USD 345 April 2025 Board Meeting

001I'm going to call to order the regular school board meeting of USD 345. Let's start with the pledge allegiance. Mr. Wilson, will you lead us? Thank you. I pledge algiance to the flag of the United States of America and to the republic for it. One nation under God, indivisible with liberty and justice for all. Do we have any signups for public comment? Okay. Okay. We need to adopt the agenda. Madame President, I make a motion to adopt the agenda. Second. It's been moved and seconded that we adopt the agenda as presented. All in favor, raise your hand and say I. I. I. Oppose. Same signs. Motion carried. Um, Miss Bogs, we are ready for you to present on the Seaman High School video board. Oh, okay. Okay. You There we go. That's a way to

002make come up to the mic. That would be great. Perfect timing. Oh, yes. Sure. Blame it on construction. Welcome. Okay. Um, so we're just going to talk real quick about um kind of the video board that we have in the gym and what that's kind of looked like um for us this last year and what it's looking like in the classroom, kind of the stuff that we're doing with it. Um, to begin with, I will say in the beginning, this entire kind of season has definitely been like a learning curve for all of us. So, we went into this basically on ground zero. None of us knew any of the software. We didn't know any of the equipment. Uh, basically we had our Dacttronics guy come in and he sat down with me for like

00330 minutes and was like, "Okay, here's the basic rundown." I was like, "Okay, that's that's great." And then after that, it was just a lot of trial and error. And it was first just me messing a lot with it and trying to find that comfortability with it enough to be able to show these guys and all the other students in my sports broadcasting class how to get comfortable with it and how to start running it. So in the beginning um I had an initial group reckoning here was part of that group and they kind of helped us from the very beginning of sitting down with the Dacttronics guy and being like this is what the backside looks like. This is how um you know everything runs from the back end. This is what we're doing

004with it. And Breen and a couple other guys who couldn't be with us tonight um they had sporting stuff going on. Uh they took time outside of their school day and they came in to meet with the Dacttronics guys. So they went above and beyond on that part for us. Uh but they kind of learned with me in the beginning. We kind of got a game plan of okay, we know how to do this, we know how to do that. And then we kind of switched to basketball. We were like, okay, the game's coming up. What do we need to get done? We knew one of the big things that they wanted was like a hype video. And so that was the first thing that we kind of switched our focus to was, okay, how

005do we do that? So we did a lot of kind of looking around. We looked at professional type videos. We looked at other high school type videos and we kind of got an idea of okay this is the list of things that we're going to get. Let's get some equipment. Let's um you know communicate with the teams. Let's figure out how we can make this happen. So they had to do a lot of um kind of communication with basketball coaches to figure out when we could get the kids in. Um they had to do a lot of problem solving. There was a lot of times even in the beginning that we were like well shoot how do we want to how do we want this to look? what do we what do we want to

006do with it? So, there was a lot of let's just try this. We'd rather have more footage than not enough. So, we did a lot of kind of backend stuff ahead of time. Um, and I'm gonna let Breen talk a little bit just about what it looked like on the backend side because he was um a big part of that. Okay. So basically um it started off very I I wouldn't say terrible but little little little rough at the beginning because we had no clue to be honest what to do as a high school first year first first everything. So we just kind of hopped into it started looking at like Kaye and KU their their hype videos. We did volleyball and look great in my opinion, but we just need to take another step

007next year. And we learned so much this year and also got a ton of new equipment that's going to help us out. And it was really easy to run the board once we learned from the Dacttronic guys or whatever that showed us how to do that. And it's just couple clicks on a button and it's all up on the big screen. So, better click the right one. It's It's all been a great learning experience. So, that's all I really want to say. So, how did you guys do the actual video? Did you do like recorded it? Okay. So, did you do clips and then clips? So, like we just had on I don't really remember the volley volleyball we just did like a green screen and then them right beside it. They got to choose

008a special like what they wanted to do and then it have their name and we tried to pop some stats up there too with them. And then basketball we actually brought them into the gym. It was uh two days after school. We did boys one day, girls the other. And we just I mean ran through for like an hour straight. Just people dunking, people shooting threes. I mean just kept going. Ton of clips so we could go through the next day and really find the ones that look important and like show what the seaman Vikings are, you know? like right at the end the boys one there's one where someone shoots a three and everyone's like yelling and like that's just the you really want to make it personal you know so cool yeah that's

009that's it for my part thank you no and I'll let Connor here he was really a big part when we actually got into basketball season and it came time to actually having the students work a lot of the games So in the beginning we did a lot of the back stuff. We had a lot of that going on. But then when the season actually started I was not able to, you know, be there for every single game and I wanted to get these guys involved. So when we came back in January, part of the requirement in my broadcasting class was that every student had to work at least one game. They didn't have to whole night, but they could at least even set it like a first half of one of the girls or boys

010game just to get some comfortability with the equipment. That was what was asked for them in the beginning and they were all like, "Yeah, we're down." So, we took the schedule and I basically was like, "Okay, look at the schedule. Tell me what's going to work with your schedule." And so, they went through, we were able to find for um like almost every single game I had two students that were able to come and work either the boys, the girls, or like Connor, he did a lot of where he just set up there for boys and girls. So, he had a lot of time with the equipment. Um, and I'm going to let him talk a little bit just more of like the game day experience, what it looked like from a student's perspective actually

011there on the court doing the game with the crowd sort of thing. Uh, yeah. So, I kind of had the the easy part compared to these two. I didn't have to like make anything. I just had to I just had to sit up there and click the right button. you're just made. Thank you. So, basically, I just I watch the game and then like if a foul was called, then I would click foul graphic or if like a three-point was made, then I would do the three-point graphic. Uh, so it wasn't uh it was pretty easy and it was fun, too, because well, I could get into the game for free. Absolutely. I could watch the game and I could like kind of interact with the crowd. Like it was a good way to it

012was a good way to be a part of the like the school community. Like I could do something that made the players show good again and made the the spectators feel good. Yeah, they're going to feed off that. So that's really cool. I was at a lot of games this year. You guys did a really great job. It was fun to watch the graphics come across. Now are you both juniors? Oh, okay. I know who he is. Yeah. See you guys, you got him for two more years. You're gonna have like pros. Can't get out after this. So, you're you've done volleyball and basketball. Will you do like wrestling or We want to we want to spread to more sports. So, I know like at this point volleyball was not ever anything that actually made

013it like onto the big screen because we got the board a little bit too late for the season. Volleyball we kind of just wanted to get an idea on things that we could do. So in the broadcasting room right now we had green screen and so one day just for the heck of it and we got some of the varsity volleyball players to come in and they were like full uniforms and we put them in front of the green screen and we just threw up some like fun graphics on the back and then we put like their name and stuff up and we had them do poses and like yell and just kind of see what we could do with it just for kind of the fun of it. Um, and then when we actually

014got the board in, that was when we could be like, "Okay, I really liked what we did with the volleyball girls. Now, how can we tweak that for basketball?" Um, and then going forward this year, it was a little difficult just in the scheduling portion of it. It was from when we got the board in to when the games actually started, it was a really fast weeks or something like that. And it was it was really hard to find a time that would work with coaches, work with all the players and work with all of us because myself and all the students have different schedules and they're all involved in different things. So once we were able to find um a couple hours here or there that we could get in with the players, we

015were like, "Okay, let's go for it." So yeah, we had to spend a couple evenings doing it. But I know going forward into like next year, Mr. Brown um is putting a media day in and so that will help us out immensely. So we're going to take um like a full day during the day that we can actually get the kids in their uniforms. We're going to have several backdrops. We're even going to get like yearbook brought in so that they can get some shots too. And we're going to have like multiple backdrops, multiple areas where we can get different shots of them, different footage, different um things like poses, stuff like that that we can use. Hopefully it won't require as much um extra off time as we had to put in this year.

016Um and I think like right now, like I said, it was a learning experience and we definitely know like going into next year, these are things that we love and these are things that we're like, we could probably leave it for next year. We could do better here. But we've already talked about like the media day next year that we're going to do. We have so many ideas already. So, we're super excited to actually go like full on with volleyball obviously. And then now we have that one year of basketball underneath us. So yeah, we're just really excited for next year. Great. So did you guys both get A's in her class? So far semester's not over yet. What do you What do either both of you What are you planning to do after high

017school? You have ideas yet? Um play tennis in college. That's all I know. Uh, I just want to get the business. So, yeah. Cool. Great experience. Great. Thank you very much, guys. And ladies, I love that. You're free to go if you want to go and you don't want to hang out for a business meeting. Thank you again. Okay, moving on to superintendent remarks. Thank you. Well, you guys know students, those guys are our why. Um and obviously, um student learning is our mission. Um and making sure our students are successful. But if you really think about it, our clients are our parents. So just like when you take your kid to the doctor, you hope that uh that doctor is uh successful in uh maybe curing what ails them or giving them the best

018service possible, but our parents are our clients as well. So every year we do a parent client survey. This last survey we've done had 620 responses. that allowed us to have a 3% margin of error with a 90% confidence interval. Um I told the group that I hope that our all of our kids also know how to look at survey results and figure out what the margin of error and confidence intervals. Um but I wanted to share some of that with you. Um because you hear a lot of things nationally going on with schools and I want you to know that we're not perfect and we've got a lot of room that we can improve, but in general we're doing really good by the people that um we serve. 92.3% of our parents agree that

019their child reads either at or above the level they need to be academically successful. I mean 7.7 don't think that which is a huge concern for me and we have to improve that. But when you consider that 19% of our kids have an IEP, that's really not what um what we don't see is Seaman grads, at least I don't. You guys have been here a lot of them longer than I have. And so you don't see uh graduates from Seaman High School who are out on the street unemployed, unhoused, resorting to crime in our streets, um not being able to support themselves. Um, there's always going to be some, I'm sure, but boy, when you walk around the area of Seaman, you don't see people who just couldn't make it and uh went through our

020schools and weren't successful. Um, sometimes the assessments that we get, um, there are people that like to highlight them, but I want to highlight one. And uh we talk about threes and fours and our state has said that threes and fours are academically prepared for postsecary success and we have 35 and a half% of our kids scoring in that area. We got to do better than that, right? Have to. But if you think about it, we also have a measure where they track every single one of our kids after they graduate to actually look at did they get a credential that actually measures academic um post-secary, excuse me, success. Now, those don't include our military kids. Those don't include kids that just have um a good working job. It doesn't include if they are working

