we're following that. So, it's things like administration shall contact a parent, guardian, or representative of the student uh prior to questioning. The difference is that they're now talking about um campus police as well as that's always been pretty standard when we have a uh outside police doing an investigation, but we need to make sure we're doing that with our internal police as well. Um and I'm not saying we're not doing it, but we just need to make sure we are doing it. Uh that's what caught my eye on that one. Any questions on that one? uh looking at Miss Bowling. >> Yeah. >> J Dc. >> Yeah. Um I don't see any Yeah. So then
082uh I'm going to go JQI. I'm trying to keep these in my order, but um >> yes, >> adult students. >> Yeah, adult students gives us the opportunity to help them out and complete the credits. Nothing nothing really new there. Just some morning stuff. Visitors to the school. Um this is actually a really good change. It's what we said we were going to do anyway is because I didn't interpret the law to say we couldn't ask them for their ID. We just can't put a sticker on them that identifies them as they go out into the school. But we can check on whether a uh police officer, law enforcement officer is who they say they are before we just let them roam our halls uh with with a firearm. Uh but once we do that,
083we don't necessarily call them out. And then general bullying. >> JDC. >> Yes. So on JDDC bullying, >> you were just there. >> Well, but that's just the four. Oh, >> am I wrong? Maybe I'm No, I think that's just the form. There should be a policy as well. I'll pull it up here. >> We don't have a policy. >> It's just the form. >> Okay. >> So, the change on my bad. The change on the form is it removes cultural awareness and it removes gender identity and expression and sexual orientation. Um, the reality of it is I'm not sure why they even have groups in there because it doesn't matter if you're being bullied because of the color of your hair or in some of our cases the lack of it. >> Um, we
084are going to protect our kids. We are going to protect our kids if they're being bullied um based on their gender identity, if they're going to be uh based on their sexual orientation, based on their race, what have you, we are going to protect all of our kids. Um so it's a change that although I don't know that it's necessary, I don't have any issue um with taking that out if you choose to. >> And Brad, just a quick comment. Um, we, this form does call out race, does call out a few other things. I understand what, um, the policy is intended to do, which is just kind of simplify things. Um, I'm fine with it, but I would like to point out I just want to make sure that we don't um because realistically
085there is bullying that happens around gender identity and around sexual orientation. Um, I don't want those kids to feel any less seen or heard if we remove something. Now, I don't expect a lot of kids to be paying attention to the policy as well. Yeah. >> Um, but I just don't want there to be any loophole that for some reason now >> people are feeling that that's not important to the board. >> Agreed. And I don't see any way, shape, or form that this policy change, which is why I'm pretty ambivalent to it, changes anything we do in the implementation of uh anti-bullying. >> We have a bullying plan already that's very comprehensive, more comprehensive than our policy um that protects all kids. >> Thank you. Um and then the last one I think I
086have and you guys correct me if this is not the last one is IBE use of artificial intelligence. I think this is a very nice AI policy. Um we already have and it was linked in your um board briefs a elementary set of guidelines and a secondary set of guidelines. You'll find a lot of them are very similar, but you'll also notice they're more targeted towards that age group um and actually use that and uh that we do have consequences if used inappropriately. Um we do have things that are prohibited but we also have things that how we expect it to be used uh beneficially. The often times you're told to be careful about creating in a lot of the AI AI policy unless you're willing to change it regularly because we're still at the
087precipice of what AI is going to look like either in schools or even in society. So, my recommendation is to keep and make sure that we update the guidelines since those go in do those go into handbooks, Megan? >> Oh, yes. >> Uh that they would go in front of you every year anyway. And as we need to, we would change those to meet the uh changing needs potentially. So, my thought is we don't need this, but it's not that there's anything wrong with this. I think it's pretty good policy as I've read it. Any thoughts, changes, things you'd like me to bring back? Right now, I've taken notes that >> membership >> that membership needs to be made more generally. I did not make any other notes. Thank >> feel free to email me
088or something and and um I can put out information um on board briefs and then whatever we'll do we'll bring it back. But anytime we bring it back uh a policy that's time to discuss especially if we've made changes to it or something like that as well. >> Any other comments? All right, Megan. 2627 school fees, >> which actually the MN is Marty. >> MN Marty, but it just [laughter] worked perfectly into the weather in case you guys were wondering why his beautiful face wasn't shining for us. >> I know. And a good joke. I don't have a good joke or something funny. So, [laughter] the fees for you. um the proposed 2627 fees um which I think is the um second um link on there is staying the same. So there will be no