021at their family business. Um, it only includes kids that have a specific credential and were able to be tracked. We're over 55% with that. So, I'm not sure how we could have only 35 and a half% that are academically prepared for post-secary success. And we can measure more than that that have academic or post-secary success. So, it's I asked our teachers, do we feel like we have a 64% of our K students that are behind? We don't. It just isn't isn't the case. It's a good measure of reading and math and social studies and science and we need our kids to be more proficient in those areas, but threes and fours are not the right measure. They're the measure that um somebody had to pick in order to meet a federal law and it doesn't

022perfectly measure whether our kids are or not going to be successful. If you ask our parents if our school work is appropriately challenging, 92.3% say it is appropriately challenging. I don't know how many of those others say it needs to be more challenging or less challenging maybe. But I don't um school work is interesting. We're at 86%. Certainly like to see that quite a bit higher. Child excels in at least one academic area. 90.6%. We'll tell you that their kids have found a little niche that they can be successful in. We need that to be 100. That's that's our aspirational goal that the board set forth and we need to get closer to that. Um we asked our parents if they think their kids are college and career ready. 90.1% said they were. And then

023this is the one that blows me away, but I'm not surprised is we asked them if they value school staff. 98.6% said they value student staff or a school staff. Our community and our parents love our staff. Now, in case you think that our parents are just uh spouting out rainbows and unicorns, I'll get one more rainbow unicorn out there, and that is plants will like this one. Facilities are clean and well-maintained. 94.6% of our parents say they are. If you ask them how many of our facil or if our facilities and classroom uh need upgrades, 56.1% say they do need upgrades, which means that only 43.9% are satisfied with our facilities, even though they say they're very clean and well maintained. At high school, only 22% are satisfied. 78% say we need updates. So,

024we can get better at that is two. Probably the one that though strikes me the most and it's not not those numbers, but we asked our parents if we're doing a great job retaining our staff. That's another board goal. And only 75.6% said we're doing a great job of retaining our employees. We got to improve that. Nothing else we do will get better if we don't get the employee thing figured out. So, we're working hard on that. You guys have seen some of the stuff we're doing around um employee retention and those types of things and we have a whole committee. Um but again, part of that, it's not all people don't do their jobs just for money, but obviously it takes money to make sure we're doing that. Our staff is serving our clients

025very well. But you guys know me well enough, it's never going to be good enough. There's always room to improve. Um and again parents are our clients. It's very important but we do have other data that we look at as well that we can include. Last thing I want to say and it's maybe more of a personal um feeling is if you look at data 88 nations take the PISA exam. It's a na it's a um excuse me a worldwide uh assessment of math and reading. I think there may even be sc Oh, there is there's science on it as well. 88 countries take it. If you look at those 88 countries after 2012, it drops like a cliff. What do you think 2012? because other than that it was plateaued and then 2012 hits

026and it just starts to drop in 88 countries combined. Social media came out about that time. I think social media is doing real harm to our kids. We always talk about the mental health effects of social media and I'm not telling you it's not there but I think there are some negative learning effects of social media as well. So we've got to do some of that positive news on piece is that in uh reading and science the US has actually increased over that same time span. Um we are now sixth in of those 88 countries in reading. Um our math has declined not as much as the total but um our math is declining and as a nation we got to figure that out. But um my solution is that schools and families must work

027together to ensure that we have the most success we can get for our kids. Um because any one kid who walks across our stage or doesn't walk across our stage that's not successful is going to be too many. So we've got work to do, but it's not failure. Thank you. Thank you. You're up again. promotion and graduation attendance. Those um those are really just reminders. Uh the dates and times are on there. Um I know that you guys have signed up for some dates and times already, but just wanted to remind you of those times. Well, nothing fancy. Great. Thank you. Yeah. Okay. President remarks. First, we're gonna start with Diana. Oh, yes. Um so a week and a half ago we celebrated prom at the high school and um more importantly in my view

028we celebrated afterlow uh after prom um that kicked off at 11 o'clock uh after the dance and we were at the high school with the kids until about two and uh at I I I bowed out around 3. I think it took them till about 3:45 to finally finish everything and get out of there. But um the reason I wanted to bring it up is we had 240 kids I think um at that high school making good safe decisions. We had a ton of community support from groups like the Optimus, local businesses uh here in North Da families um parents uh even parents of graduated kids who volunteered their time uh for that event. Our administrators at the high school were amazing. We had teachers uh volunteering to take a shift. Um it is truly

029one of my favorite things about our North Pika community because it's so much fun to watch the kids and it makes me feel good to know that we've given everybody a safe place to celebrate after the the dance. And so I just wanted to say thank you to everybody who donated spent that time um at the event. It was it was a great night. Awesome. Thank you. Okay. Next, um, three of us, Braden, Christy, and I, and Brad, went to the National School Board Association conference in Atlanta, and we got back a week ago. Brad took a detour and got back Thursday, but working detour, I should say. But I want to give us a chance to talk about the national conference. Um, and I want to say I've never been to Atlanta and I

030saw like a threeb block radius. Yeah, that's all we can do. That's it. That's all we could do. So, I really don't count that I've been to Atlanta. So, um the sessions that I went to were very informative. Um my favorite session I went to, I can't remember the exact name, but it had to do with um DJ like music and kids and how we motivate kids to learn. And the main point of the session was going to the kids level and finding out what interests our kids so that they are interested in what they're learning and groovy leadership. Groovy leadership learn from the DJ table. And um this specific guy had been a teacher, a principal, and he's now a superintendent. And he really really really puts music into learning because kids all um

031not adapt but all identify with some type of music. And so that was the main thing was how he uses the music. He wrote a book but he said not to waste your money on it because he was young when he wrote it. So, it wasn't that great. But, um, just if it's not music, it's got to be something that gets our kids interested. And then my all-time favorite part of the both conference, the fan girl, the Bacon Brothers, Kevin Bacon and his older brother. And I was very excited. He didn't dance. Um they did sing. They have um band a band. And then their mom was an elementary educator and she started her own preschool and then it grew and they talked about the effects that had on the community and their family and

032it was really good. But so she also volunteered at a local correctional facility helping inmates uh learn how to read and everything. And I think that local correctional facility actually named a room like a library Yeah. Yeah. Yeah. in her honor and I ribbon cutting and stuff. So that was really cool. So it was a great conference. I sat in Atlanta airport long enough to count that I kind of echo what Michelle was saying. The conference is informative. You get to hear a lot of unique perspectives from the entire country from people all over the place. Um, and I felt this last year, my first time going to it, and I heard it again this year. Um, no matter the session we're in, um, the ones I went to this year were a little bit

033more, not as much. I did not have as much fun as Michelle did. Her You didn't pick the groovy one. um were a little bit more stark in their assessments on some of the funding changes and and things that could be impacting like a future out outputs and and things that could be impacted u but even though it was not as positive as Michelle's um I talking with people around the country talking with people at my table from other states neighboring states as well as states far away Kansas and the people we have fighting for us both in the legislature, both at KSB, locally, we have a lot of really good people on our side. And Kansas is a place that while we are somewhat contentious when it comes to kind of local politics and

034and how things are handled in the legislature, we do have good people fighting for us and we have the best in mind for our kiddos. And I cannot say that about other states and our problems look like small potatoes sometimes, too. a little bit of comparison between our our district and other places. So overall, there was a big storm and so Braden got delayed hours. There were more there that day in like eight hours and it's right here in like a year. It was Yeah, we were expecting like tornadoes and everything. So yeah. Yeah, a lot of stuff got delayed. So, um, like Michelle and Braden, I was kind of in the same sessions as Braden, more of like, um, any type of federal impact and how that would, uh, come down to the local

035level. So, a lot of our, uh, sessions were more kind of doom and gloom a little bit. But um the one session that I absolutely loved was reaching the wounded student and it talked about um not all kids are at risk, but they could be something beyond that and that they would be wounded and that um you know the signs that we had to look for um how we would treat those those students. And it also went into like well-being um especially for our staff who probably um experienced some compassion fatigue and it was it was just really good. If I could bring those two presenters to Kansas in any way, I would love to have them. They were just fantastic. I think that they really needed like a three or four hour session um

036to really get their points across because we were really rushed in the 75 minutes that we had. Um, and I actually got to talk to one of the presenters. Um, I think the next day she was leaving for the airport and I of course bombarded her at the uh at the hotel. But um, other than that, the general sessions were great. Um, like Michelle fanled over Bacon Brothers. I really liked Melissa Stockwell who is Yes. Um she is a wounded uh um Army veteran who uh received the Purple Heart and the Bronze Star. She was the first woman in the Iraq war that lost a limb and she is now um a parah Olympian. So she's like fifth in the world or something like that. So I bought her book. So, if anybody wants to

037borrow it, you're more than welcome to because I've already started listening to her um book on uh not on tape. They're not on tape anymore, but anyway, the audio book. So, uh you're more than welcome to borrow the book. Um and then rewind. Nothing. I be kind rewind. Rewind. Hey. Yeah, that's right. Um so, other than that, like it was all it was all great. I don't know if everybody knows, but I also serve on the KASB board. That's something that I started in January. And so I got to participate in the delegate assembly um uh on the preession day and that was very enlightening to kind of know what was happening um at the national level within you know other school boards and other states and everything like that. So that was really cool.

038But on top of all of this, even though that we've all been going to NSBA for a really long time, um, and it is great PD for all of us, I feel like, um, I do want to, uh, state that, and I don't know if everybody actually reads their KSB emails or not, but, uh, the KSB board decided in March that we would not be renewing our membership with NSBA. And so, uh, the board, um, had a lengthy discussion about that. They felt that um some of the um I guess things that NSBA uh provided wasn't something that really reflects upon our um Kansas board and that um the KSB board really wanted to be more responsible and transparent about their investment of member dues and other KSB revenue. Um and so we will not

039be renewing as of July 1. So Kansas will be an independent state at the moment. Um we are looking at the other association that was formed in 2022 um which is called COSBA and it's a really long name of something I can't think of it right now. But um so I just wanted to make um everybody aware that we will not be KSV will not be joining any type of um national affiliation. Not that it was anything bad. We may end up going back to him. We don't know. But as of right now, we're just going to be um independent and kind of do our own thing. Uh the executive director, Brian Jordan, has great relationships with like four other states. And we're also thinking about kind of joining into some type of regional um

040um I don't know, committee or something like that amongst states, cohort among states. Maybe that would be better for us to do. But um those states are Oklahoma, Nebraska, Kansas, and Colorado as of right now. So um yeah and that being said led to a lot of discussion about national conference because those of us that go we do you know attend the sessions we get a lot out of it meeting people around the country learning how they do things and so you know does that mean we can't go to NSBA no but the OSPA that Christy was talking about NSBA possibly, you know, doing something with the four states around us. So there will be options for us to get that professional development as board members. It'll still be there. Yeah. You don't have to

041be a member of the National Association to attend. So, but it might be kind of fun to try something. So Brad, did you want to say anything about that conference? Well, looked a lot at the things that how do we make learning meaningful for our kids because that relevance is really important. But really, if you want to be honest, uh Braden stole my thunder. Sorry. Um and that is if you ever think that you've got it bad, just go to a conference. They'll somebody's got it worse. And um I think what I would reecho is canons in general tend to be pretty good common sense people. And um you guys have heard me brag about this board is always putting students first and our community first. And um coming to a common sense solution. And

042I would agree with Braden that I think that um when legislative time comes out, you see me get very stressed at all that gets thrown against the wall to see if it'll stick. And when push comes to shove and it all gets done because of the people that we have fighting for um good common sense solutions that are for kids, um there's a lot of it that never sticks. Um, and it's year in and year out and I still get twisted up, but we still have great people um, working for us um, at all different levels. But I just want to shout out to our legislator because Thank you, Kyle. Yeah, we talked about you a lot. Burning burning off. What I thought was also really cool is that um at least Braden and I

043had in one session had two guys from Canada that were that were there. So I thought that was pretty cool and get to talk to them about some stuff. So anything else guys? No. And thank you for the opportunity for us to go because that's a great experience for us. Okay, moving on. I need an approval of the business disposition of business by consent. Madame President, I make a motion to uh approve the disposition of business by consent. Second. It's been moved and seconded to approve the business by consent as presented. All in favor raise your hand and say I. I oppose. Same sign. Motion carried. Okay, we are now ready for the audit report. Lisa gets to talk. No, that's not my favorite part. This year is being closed and we get to move

044forward. Um, so this is our second audit has used um Neil and his homies to do the um audit. It's on their letter. It's on. It is. It does say no. Um it has been a great transition. Um they have really embraced and helped us through that map to einance and now to Skyward. Um so we look forward to using them during that um transition and having that partnership with them and Skyward and us together to make it a lot better hopefully than this past time. Um, our audit has one finding in it, but it is, he can even vouch. We have made so much improvement. The staff's, my staff, the building staff, we still got a ways to go. We have an action plan um that he's reviewed as well um that we've already

045started to put in place to address the finding that he'll go over later. And then when he's done, if you have questions, I can answer those um and then we can close 2024. So, yay. There you go. Neil, right, as she said, Neil Phillips from Jared Gilmore and Philip prepared your independent audit for this year. I think we do have pretty good audit sitting in front of us even though we're going to talk about a finding that we have towards the back but u pretty much we really consider it kind of minor but with the controls and the processes in the audit now if we have any issue with the internal control we have to document it because if it warrants being talked to the board it warrants to be put in writing so that

046everybody can see it. So, with that being said, let's skip past the letters that are in your audit and dive straight into the audit report. Page one, two, and three is the independent audits report. The first paragraph talking about what we audited being USD 345 as of June 30, 2024. The next two paragraphs talk about the fact that we have an adverse opinion and we have an adverse opinion on our financial statements because we do not follow GAP, generally accepted accounting principles. We follow the Kansas regulatory basis. a lot of people refer to as the KAC. It's actually called uh another term is the Kansas cash basis and budget laws. Can't spend it if you don't have the money in the fund and you can't spend it if you don't have that public approval through

047the budget process. Third paragraph down there is actually the most important paragraph. It's titled there an unmodified opinion on the regulatory basis of accounting. So what that means to you based on the testing we did, we feel like you have a materially accurate representation of what happened during the year and how you ended the year without any further modification needed. That makes sense. A lot of times you'll hear the slang term a clean opinion meaning your financial statements are materally correct based on the testing we did. The next section talks about a basis for opinions and the fact that we follow auditing standards that are generally accepted in the United States of America. Because of the federal money that's flowing through the district, we also follow government auditing standards. And then we also follow the

048Kansas municipal audit and accounting guide. So we got three layers of testing that we do when we come to do your audit. The next section down there at the bottom is management responsibilities and the fact that everything in this document is yours. They're your numbers. And there's a nice section there. It gets a little longer every year with auditor's responsibilities, what our responsibilities, what the numbers are. Then the last section there is supplemental information and it's telling you that we've audited everything that's in the little bound blue book here. And then the very last paragraph on page three talks about government auditing standards. Tells you there are other audit reports out there because we follow those government auditing standards. Some auditors actually hand you two sets of reports. one for the AICPA reports and one

049for the government auditing standards. Well, they actually call it a single audit reporting package. So, we think it makes better sense to put it all together because it's called a package. So, you're going to see them bound in the same document here. Page four and five is where we spend the majority of our time. It is uh by by statute, it's defined as the statement to show users at a glance that we're in compliance with cash basis laws. You look at the fourth column over, if any of those were negative, that would be at a glance a violation of Kansas cash basis laws. As you glance down through there, you are going to see that we actually did have one fund that was negative. And just like about every rule, there's always an exception to

050every rule that's out there. uh if you have a signed grant agreement or you have bond proceeds that are coming in, you are allowed to go negative because you have a reimbursement coming back. There's actually a statute out there that says if you have that signed grant agreement because they are a reimbursement, yes, you are allowed to pay that bill, wait for that reimbursement to come in so you are allowed to go negative. But a break I like this uh schedule actually because of the way it breaks it down because the fund titles kind of help you decide and decipher how we can spend our money or where we can spend our money. A lot of times everybody will hear, "Oh, we have $20.4 million in the bank. Why are we not doing this or

051why are we not doing that?" Well, this kind of helps lay that out. Like the general fund, you can see there we started the year out with zero, which is required by state statute. We brought in 30.1 and spent 30.1. So, we ended the year with zero cash. The next fund though down though is our supplemental general. That's the fund that gets our property taxes in it. You can see we started the year out with $1,200. We brought in 10.6 and spend 9.9. So, actually ended the year up at $680,000 of unencumbered cash. Sometimes you'll hear that referred to as cash carryover or reserve. So, your cash carryover was $680,000 in the supplemental general in the supplemental general fund. Then the next section is the special purpose funds. So, each of those monies have been

052set aside for each of that specific purpose. And it kind of follows the typing. Uh you've got your four-year-old at risk uh children, which started the year out with 89. We brought in 380, spent 160, so ended the year with 237. Go all the way down towards the bottom there. I'm looking at the totals line. You can see we started the year out with $18.1 million. We brought in $75.8 million. We spent 73.4. So actually increased our unencumbered cash balances by 20,000 220,476. So I think that's an overall positive for the district. you know, we had funding as we went along. That that shows we had good management in place really is that we were able to stay level with our funding, but yet increase our incumbred cash, meaning we made good decisions with our

053spending. The last two columns there is uh the add back of incumbrances and accounts payable to get to cash balances uh and then a reconciliation of the composition of cash down there at the bottom of that page. Then footnote on page six, footnote number one starts into uh the summary of sign significant accounting policies. And if you pick up any school district in the state of Kansas, you're going to see pretty much this exact same footnote in footnote number one because this is prescribed by the Kansas regulatory basis of accounting because it talks about what the regulatory basis is, how we treat reimbursed expenses, how we treat property taxes. Uh we got a budget schedule on page eight. Uh page nine, actually footnote number two on page nine, middle of the page there after we

054get through page one is where we actually start getting into information that's specific to you. Like the first thing we talk about is compliance with Kansas statutes. As you look down through there, you can see we talk about the fact that there is that KSA 10116 that allows that exemption to allows you to go negative in that one fund that was out there. So that was not deemed as a Kansas statute violation. Then we talk about schedule number one. It's prepared to show users at a glance that we're in compliance with the budget laws. When we get back there and see that here in a minute, you're going to see that we're positive in all those funds. So we were under our parliamentally approved budget. Then we stop talking about deposits and investments. And the

055first thing we do is we talk about where and how we can invest our earnings. I said we have $20 million in the bank out there or cash carryover. We can't just go invest that anywhere we want to. can't put it in the stock market. We're limited by state statute to only invest in safe investments, basically. So, we list out where and how we can invest our money there as a district. We talk about the majority of it on the next page being covered by FDIC insurance or letters of credit with a pledging institution. I do want to pay it out. I'm going to skip past the footnote number four there because I like footnote number six better on page 12. It shows that footnote number four in a better easier way to read it.

056That's the long-term debt which includes those capital leases that we just skipped past, but you've got your capital leases, your uh certificates of participation, and then your general obligation bonds. And you can see otherwise that's our debt as a district. You can see we started the year out with $51.4 million of long-term debt. uh we paid that down by $4,96,000. So we actually car came into the new year with $47.3 million of notes payable or bonds, loans, leases, however you want to classify that. And then right below that is the payout and which you can see there's fiveyear increment or five years and then fiveyear chunks after that because you know most of our planning we do is in fiveyear phases as a district. Uh, footnote number 13. I do want to point out on

057that page, actually it's on page 14, the bottom of that same footnote. I do want to talk about the caper's net pension liability. As we all know, the state of Kansas is short with the caper system. Uh, at year end, your share of the state shortfall is $ 38.7 million. I'm on page 14. It's a third paragraph down. Mhm. So your share of the caper system shortfall is $ 38.7 million. So if capers gave you the money, the state of Kansas gave you it back and said, "Here, you administer it and they're going to give you the cash to administer it, you would be short $38 million to be able to pay out all of your teachers and all your employees retirements." Well, we would hope the state general fund would step up and help

058pay for that. The legislator, Kyle, you need to make sure you get that taken care of, right? It's a work about issues, please. Yes. But just I want to make sure that you see that because that number scares a lot of people sometimes, but that number is not shown as a liability. It's not a funded liability at the district level. It's a disclosed liability. If we were doing GAP financial statements as some of the other school districts in other states do, that is a liability against your assets that shows up where in the state of Kansas, it's really just a disclosure because really the thought process is that hopefully the state will step up and pay that shortfall if it ever happened. All right, I'm not going to sit and read the rest of the

059footnotes to you. So, I'm going to have you turn to page 18 in the interest of time. Page 18 is schedule number one. It is to show users at a glance that we're in compliance with the budget laws of the state of Kansas. Very last column there. As you glance down through there, if any of those were positive, it' be considered a violation of state statute, being we spent more than what was publicly approved. As you glance down through there, you can see we were under our budget on all of the funds, and so we were in compliance with the budget laws of the state of Kansas. Then page 19 starts into the the numbers getting a little deeper where the front financial statements was just a summary by fund of all the totals like