089changes that we are proposing um from what was approved previously um for our K12 fees. So you can see those right here. Uh the only changes that we are proposing are with our prek. So we will go back to those. Uh there's three changes that I would like to highlight. The first is the inclusion uh of a snack fee. Um and you'll notice all of these fees are on a full pay status, reduced pay status, and a free status. So, for example, our milk students who qualify for free. Um they're not going to be impacted by this change. So, it's all dependent on which status um you are at enrollment. Um, but that snack fee does go directly back into food service in order to just be an additional fee in order to cover those
090snacks that are so important to the health and development and learning of our preschoolers. Uh, the second change on here is regarding community tuition. Uh we are looking to add our community tuition and this was another item that was uh developed as part of our financial stability plan uh and suggested as a way um in order to um support our our milk uh program. So you see community tuition also on that same status uh and how that looks um different um for our families. Finally, um the full day employee. Um so our staff employees that have students who are at Milk um notice that even though they are attending for a full day, their um tuition payment is the same as a half day. So that's a little um bonus um you know for our
091staff who send their students to milk that they aren't paying the full day attendance. Okay. So those are the three recommended changes for our milk feeds. Any questions? >> Two things I think I'd like to point out is community students are the ones that are not special education and they are not um free lunch. Those any or at risk I should say because if they meet any of the at risk criteria which free lunch would be one of them then they are free students to go to milk with no payment. We have about and I'm going to say a third but it might be a little less than that about a third of our students and there's always a u it's the best not only the best deal in town with this it would be
092a really good deal because it's free for community students right now some parents and I can understand why I'd want to do it with my kid if I uh have my child at home all day with me that I can just have them go half day and spend a half day with Mel get some good learning in give me a little bit of a break. But there are also people that this is what they need for um their student with child care and some of that. And um what we're trying to do is make sure that the people that really need it have enough room to get in there. And so it's going to generate a little bit of money, but the reality of it is to me it's a fairness issue of if you
093don't need this service. Then there's going to be a little skin in the game. And if you're willing to pay for it and you need it that bad that you're willing to pay for it, great. It is still like when you talk about a monthly rate of $250 a day, that's usually less than the weekly rate >> at most rate of $250. $250. >> You added a day. >> Oh, sorry. Yeah, that would be really expensive. So, $250 per month. >> We're milking our golden cow. >> Yeah. [laughter] >> So, uh you need >> that's the rationale that we talked about last time, but obviously Keith, you weren't here when we talked about that. So, that's part of the rationale for adding a community tuition to this. Um, it came in with the financial plan
094of stability, but truthfully, this is not going to um make the district more financially stable. Really, it's really trying to make sure it's fair for the people that really need to be in there in there. >> Yes, sir. So, the full pay status here, instructional curious, technology at $300 is per year, nine months. >> Year, right? Or >> Yes. Yeah, that >> full year. >> Yes, full year. >> Under the full pay status, the $300 will be their enrollment fees. >> Okay. >> That's in addition to the tuition, >> right? >> And yeah, and like you can see even our dedra, tell me if I'm wrong, I think our special ed students even pay the fees. >> Yeah. >> I think everybody pays the fees and they always have. Unless you qualify for free. >>
095Unless you qualify for free. A community tuition would only be the students that are not at risk or are not special education. >> Any other questions? >> This is slated to take effect when >> enrollment. Yeah, this is approving our fees that'll go effective in this enrollment. So, >> anything else? >> Thank you. >> Yep. >> Okay. Action items. Board policy review. L family nights. >> Yeah. So, we brought this to you because we were not following this policy and we uh um somebody I think Candace may have reached out and found our Wednesday night activities and uh you could see there's quite a few Wednesday night activities that we have going through the rest of this year. That is just typical. That's we haven't made the schedules for the following year, but that would
096be typical for the following year as well. Because of that, I'll tell you one more reason. I am recommending that we either that we get rid of the Wednesday part of this policy um and we just make it for Sundays that they have to get um permission to have a practice um and I think there have been two situations now this year um that I've been asked for a Sunday uh activity. Uh, I did check with all of the other eight UKC school districts as well as every school district in Shauny County. None of them even have this policy. My guess is now two of those districts, Lancing and Topeka 501, are not a KASB policy district, but I could not find any district any policy that was similar to this. My guess is KSB