060page 19 the general fund your state aid we give a prior year comparison in there you can see in the prior year uh we collected $23.6 million of state aid in 2024 it was at $24.6 $6 million of state aid, but we had actually budgeted for 25. Glance down through there, you've got your expenses are in the different categories or departments, per se, as opposed to the natural line. So, you're not seeing the line called salaries or rent or anything like that. But you guys down through there, you can see your expenses. The format that's in all of these schedules here are going to follow the format that your public budget is approved in. So that's what the state of Kansas has us do is put this in that same format that you approve the

061budget in. That budget then goes to the state level. They do their summary because they want all of them to look the same so they can accumulate their numbers to be able to report and do state reporting. But you've got all your funds here listed out. There's 23 different funds that you've got monies in. I don't think we need to set and point out into each individual one. Like I said, you looking through there, you're going to see we had a positive year in a majority of the funds. So, with that being said, if you turn to page 45, I do want to point out page 45, 46, 47, and 48 are the agency funds. So, those are those are cash that's in your account and it is per se somebody else's money, but we're

062still responsible for it. And when we get to our finding here in a minute, this is the funds that we're talking about. So, you know, we're looking at the class of 2024, the the disc golf uh club, the fishing club, all the different organizations and agency funds that you have as a district there. The first what, two and a half pages are the high school funds. The middle school starts in the middle of page 47. And then you can see there's just a few elementary school items there on page 48, but a total of $25,000 out there of funds that are considered agency funds. Out of the $25 million that we had in cash in bank, $25,000 of that was monies that were considered agency funds. The next page is the district activity funds. So

063be like the athletics. Uh these are the funds that uh are out there being held in all these different areas. It comes down to a total of $37,000 of cash on page 51. All right. Page 52 and 53 is the start of the section because we're required to follow government audience standards because of the federal money that you have flowing through the district. This first schedule is called a schedule of expenditures of federal awards. So this is the federal money that the district's getting whether it be directly or indirectly coming through the state. Uh you've got a cash receipts column and a dispense uh dispersements column. We listed out by the different US departments. So like US Department of Education three4s of the way down there you can see we brought in $1.9 million of

064cash receipts and we actually spent $1.8 $8 million of Department of Education money, little bit of Health and Human Services money. This last year, we finished spending that grant out and actually got our last payment. The next page has our school lunch program for our meals program which includes breakfast, lunch, and summer food for a total of $1.3 million coming from the US Department of Agriculture for a total of $3.1 million that you spent as a district last year in federal mons, which is always a positive, too, because that's coming out of the federal taxpayers's pocket rather than the local taxpayers's pocket, which yeah, we all pay federal tax, but that federal taxpayers pocket's a lot bigger than just ours in the local district level. All right, page 54 and 55 is the first of

065the reports. Uh the first one is internal controls and compliance at the upper district level because we're following the government standards. This is that report I was referring to just a minute ago that if we have any issues with internal controls that we feel like need to be talked about with the board, we are required to then put it into writing in this report. So this report you're going to see is a modified report because we did have one item that came about while we were doing your testing that we really feel like we've got to get some controls over. The next report and we'll talk about that finding. We got a summary of findings in the back here. The next report is on page 56, 57, and 58. That takes it down to what

066they call the major program level in which we are required to test some of your federal money for compliance with laws and regulations. In your case, this last year, we tested the title one grant program and then we tested your special ed program. All the federal monies with the special ed program. And as you read through this report, you're going to see it as an unmodified report because we had no problems with the federal dollars that we were spending. No problems with the compliance or the internal controls that was out there. Page 59, where a lot of people say I shouldn't in the first place, the federal government does not want to have to flip page by page of your audit. They want a one-page synopsis to tell them all the results of your audit

067in a one-page summary. That first bold heading that says financial statements, that was the audit report that was on page one, two, and three. As you read through there, you can see it talks about it was an adverse opinion on GAP. However, it was an unmodified opinion on the regulatory risk to accounting. The next bold heading says internal control over financial reporting. That was the audit report that was on page 54 and 55. You can see no material weaknesses. However, we did have one significant deficiency out there. And then non non-compliance required to be reported is marked as a no also. Then the next bold heading is the federal awards. That's the report that was on page 56, 57, and 58. Again, you can glance down through there. No material weaknesses, no significant deficiencies. It

068was an unmodified opinion. There no findings on the federal level. There's those programs that I said that we tested as major qualifi your threshold for A and B programs is still at 750. They changed that rule last year in October, but it doesn't take effect until the next October that goes to a million dollars. So, you're still at the 750. And then lowrisisk audit, we still are marked as a no. Every school district in the state of Kansas is marked as a no right now because the federal government does not recognize our regulatory basis of accounting as an acceptable basis of accounting. So every school district in the state of Kansas is marked no because we follow the regulatory basis of accounting prescribed by statute. Top of the next page is that finding that we

069were talking about a little while ago. This is an internal control issue and which we really feel like needs to get taken care of. Uh and it is at the district level when we're dealing with those activity funds and those agency funds. Uh we're not properly issuing and accounting for the cash receipts that are coming in the door. Meaning we need to issue a receipt to every single person that puts some money into an account. Then we need to be able to add up these receipts and see they went to the bank. We were not able to do that. This will be the second year for this finding. Uh Lisa's been working with staff. She got all the other findings taken care of this last year. and I was told she just had a class

070last week with all of the building people and she's assured me that this is not going to be a problem in the next year. So, I fully take I will take her word and hope it won't be. Uh then you have federal findings. You can see it says none down there at the bottom of page 60. And then on page 61, you've got the resolution to the prior year findings in which we had the general ledger reconciliations. Everything's up to date. We got our banks reconciled. This year's audit really went well compared to the prior year. Uh we probably had about half the time in it this last year as compared to the prior year if you remember all the issues that we had in the prior year. So we're making a lot of headway.

071And then we've got an allowable cost item that was also taken care of during the year uh which was some teacher documentation with one of our pro with our title one program. We tested that again this year. All of that has been taken care of and finalized and is not longer an issue. Then on page 62, that is management's corrective action plan and which as you're reading through those other reports, you're going to see that we do not give an opinion on the corrective action plan because like I just said, I fully believe she's going to do it, but I haven't tested her yet to see if she did do it. So there's not an opinion on this corrective action plan, but however management typed this up to say this is what we're going to

072do to fix the issue. The federal government wants to see what you're planning on doing. Instead of giving you a call, they want it to be already in the audit so they can read it. All right. There's a letter that was in your audits. This letter is for boards only, which we had a lot of granters that are now asking for it. It's what they call a letter to those charged with governance. It's a separate letter. It was on a letter head should have in all the boards. I see a couple people have it. This letter is what we call our presentation letter. Uh if we had any difficulties encountered during the audit problems with management, uh we would have came to you and said, "Lisa is not cooperating. Brad won't make maker. We need

073the board to make the staff cooperate with us." I'm making light of this letter. It's a boilerplate letter. We did not have any issues that arose during our procedures during doing the audit. However, it's required that we now put it in writing. So, you can see those exact things that we're talking about there. No corrected mist or uncorrected misstatements were accepted. No difficulties. No disagreements with management. You didn't consult outside accountants because you're doing something crazy with your records. Like I said, boilerplate, but it is required to give that to you. So it is important that you do read through. The third page is the adjustments if we're where the numbers went from where you last seen them to how they show up in the audit. And then the very last section of that is

074what they call the management representation letter which that is the representations that have been made between the auditor and management uh says that I remember to tell you everything that I told was supposed to tell you. I like to refer that as the reminder letter because as Brad read through it, oh wait, I forgot to tell Neil about that lawsuit or I forgot to tell Neil about the problem with the IRS we're having. As you read through that letter, you're going to see a boiler plate because we didn't have any of those kind of items that needed to be discussed. But it is, like I said, required to be presented to you. So you can see those representations that have been made between management and the kind of questions do you have of me? kind

075of a quick presentation, but also pretty long for some people. No, we appreciate you. This is a definitely a big turn from last year's audit. So, good job, Lisa, and your staff on getting this turned around because Thank you, Lisa. Somebody who has read through all of these a lot of times, um, this is fantastic. And, um, thank you for presenting because I actually read an article today, I think it was through Asbo that said that school boards basically don't take enough time to read through their budgets and and make that discussion and their audits and stuff. And I was like, we just spent how long going through this? And they said that most boards only spend about 15 minutes. So, I feel I really was, you know, a little heated after I read that

076because I was like, I feel like we spend a lot of time. So, I think we're an exception. TR T truthfully, I really feel like what you were saying a while ago about the state of Kansas at we do 20 school districts in the state of Kansas and I can tell you that we care in the state of Kansas about our numbers, our kids. Yeah. You know, thank you for taking the time to go through all of the thanks and everything. We appreciate it. Maybe even more so just being able to be simple, concise, understandable. I am going to ask one favor of you if you don't mind. page 16, footnote 8, where it says other employees. Will you explain to the board what you analyzed in those um with that retirement incentive? What age

077did you say 16 other employees? We're talking about the uh early retirement there. And so Lisa provides us a list of them. We go through and we analyze and try to decide how many people are going to be paid out into the future. Uh during this last year, you actually paid $297,000 out for early retirement. And then those are your commitments into the future for the employees that are out there that are in the program for early retirement. And again, that's one of those numbers that's disclosed, but it's not been funded. So, it's not as a liability up in those front financial statements. So, that's something we fund as we go. So, that's the annual contribution that you're going to have to make or come up with in the future. Thank you. Any questions? Other

078questions? Anything, guys? All right. Thank you very much, sir. Thank you. Appreciate you, Lisa. Do we need to sign this letter? Okay, perfect. Thank you. Thank you. Thanks again, Lisa. Thank you, Lisa, for all of your work. I know that you don't like to be in the limelight, but you've done amazing things. Thank you for being a part of us. I think what was and do you guys need her to go over that or what she's doing to correct or or we read it. I mean, I think we're good. Lisa, thanks. Just go purchase a bunch of receipt books, right? We've got to use them though, and that's that's the more difficult. Yeah. So, we've got to make sure everyone is using them. So just question. So we have a receipt book that's numbered. Yeah.

079Have x number of receipts and they total and they total. What's our check to make sure that I get money from John Q public and I don't fill out a a receipt. So it's filled on balance. I'm just Yeah, typically any cash up front is supposed to have a dual account. So if I have secretary gay and I get $50, that receipt is supposed to be double count. What if they aren't making a receipt? Well, that's why we got that what the finding indicated is we weren't doing that. We want to go back and prove that to where now what we have in place will be a mandate sign on it but they have to have it receded the receipt to us. We just did a mini audit. Um well started a mini audit to

080review any deposits on the buildings that I had that come to us to make sure we have those not tasking them. But that is one of the reasons why we have practice in place that a was not that what came in versus what was in. So to your point, we probably a lot of times have had people say, "I don't need a receipt. No big deal." We need people to stand there and watch them write a receipt because then it's a numbered receipt book. It's just it could have to write a receipt regardless if the people want to receive it. not only employee as well as us and we're talking everybody in the district. Um yes your secretar's building downstairs each building has our coaches that's where the tricky part is with the deposit at

081high school some of that goes into the high school as student fund and so they're receiving it fill out a deposit, it should bounce back to receipt. But if I were say my t-shirts when I could hand you that I have a list of each 12 kids paid with this check number document should they match them all day but they are responsible for something to account for you know Okay. Gate receipts and concessions um have a multiple count and that box that has a designated amount to start with. Um they have to uh obviously they have a double ticketing in our gate receipts. So they have to send a ticket and then they know that based on the starting ticket and ending ticket um how many should have been sold at each type and then

082that should equal the amount of money that they received. There is a difference in there. Sometimes that happened. I gave them back um $17 instead of $7 because I miss subtracted. Um we make note of that and do that. It should balance on the do the beginning balance just just one no it's it's great questions and it's we had a long ways to go from where we started is always it and it's yeah okay awesome thanks guys good discussion as well okay moving on Megan. Are you doing the whole thing? Okay. All right. Good evening. I am going to begin on page four. Um just in recognition that um we are in the midst of our needs assessment process. Um so just last Friday we had our professional development day and this was an opportunity

083for buildings to work on getting the feedback portion from their staff. uh since we had that opportunity with staff all gathered together. Um our elementary principles met today to do some debriefing um as they're looking at their data and identifying trends within their needs assessment and we'll be doing the same work with our secondary principles all in preparation of sharing that data and report with you come May. Um also at the bottom of page four is just a note about our KISSA school improvement day. So, coming up on April 22nd, a small um subgroup of our district leadership team is going to be joining um representatives from Shaunie Heights, Washurn Rural, and Manhattan for our regional school improvement day. And this is our opportunity to dive into our identified um KISSA fundamentals, which are structured

084literacy and standards alignment, and build an action plan and have an opportunity to get feedback from these other um nearby districts on what they're doing as we um formally identify our structures and our learning measures as we set those official goals for next year. Uh so interrupt you real quick. Yeah. because I do want to brag on our teaching and learning team is um they met with us and KSD uh was very complimentary and said we were we were beyond where they expected us to be and that's due to the work of uh Megan and Rod and Dedra and their teams on what? Yes. Yes. Yep. So back in March we had our our KISSA meeting and so Megan is that the Kesha 2 that they're working the Kissa 2.0 I know. Yep. So, this

085is we're in the first official year of it um where we are setting our action plan. So, that's the school improvement day that I referenced here coming up in just a couple weeks is our time where we officially um plan um what those the structures and our measures are going to be for our goal and then um we submit it to KSD for formal approval right after that. So, it's kind of a good time um wrapping up the year and looking towards next year so that we can start next year. um hit the ground running with the goals that we'll have set here at the end of this year. Any other questions on that? Okay, I'm going to jump back, excuse me, one page to page three. Uh just to highlight our postsecary student follow-up

086data. Um so as part of our um work with KSTE and measuring our CTE processes annually we have our student follow-up data um that's actually officially due tomorrow but we have already submitted for this year but let me go and um you can see the data within there that we gathered as part of the follow-up process and this um data was gathered through work with our counseling teachers as well as our teachers who worked with our graduating seniors and actually reaching out to students who we didn't have information from um through those other outlets. And you can see um the information that is provided to KSD is our data on any student who was identified as a concentrator in any of our CTE pathways. So a concentrator is someone who has taken at least two

087courses either introductory, technical or application within a pathway. So for example, of last year's graduating class, we had 196 students who were concentrators in at least one pathway. Um many could have been uh concentrators in more than one pathway. And so really the um follow-up data was asking them two things. how satisfied were you with your preparation for your postsecary um events and then what is it that you are currently um engaged in and you can see those bullet points there list the different options of what they might be doing now um you can see our highest percent 57% are continuing their education in a balora program but you can see the other percentages and numbers of students so it's interesting data um at any given year to see the direction that our graduate students

088are headed postsecary. Um and then overall I think it's a tremendous celebration that we had a 94% um success rate or being either very satisfied or satisfied from our graduates um when they were contacted. So um wanted to take an opportunity to share that data to you and recognize our high school staff are really um spent the time gathering that. Oh, what was it? I'm sorry. What was the total number of students in the class, the graduating class last year? Oh, I would have to look it up to give you the official number. Um, thought it was just below 300. As I say, I had it in front of me when I did all the math so I could reverse the math for you since I did not include the number here. But, yep. Um,

089okay. And my final piece on the report is just to highlight um there's a plethora of activities that are listed within here that are just wrapping up the school year. Um so for example, there's information on second grade day of the farm which was last Thursday. Um I had the opportunity to stop by and it really is just such a fun event and it's completely studentled. So, I want to shout that out to our um amazing A department as well as our eighth grade um intro to a students who also supported um and the second grade students attending were just having um a great time. It was a little windy but good. So, that's just one example of the many things such as our Kansas kids fitness days, our track meets that are held, our

090career fair for sixth graders, all the end of the year activities and promotions, and all of our staff who work so hard to create these memorable events for our students. So, this is just a general shout out to all of them. It's a very busy time of year, but it's a fun time of year with lots going on. Any questions for me? Okay, I'm gonna stay up here. Yeah, I should have brought camper. I'm going to camp out. Workplace math essential. Um last month I brought you um curriculum adoptions and I have one additional curriculum adoption that I would like to propose to you tonight. Um and this is for our workplace math essentials course which is a new course that we um have included in the program planning guide starting next year. It's kind

091of the counterpart to our workplace reading essentials course um targeting some of those same students who just need an additional math option um as they're looking to their next steps postsecary. Um and so we need just a little bit of extra time in order to identify what the best resource would be for that new course. Um a couple of our math department teachers looked at some options and they identified the resource mathematics for the trades. um a guided approach. You can see what the um quote is for that that I've included. And this is a quote for just the print textbooks. So the textbooks that will um allow the teacher to um use this curriculum in order to support the class. So um bringing that additional curriculum proposal too. Any questions? Nope. All right. Instructional

092technology. Yes. Okay. Um, as Jeff pulls this one up, I'll give you a little bit of background to the why behind the philosophy. Uh, so as we were beginning to talk about um, technology refresh both for secondary um, for next year and then elementary for the year following, I kind of brought up between the teaching and learning team and it you know what is our philosophy um, when it comes to technology integration in the classroom. uh we we talk a lot about it and some of the best practices, but we didn't have anything that was really in print to go from when we're having conversations with teachers or making some of our technology decisions. And so from that stemmed an opportunity where to both our instructional coaches and our administrative teams um I just kind

093of posed that question of what is our philosophy? How do we um talk about technology and determine what and h what and how technology should be used in the classroom? and they gave some tremendous feedback. So from the feedback of those teams um I really grouped it into the four categories that you can see on this philosophy and the four categories are instruction with technology um supervision and management some of the pieces with there screen time considerations and AI guidelines. I'll also add um in the screen time considerations category, all this was also happening in the fall. Um when you recall that KSD had a screen time task force that was also diving into recommendations to make with um or in relation to screens. And so um the task force and other documents that have

094been helpful in kind of developing the philosophy are all linked within this document. Um but really what the screen time task force came down to was making sure that students get um technology breaks throughout the day. That's one of their main recommendations which is good judgment and um good practice to be had and it kind of fits in with all the other pieces here. So, for example, as we look at the instruction with technology category up at the top, um, and what's called the SAMR model, which is a model of technology integration, which if you put it very simply, just means let's please be intentional in how we're using technology. Think about the learning activity that you want students to do um, in order to, you know, show um, to learn a skill or to

095improve on a particular standard. And if you are wanting to use technology, how does that enhance the learning experience for them? Or can it be done in another way? You know, maybe paper pencil that's just as effective and technology isn't going to enhance the learning experience. And just being very thoughtful and use the word intentional again on how we are using it and so that we can give those technology breaks throughout the day while still being very meaningful and leveraging technology um in ways that can really enhance the learning experience and kind of talking about that with staff when we have um instructional conversations regarding technology. Um the supervision and management category just talks about how we have Apple classroom and other tools that support um monitoring students when they are on their devices as

096well as just some um smart tips for managing um within there. Um so I'm kind of jumping around a little bit and I want to land on AI guidelines just to wrap up. Um these AI guidelines, we started the draft guidelines almost a year ago now. It was kind of ended last spring into the summer and gave opportunities for staff to give feedback um on them at the beginning of the year by going through building leadership teams and uh but we hadn't had an opportunity to kind of share these with staff and loop them in on the guidelines that we were developing. Uh so all of this is being shared with you tonight as um a followup that this was shared with staff last Friday, both elementary and secondary staff. So they have an idea

097behind what our technology philosophy is and they had an opportunity to see the AI guidelines and I've encouraged them to give feedback to their principles on these um AI guidelines if there's anything that they would want to tweak because we are um planning to embed these AI guidelines um into the handbooks that'll be coming to you guys um in June. So overall this philosophy wanted to share so you know that we now have a technology philosophy um principles and coaches help develop it. Again it's meant to be a guide and a reference and a tool for when we're having those instructional conversations about what is our practice, what do we believe and um the guidelines that will be coming to you within handbooks. So um any questions for me on the instructional technology philosophy? You

098don't mind? Um Megan brought this um I don't know if it was executive cabinet this to me one time and um we'd been working with AI guidelines and they were going to go in the handbook and I really thought this was something that I wanted her to show you this work that we're not doing technology just for technology sake and I think there has been a time um with schools that it was almost the expectation well you need to be one to one that But going one to one is not necessarily by itself improving life and it can even detract from women to be quite honest. And so Megan and her teams have put a lot of thought of how do we um use technology in a way that ensures that it is enhancing um