097several years ago probably took this out of their book and we just didn't remove it. Um, and chose not to remove it. Probably actively chose not to remove it. Uh, I think Sunday works well for us, but we were not following Wednesday and because none of our uh, conference schools followed this, it would be difficult to make Wednesday's work. I'm good with the >> Any other thoughts or questions on this one? >> I moved that we accept >> Did you have a question? >> No, I was going to make >> Okay. Sorry. >> I move that we accept the L family night as presented. >> Second. Okay. Any discussion? Seeing none. Um, all in favor raise your hand and say >> I >> oppose. Okay. Uh, NSBA membership. Um, let's see. Brad, I'm gonna let
098you talk about that. >> Yeah, that's me again probably. But um so across my desk last week was um a notice that we are due for our NSBA membership. That uh expense was or that invoice was $4,165. Um happy to pay that if that is if the board wants to still be an NSBA member. the KASB is not a member a state member of that association anymore for at least two years this year and next year we've decided not to go to that conference um so really what I'm asking for is do you want to be a member for this next year and they do it around the time of the conference because they want you to be a member before >> rejoin >> of course any year. It's up to doing it any year
099you want to. Um but if you don't want to do it while we're not going to a conference, um most of our benefit comes from KASB, not the national association. And there is another association. Uh our Kansas is not a member of it, but there is a new um school boards association that's available as well. >> Yes. I don't know that I'm going to get the letters right, but asba, is that it? >> Yeah. Yeah. >> Going back to what Diana said earlier, I >> I think we leave it open if we want to change, but right now I would I would make the motion that we do not >> renew. >> Yeah, renew. >> I think we make a point though to revisit >> every year. >> Yeah. Candace, can you put that on
100our calendar maybe or else I'll >> Thank you. >> We've had a motion to not renew. >> Second. >> Uh second Braden. Um any discussion >> 30,000 foot view. Why did NS why did KSP break ties with NASP? Their official stance is and what they said is that they were not getting the value out of the membership that it was costing them to be a member. Those were those their exact words I believe. Well, >> I would tell you that NSBA um since uh uh John He has left has had a little bit of infighting and I think they didn't also want to be a part of that either. But that's conjecture that is not what they have said. Well, as one who's been to several NSBA memberships, I gained a lot of knowledge, a
101lot of insight y >> from it. Uh I accept the fact that USD345 is not going to it this year. >> Uh doesn't mean that I won't go to it on my own. Um I think there's a lot of value in it and I appreciate it, but I won't be supporting Bailey. Yeah. So Keith, just a little background. The reason that we've made the choice not to attend this year uh was really kind of a financial solidarity situation. >> Um as someone who runs a couple of associations, I am a strong believer in the education and the advocacy and the um the policy development that you get from groups like this. Um, that being said, given the situation that we are in fiscally, I think it's great that we just continue to re-evaluate every year
102and I am okay with not uh being a member this year. Any other discussion? Okay, we have had a motion and a second. Correct. All in favor raise your hand and say I I oppose same sign I. >> I did you get both of those. >> Okay. >> Board leadership election date. I move that we approve our board elections stay in July. >> second. >> Do we need any explanation? >> Any explanation for that? >> We know what it means. All right, guys. >> Y >> All right. All in favor raise your hand and say I. >> I. Opposed. >> Okay. Motion passed. Uh negotiations team. >> Yes. Um has been last year the person the negotiations team was Braden and Donna. Um if I am correct, Donna, you would still like to do it
103and we did that in July. Braden would like to not do it as a conflict of interest. Did you want to talk to that? >> Yeah. Uh my wife is uh the social worker at Matthysse Early Learning Center. I think we all know that. But uh she's getting more involved with SCA. So that is I think I saw this year it might have been somewhat of a conflict of interest. That just makes it more of a conflict of interest. So I need to not probably be on the other side of the table. >> I would be happy to take over Braden's spot. Do we have a motion to have Michelle be on the negotiations team? >> I make a motion to appoint Michelle Codell on the negotiation team for USD 345. >> Second three seconds,
104but [laughter] >> nobody else want. >> Yes, please. >> Uh, any discussion? >> All in favor, raise your hand and say I. I. opposed. >> Okay. >> So, Michelle and I. >> All right. We do have an executive session. So, just have to read this. Um, >> yes. >> Someone make a motion. >> I think typically, uh, Christy would make the motion. So, you'd make the motion and then they would second. >> You just read. I make a motion to go into executive session to discuss discuss confidential employee information pursuant to the exception relating to personnel matters of non-elected personnel and the open meeting will resume in the boardroom at >> How long do you need 10 minutes? Is that long enough? >> Yeah. >> No later than 7:45. >> Second invite Tanner and myself.
105And I would invite Tanner and Mr. Wilson. >> I'll second >> and I'll second it. All in favor? I Hey, we need to turn