099our learning and not detracting from it. So thank you. Purposeful. Purposeful. Oh yes. Purposeful. Yeah. intention. That's my favorite word, I guess, purposeful and intentional. Okay, moving on. Yes, fast bridge assessment. Okay, so I referenced last Friday. Last Friday, our staff heard about the technology philosophy. Um, our elementary staff also heard about um a proposal being made from the teaching and learning team to switch to Bastbridge as our benchmark assessment tool. Um, and I'll say it's at early childhood, elementary part of this proposal because we are actually looking at bringing FastBridge from down to preK um, now all the way up through 12. So, as a reminder, middle school and high school have already made the switch to Fastbridge. So, middle school's in its second year of Fastbridgeidge, high school's in its first, and those

100have been very positive transitions. Um, elementary, um, K six has been with the Aadian assessment for both reading and math for many, many years. Um and then prek has been using the tool called mightds for their benchmark assessment. Um if we move to fastbridge, we'll have that prek12 um alignment which will allow inconsistency in our reading and math benchmark data at all levels. So for example, our um preschool friends that will be entering kindergarten um those teachers would have the same um data to look at within the same system. So, it's more like looking at apples to apples instead of apples to oranges between two different data systems. So, allow us to be just that much more effective in having database conversations in order to meet our students needs. Um, so I'm bringing it to

101you tonight and we've moved to the next slide, Jeff, that just highlights some of the benefits um that we've identified in this transition to FastBridge. Um, it continues to be a state approved screener to meet our dyslexia requirements. Um, but something that it would provide us that we don't currently have is access to Lexile and Quantile scores. And what that means is Lexile is your reading um, level, like a numeric level that tells you kind of what the best type of reading or level of reading is going to be for any particular student. And quantile is the same thing for math. Um, it also will allow us to do some personalized skill plans through which is a free resource made available through the state. Um, so you can take a student's FastBridge score and they

102can get some work that is personalized exactly to their needs. So that's a pretty neat feature that we can't currently access. Uh, and just some of the data and reporting that is available in FastBridge is more robust than what we currently have with Aadians and my Eggds. There's also some efficiencies that will be found within FastBridge that we don't currently have, such as whole group administration. Once students um are at our intermediate grades and higher, we're able to administer to a whole group. And any of our students who score at or above, that's the um the end of their assessment for reading or for math. And any students who score at risk, then we do follow-up testing. But it is a timesaver where currently with Aadians um our students it's one-on-one testing um for all

103of those kids instead of having the opportunity for some whole group assessment. Um also since Fastbridge does um have um a partnership with the state there are many professional development opportunities that our staff can go to both in launching this and then throughout the year whereas we don't have that with Acadians. We are very much in the minority being an Acadius district. So we don't get very many PD opportunities offered in the state. The next two slides are just um a quick glance at what those assessments would be both for reading and for math. And the interesting thing on these slides to look at are the little icons next to the different measures. When it has the little um faces with the red bubbles, that's indicating those are one-on-one assessments versus when you see the

104computer screen, that's indicating that it's a whole group assessment. So that's where you start to have the time saving. But I think it's important to show that when we're still at our early um levels where our students are learning to read, it is incredibly essential to still have those one-on-one assessments with those students. So that will continue um until they're at that reading tolearn older level. And so that's with reading. And then the next one is on um math. And so again, we start at the primary ages with one-on-one assessments and then you can move into automated assessments as they get older. Um, so finally, my favorite slide because who doesn't like saving money? We're going to be saving money with this as well. So when you look at this chart, um, the color coding,

105the red on the left, that's what we've currently spent this year on our three separate assessments. The mydies at preK, Aadians, what it cost us for K6, um, and what our fast bridge currently was for 712. So you can see what the total was for this year in um making a five-year commitment with Fastbridge. Um for preK12 all grades it'll just be uh 13,300 a year. So just one year next year already we'd be saving about 14,000 and over the period between now and 29 to 30 we'll be saving about just shy of $71,000 by making the switch. Nice. I know. I know it's like the grand finale, right? That's that's when the fire went, didn't you? I was going to say to me the why is all the other reasons and then the money

106to boot. But there really is a lot of instructional reasons why to make the shift. Any questions for me? Yes. So on the cadiums and the mys, uh are we at the end of the contract? Yes. Each of those were just annual contracts. I would renew every spring. So pending approval, I just would not approve for next year. Okay. Any other questions? All right. Thank you. That was great. Yeah. I'm gonna still be here, but step to the side because I was gonna say Jeff, you're up. I got a quick question. Be back. So, Fastbridge going back to the screen where you had the individual. Yes. Is that the one where they give the a test to the class and if if Johnny's a little behind, it will come up automatically with some some um

107um worksheets or something that the teacher can use. Am I thinking right? You are thinking along those lines. Yes. So, um Johnny and the rest of the class would all get the whole group um assessment and let's say Johnny has a couple skill deficits in a couple of areas. um Bassbridge then identifies that say Johnny needs to work on such and such. here's um a sample of a lesson that you could do to work on this skill and some you know particular things you might so yep and are cadians supposed to do that um no right now we get the data but it's very much manual and our teachers have learned and are good at it over the years looking at the data and saying okay these students maybe have a deficit in first sound

108fluency maybe and they then would group them together and work on first sound fluency um Bassbridge is going to do that for them um instead having to do it themselves. Thank you. You're welcome. Price loan agreement. Let's start there. This is the first time we've really made any wholesale changes or proposing wholesale changes to this document in quite a while. Um currently what we do um for our own self- insurance policy is we have students pay a tech fee uh at the beginning of the year and then we have a rolling coverage of uh damages. So like right now if the student has a repair on their device the first time they're responsible for 20% of it we cover the 80%. Second time it's 50/50. Third time it's 8020 where they pay the 80, we

109pay the 20. Anytime after that they're responsible for the full amount. Um, now that we're not yet what? It took me a while. Picking on her. You knew what he got, didn't you? Um, but as you guys heard when we uh ordered our devices to refresh 7th through 12th grade, we're doing Apple Care this time and that's going to save us a significant amount of repair costs. Our thought process was if we continue with the current um format of our repairs, the prices are going to go up significantly. So, just for example, a screen repair costs $79 for the student's first incident at 20%. Um, with the parts prices going up for the new um, models of laptops and just everything else in the economy right now, it's going to go over $100 just for

110the 20%. Um, since we're going to be saving so much money going with Apple Care, um, we wanted to try to pass those savings down to our families um, and have them pay less for repairs. So, what we came up with was a tiered approach. Um, and you can kind of see in these chart, it's broken out by computers and iPads. Um, so we would tier um, our most common um, repair types and just assign a flat dollar value for them. So like your display would be a $75 repair every time it happens. So you wouldn't end up paying, you know, several hundred if you happen to break two displays in a year. Um, which does happen. Um, it's very rare that we get to three. Two is pretty rare. Three hardly ever happens. I

111think I've only had one in the last five years that have done more than that. How many charger cables? Gosh. That was sarcasm. We go through hundreds and hundreds of I think I pay for a few. We go through lots. Um just to give you an idea, we we repair about 200 screens every year. Jeff, can I ask you a question? How because we're switching to iPads for elementary. Do you have any concerns about I mean do you have any like how many repairs do you go through computer-wise for elementary? Elementary just at the elementary level. Yeah. Yeah. It's way way less at the elementary level because they don't take them home. I say they're probably nicer than our repair rate at the elementary level is a fraction of Do you have any concerns about

112iPads? They're actually more durable. Okay. Um, so costwise, iPads are significantly less expensive to acquire and maintain. Are they going to have pencils, too? Pencils. There's less of the like screen closing. Right. That's true. And I forgot elementary doesn't take them home. So, so their repair rate is much much much less. Okay. Nice. Um, you can kind of see what our proposed repair chart is for both computers and iPads. This went to the tech advisory committee a few weeks ago and we let everybody have input and suggestions. Uh overall the thought was pretty positive um towards this and passing on some of our savings from Apple Care to our families and keeping their responsibilities uh as cheap as we can and still make this sustainable for us going forward. So what do we pay per

113computer? They're a little over a thousand, but we're only charging families 200 if they're lost or can't be repaired. If they can't be repaired. So, we use their their tech fee to kind of selfinsure. So, that builds us a pot of money for our portion of the repairs. Gotcha. And that that doesn't happen often. Okay. It I think we probably in the last four years, we probably lost or had stolen 30 35 Percentage wise, it's pretty low. Yeah. And there's not really any sense to quote steal it and then pay $200 because he will turn it into a brick, right? It's unusable once it leaves us, right? Okay. So, we still have to make it, you know, painful enough to Yeah. Please don't take it, but but not so much that it's just a burger.

114Okay. Any questions on that? Yep. So you have computer can't be repaired or is lost 200 computer is not returned because it's lost it's 800. So the not returned is when you and it's says it in the the writing of it. The $800 fee is if you transfer out of the district and don't return your device. What's that different from being lost? because they're still if they if they don't return it when they transfer out, they essentially stole it. It's in district first. Well, they do say they lost it. No, but if they're transferring out, right? So, like if they're still a student with us, we can still kind of track where it's at. Um, most of the time when students leave and don't give it back, it gets shoved in a closet somewhere or

115sold and it never gets turned on again and we have no means to find it. Does that make sense? Yeah. So, the loss is a student still in our district. Yes. Correct. And I'm assely it got stolen out of my car or Right. Yes. Right. Yes. which is better than my child. He's had two cars for the last six months. Okay, moving on. Okay, so we'll move on to uh student AUA. Now, there really hasn't been any changes to this other than the way it's organized and the word. The content of it is still the same. Some of the verbiage was outdated. It hadn't been modified in very, very long time. Um, so just to kind of bring it into 2025, we regrouped things so it flowed a little better. Um, changed some of the

116the verbiage to reflect 2025 instead of 201617. Things have changed a little bit, but all in all, it's really the same content just kind of reorganized. Any questions on that one? Okay. And then the employee AUA is still the same as it was. Um we haven't changed anything in here for this coming year. I think we still want to go through and do the same thing maybe over the summer for the next go around and kind of clean up the language in this one to mirror what the student one looks like. Um again, there's just kind of some flow issues and this one jumps around a little bit. Um all in all, the content still the same. Yeah. And the difference between the employee AUA and student AUA is the this AUA the document is

117actually not what our employees actually use because it goes through a KSB screening where it's more of a slideshow that they flip through and then agree to at the end. So if we change verbage on this one, we have to go, which we can. Yep. Not a big deal. Okay. Any questions? Yes. So on our iPads and computers for the students and uh teachers or staff, what do you have locked out? It's a long list. Give me a general. No social media. No. So for students, we have no social media. All of the adult content, obviously firearms, just your typical buzzword stuff. We block by category. um shopping, things like that. Um getting they can't get on Amazon. No Amazon. Um a lot of the streaming services like Pandora are blocked. Those are time wasters.

118Um a lot of the games, pretty much all games. That's one of the biggest hurdles that we have to jump through with kids is keeping them off of games during class. Um it's pretty locked down. Okay. I knew they were. I just curious. it'd be easier to ask what they can. True. And and actually we're we're moving next year with these new laptops to a new management platform that we're trying out called Mosul instead of JF. Um that's going to give us a lot more granularity and control and finality over what they can get to on the on the web. Um like everything else, there's ways to to undo rules and get around and skate around firewalls. um where we're moving to with this new platform, it's locked and you're stuck. Um it can't be

119bypassed. So So can a can a student load their own email besides your school email? Connect. We have them currently or something to their own um district account. So now they could on a different browser try to log into a personal one. Um but they they're required to depending on what group they are. or if they're we have some highly filtered groups for kids that are having trouble but um they can't log into any personal Gmail accounts or Hotmail accounts or anything like that. Hotmail I just dated that's what I use. But like there's also um I know that like Phoebe can get to her Gmail account because she's emailing like with Key Club outside of a district for certain things. Correct. And you can't email a student at their district address. You also have

120a district address. So they could protect. Yeah. So students can't use external get any outside emails as students can't send or receive to anybody outside of the district. You have to be careful not to block out everything because of those kids who are involved in researching and all that sort of thing. That's been a learning process for I think for the technology department as well. It is what they need access to and thinking. It's all Yeah, it's all be locked in. Y Okay, thank you. So, you were talking about the program to um I don't monitoring the management program. So, do you do that or does that is that a teacher per teacher? You do it all. neat. So we have kind of a YouTube there's not an official policy or they do but as

121teachers come across things say hey kids are wasting my time doing this they come to us we find it we consult teaching and learn say hey this is a problem being stopped and Donna there's been opportunities the other direction as well where like the kids are doing some big research projects and they say we really need access to this and Jeff looks into it and figures out so it's been really it's been collaborative. Two way street for sure. Thank you Jeff very much for everything you do. Thanks Megan. Dedra good job on those asurances. Or was that Lisa? No it was me. I found them. I thought yes. Thank you for approving them. Um, I'm going to highlight the first section. I'm going to my report first, Jeff, the board report. Um, just the first

122section because it was really honestly a highlight of my month. I was thinking about recruitment, how I need to recruit special education teachers. So, I sent out an email to the paraprofessional group just saying, "Hey, if you guys would be interested in being a special education teacher, reach out and I'll come meet with you." Well, I started meeting with people and I thought I don't have time to meet with everybody once one at a time. So, I um sent it out and I set up just one meeting at Logan Elementary in the library a couple weeks ago after school and um had about 20 respond that they would be be there and I think 12 attended and then a lot more I'm sending out information to. But, um do you have you know asking questions

123like first of all are you, you know, ground zero? Do you need to start taking classes? What's available for you? Um, do you have some classes under your belt? A couple of them had m or excuse me, bachelor's degrees in some other field. Um, one of them in business. Um, can't remember the other one right now, but um, what do you do to become a special education teacher if you have um if you have those classes? So anyway, I gave them the information and the the pathways to that and um also um introduced them to the Kansas region scholarship. So if you're in a title one school or if you're interested in the field that is hard to um fill, which is special education, you can get everything paid for through that Kansas region scholarship,

124which they were very excited about as well. So, everybody wrote information down and they were very appreciative and very just our brightest um pair of professionals that came and I'm excited to see what happens. I have a couple of follow-up meetings and person actually posted on social media that she was going to do it. Oh, really? I didn't see that. Yeah. So, um yeah, it was a fun group of fun group people and have some great options for the future. I think that's all I'm going to talk about. Do you have anything else in regards to my report? Yes, you are full of questions tonight. How many bed cers do we have? I knew you were going to ask me that and Lisa is gone. Um, before COVID, I would say we had about a

125hundred. Um, since then we had to pair down quite a bit and then we've kind of made it work. So we have probably between 80 and 90 professionals just for sp I think on our form 150 we put 95 but that's we always overestimate a little bit so probably about 90 I would guess somewhat evenly amongst all schools y providing services at all Yep in all of our schools nice okay we can't do business without them. They provide a lot of services, all preventative services to our students especially. Okay. Program evaluation. Okay. I was tasked with evaluating the early childhood programming in Seaman um as we have been doing the last year or so. And the first thing I did was call Jennifer Hill because she's all she's it for early childhood programming. That's why

126she's here this evening. She's my backup if there's anything. But anyway, we met together and went through went through all of this together and you know, we've got a great thing going on and I'm excited to share this information with you. So, first of all, talking about the program description. Um, the programming um at Seven refers to the structured educational and developmental programs designed for young children typically from prenatal to age five. Um in SE we support children's cognitive, social, emotional, language, physical development through play-based learning, structured activities, and guided instruction. We provide services for three different populations, students with special needs, students that are at risk, and community based students. You can see the stakeholders, different stakeholders from others are TR tiny K. Talk to you about that a little bit. and as well

127as parents as teachers. This is something unique at the preschool that other other um programs do not have. You can see our programming goals from cognitive growth, social emotional, physical, language, school readiness, inclusive learning, family, family, and community engagement. The first thing I would like to bring to your attention is the budget. So, if you want to click on that budget, oh, we've already got it ready for us. Um, fortunately, one of the things that Jennifer has to do every year with Lisa is to provide an outline of the preschool budget for the um, KPPP grant. So, it's really nice that we have this. She gets she and Lisa work together for these numbers, but I thought it's very interesting. The very um, lines 13 and 14 are the lines that I was very interested

128in, and I thought maybe you guys would as well. So it's our total revenue versus our budgeted expenditures. Um this is minus transportation. So we don't have transportation in this and minus um just lights and water and things like that. So right now the revenue that we get at the preschool level is about on the right there $1.2 million but our expenditures are $1.77 million. So about $600,000 is what our preschool programming costs, which I don't think is that bad. I was surprised at that. So um below there, you can dig into it if you'd like, but if you want to know overall and from our budget, that's that's it. Measurables. This is the exciting part as well. So we have quite a bit of measurables at the preschool. and I thought I'd um show

129them to you. The first one is my 80s. Now, I know Megan presented tonight and we probably won't use by the anymore if we go to Fastbridge, but if you want to know the numbers over to the right, I'm looking at the um overall literacy and overall numeracy. This is the percentage of students that performed in just the MET category in regards to um literacy and numeracy. and it's the four-year-old afternoon class. And so it's a different class for every year. So we can't compare them to each other, but we can compare each class and how they're doing. Of course, this is end of the year data. So 1920, we didn't have end of the year data to SRSI. So this is our student risk screening scale for early childhood. We have been doing the

130student risk screening scale for K12 for a long time. Just last year, I believe we jumped we thought why don't we do this for early childhood. It's um internalizing and externalizing behaviors. This is a a um survey that that teachers do um for our children. And you can see just we just have end of the year last year's data. We typically do this three times a year. um what percentage of students are um performing I guess behaviorally in the green area which our goal is about 80%. And then you can see our um targeted um interventions at 14. So I is internalizing scared. Uh this is kind of a fun little um head count that we have the data. we just haven't always put it together. Hopefully, it's to the right, I guess, if you

131want to blow it up a little bit. But this is the population, the number of students each year, and I believe this is the September 20th count, right? It's September 20th count. Um, how many students were on an IEP on the September 20th count? How many students were in the outreach category, community category, and the total? We do have a note in 202021 we started accepting three-year-old at risk and getting funding for three-year-old at risk. Then this is the population of milk each year. Um t students so this is what I said that we talk about a little bit later. So, we are required by law, this is special education only, um that students with special needs receive services through TARP from when they're born to two years old, anywhere between zero and two. We

132are required to evaluate them when they're two before they turn three and see if they qualify for an IEP. So, school districts are required to provide the special services from the day they turn three. So, we're accepting TARK students throughout the year. actually kind of do it quarterly. The kids that are turning three when quarter start and we evaluate those students. So, and we keep data of those students um from we I guess we have data from 1920 we started accepting data. Um the number blue is the number evaluated. So you can see in 1920 we evaluated 20 students. the number of potential evaluations because we get every single one of us. They send us the name of the student from TAR and um say they're turning three, we provided their service and then parents

133either have to decline evaluation, accept the evaluation or sometimes they move um and go to another district. So we could have evaluated 30, we evaluated 20. How many qualified um for an IEP? And you can see the difference between 1920 and 2324 um of students that we evaluate students that we qualify. Fedra, do you have any issues from the transition from part C to B issues? Yeah. Do you have any issues that you have to deal with? Oh, I was trying a smooth transition. Yeah, our school psychologist, Brianna Miller, is a school psych. She would hate for me to say her name. She's really good, but really doesn't want to be in front of anybody. She is awesome. She works with the TARK transition people all the time and you know, it's really pretty good.

134Oh, good. Good. No, no, no. I was just I was happy to hear good things. Brad, can I have your pins? Um, no. Sorry, his clicking was driving me crazy. Um, no, I apologize. Yeah, Kyle, that's a good question. But we have a we have a smooth Okay, good. I I had heard some I mean, not within our district, but I had heard that there was issues from that transition a smooth transition always. That's fantastic. Yeah, that's awesome. Okay, I have a question in 2122. It says of the 26, one was a 504. Oh, what is that? 504 is an accommodation plan. Sorry. Oh, yeah. Um, you need to qualify for an IEP. You have they have to qualify with a disability and a need for specially designed instruction. That means something different. Specially designed

135instruction. 504s, they have a disability and they may have a need for accommodations, but not specially designed instruction. So, they qualify for a 504. Gotcha. That was a note that Brianna put on there. Yeah. No. And I'm glad she did because I didn't see what this said. We got it so fast. Percent of kinder students. Um, oh, sorry. This is kindergarten classes at each school each year that the students in kindergarten what percentage of them went to MIL which I think is really cool data as well. Um so you can see and this is 20 like if you could see the 2425 data. Um it's green. So like Logan, which is so interesting to me, this year's Logan class, 71% of those students went to Mel preschool services, which is great. You can see, you

136know, that's awesome. Well, and it's like Elmont and West Cindy are furthest away or milk and they have the least students. Elmont in what did you say? North West Indian. Yeah. Question. So what percentage of our kindergarteners go overall? We didn't do it overall. I guess we could average. That's at each school percent at each school. We'd have to look at the total average. I'll get it. I'll get it to you. We didn't do the whole thing. We just did it by school. Half roughly. Yeah, it looks like about half when you look at we said about 50%. It's about what you would think because they provide milk three-year-old class is about 150 and the four-year-old class is about 150. So it's about half of a class of students. So you would expect that actually

137probably more than half because 205 total last year or this year and our classes are are not even close to that. Um still do peer students. Yeah. Community. Okay. Okay. Yeah. All right. Okay. That bottom data I had to bring my my my notebook, but um so the percentage of milk students reading proficiently by third grade. This is kind of exciting data. So, in that report, what do we call it, Mandra? Annual report. The annual report. I always forget what it's called. Mr. Wilson just went over it. The annual report. Remember when we talked about third grade proficient students? Overall, the bottom number, 72% of our third graders are proficient. So, we figured out how many um of how many% of our milk students were proficient in reading. We have 77% which I think is

138kind of think of the number of IEPs that go through there. That's impressive. You would say it's most of the average students of the 72. No, no, no. 77% of milk the milk students. When you're just looking at the students that attended MEL 77% of them, they're outperforming. They are all our students that have been identified with a disability or at risk. step. Yeah. Yeah. It's even more exciting when you think of the population because of what Mr. Wilson was saying. So I always say about one class I I look at classes like first grade class there's about 40 30 to 50 but usually about 40 IEPs um in every grade level class throughout our district going up and we really serve that number of students in each grade level. So we're catching I can't

139say not all of them but most of our students who need IEPs going to Mel um in threes and four year olds and so for that group of students plus the student atrisisk students plus then some community students which isn't the most of the population um are performing at 77% reading proficient. So that's exciting. Yes that's awesome. Yeah. So proficient is a high two high two or on the Aadians being proficient. Yes. Remember the scattered black created? Yeah, I knew it was. Yeah. Okay. Action steps. So when we look at action steps, we just, you know, we pulled out categories that are important. professional development. What we want to continue having high expectations for professional development, our parents and our teachers as well, knowing that it's so difficult when we talk about teachers that they're

140they wear two hats, a regular education hat and a special education hat. So, knowing all about disabilities and every student is different, professional development is really, really, really important at that level as it is all levels. targeting um uh our teachers and our peer professionals. Um budget will continue implementation but looking at our budget retention of staff is really important. Um how do we retain the staff that we have? One thing in our family care and support in our in our recruitment is that we want to support our families and so of our teachers and so we provide slots for our teacher students. Most of those are community spots, but sometimes there's IEPs and at risk as well. But that's one thing that we can offer our staff when we hire is that they have

141a slot at dinner plan program structure. This is something that we evaluate all the time. In fact, Jennifer and I are talking about it right now for next year. So, we really have to look at the structure of the program programming um in regards to the population of our students. And just this year, the population of our students has changed quite a bit. Um, in regards to our students with disabilities um more um we have more intensive disability students that will go into our specialty classrooms when they get older. We don't have specialty classrooms at um the preschool with integrated classrooms. Do we need a specialty classroom is what we're talking about. um that's inclusive but um the provides the um specific opportunity to target specific training for teachers and paras um that is what

142we feel is missing when we have that um population of really high need students throughout the throughout the building. Um we have nine teachers that have inclusive classrooms. We want an inclusive classroom but we also need to target some high need students. So, we re-evaluate the program structure every year. What are the needs of our students and what do we need to do within our um framework at Mel to provide the support that we need for those students. So, anyway, we're talking about that right now. We might change the books for next year. Yeah. Are you talking physical disabilities as well as physical, cognitive, and behavioral? Yeah, I just remember when Phoebe was in the early childhood program decades ago, uh, you know, we had kids with in wheelchairs and that sort of thing and

143that's in we haven't had that for a very long time, but our population is changing right now. Okay. Yeah. Any questions? No, Diana asked for me. No, that's like an IIC room or a low incidence room. Um maybe we're talking about an integrated room. Um which would maybe be low in autism, something like that. Um there's only, you know, there's only two grade levels and our other programs or other specialty programs are K6, you realize. And so think about that population K6 versus just a threes and fours program. So but there's a high number students right now that um that fit within that category. And any other questions? Thank you, Dedra. Thank you. Thank you. Thank you, Jennifer. Lots of work, Mr. Bradley. I got a question. Kyle, she sat down. You're too late. Just

144a question, Dedra. So see seeing the numbers increase is that are people moving coming here because we're doing such a good job of milk do you think could that be something or do you have any is that any okay want to say that our numbers are increasing this is what I say to people all the time about usually I report on the December one calendar this is going to be but we don't have quite finalized get so complex anymore, but our population of students with IE stay the same. It's the population within that population of students that have if that makes sense to you. Yeah. Yeah. It's it's a trend they're seeing around the state, not just in our district. So DJ, I have a question. Um, so do you have a preliminary number for

145your December one count? And has that changed quite a bit from the previous year? Um, no. I do have Kathy and I talked about this morning. I don't want to say it's not changed. Okay. It's not changed very much at all. I think it's gone up to be honest with you. Yeah. Okay. Mr. Bradley, wait. Oh my gosh. So Diana asked, "So is it more intellectual or physical disabilities you're seeing?" Yes. Okay. Okay. And even emotional. Yeah. So there's there's three I'd say there's three layers to that. There's physical disability which typically comes with an intellectual intellectual disability without the physical then there's a student that maybe don't have an intellectual disability. So is you think is that where you're seeing the group? Okay. So it's not okay. Yeah. So I know that our sorry

146the last two years our December one count for IDA right now. 626 same number. Yeah. Two years in a row and I believe it will be around there. Okay. I was just curious. So many students that come in now that it's really hard and so everything is wonderful. Yeah, it's normally vital. I know. It's due April 15th. Okay. Tomorrow. Nothing like waiting till the last day. You and Lisa have something in common. Now turn. Now it's Lance's turn. Lance. Mr. Bradley. I'm done. He'll have some for you. Uh I want to start off by the scoreboard. The gentleman was on the outside in the blue t-shirt. Mr. Andrews u is tennis court. The entrance that goes into the tennis court. That is the gentleman that made the bright yellow tennis court. Oh, lovely. For his

147Eagle Scout project for his Eagle Scout project. His freshman year. So that's cool. That gentleman just wanted to make those. I just wanted to point that out. That is cool. Yes. Uh starting off with the softball complex. Um I got some pictures of when they started building the bricks, putting the bricks in. Um the second picture over there is when they were starting to put the roof on. Uh so yeah, and then the frames. And then we got to right before the first softball game, they got the padding that's up. And then the day of, yes, the day of they got all the benches and everything put together for their game that afternoon. So everything didn't have the metal roof on, but they got to play on the in dugouts and the girls absolutely loved

148it. our new back stop. He wanted seeing Viking softball instead of just Viking softball. Yeah. So, they got two Viking heads on the middle. That was Rita who wanted all that. So, um we actually have our walk through tomorrow at 2:00 with Mammoth to finalize on everything. We leave those pads up all year. They come down. See these actually come off. So they can actually they do take them off because they used to they were all screwed on because we used them for senior pictures in the summer. So those will come off at the end of the season. Gotcha. And we will put them in storage storage that they have in their duck. So they should last a lot longer. A lot longer. and will not fail. So that's the whole point. We made sure

149that that was detached. Somebody said that or asked me. So So the dugouts look terrific. They look really, really nice. They are pretty impressive. Next month I'll have it where they're totally painted with the metal roof and everything. So everything's we got two different colors. We got the outside colors that are that will match the padding. And then on the inside, we've painted some of the inside to match with the benches and everything. So, it's coordinated together. But yeah, tomorrow afternoon at 2 o'clock we have our final walk through. So, pretty exciting about it. High school again, freshman center. When they added on the freshman center, we put the generator up on top of the roof. Uh the last four or five years now, we've been having problems with snow coming down over the top

150of it. It's not been able to turn on because it didn't have the air. And for us to service it for then just full engine coming out was almost $2,000. With our other three generators, it's about 750 bucks. So this is going to save the district. So, we put it up there on the front side and put the fence around it and made it pretty sharp. So, it's going to be a lot easier for all of us to access it instead of climbing up on the roof and we haven't had any major accidents, but now I don't have to worry about it. Just walk it like the other three. So, all right. Thank you. Now we have Marty Lance. Before I forget, Jeff and his crew do a phenomenal job with it. I'm just telling

151you, you can go anywhere in the state and the stuff that they do with as few a number of folks as they have, nothing short of miraculous. I just wanted to make sure that somebody said that. And Jeff, would you agree that sometimes the guys that are technical and good aren't always the people that have the greatest customer service, but not so for your guys. They are phenomenal. Yeah, I do owe Jeff money, too, by the way. Uh we're computer, maybe. We're going to go over uh just some highlights. I know you guys have this and most of these things you have either uh already approved, but to kind of give you an idea of all the different stuff that's going to be going on this summer especially, but but really every summer, update the

152site and sound at uh both the middle school and the high school. We'll do playground shades at all the elementary schools, restriping parking lots, uh roof replacement obviously at the high school and at West Indianola, HVAC replacement at the high school and controls at the high school as well. Lightning protection at the middle school, improved playground area where the fieldhouse was um at Logan. Overhead door replacement. uh the the four doors that are there in transportation need to be replaced. Uh fobs across the district. Um now the next thing I'm going to talk a little bit about are things that are specific to the middle school and have been ongoing issues since the building was completed. And this is an attempt with us working with contractors and HTK. And these are the next steps so

153that you guys are in the the loop on this and aware. Uh I would tell you that Lance and I meet probably twice a month at least with different contractors trying to resolve some of the issues we had there. Um, HTK intends to receive or get bids for repair to the storm drain elbow and replace the flooring in the hallway that's inside the middle school. That long hallway that corrects down. Yep. Um, one of a couple of them actually. You'll have to be more specific. But yes, you are correct. Uh the district in Sanco uh and Latimer Summers uh plan to check for leaks in the water supply lines for a couple of methods. Basically, they're going to test the water pressure with the water off. I'm I'm going to oversimplify it so that we

154can try and uh pin down where other potential leaks are going on. Concrete work done at the main entry and the shop ramp. Um, we'll get a bid. We've already got from restoration waterproofing to replace vertical and horizontal control joint seal sealant at the walls and the sidewalk to base of the walls conditions. And then Bob D. Campbell will return this summer to observe and record any changes and I'm not even going to try and say chlores cholesterol windows. There's one big windows up above. Yeah. Um, this I will tell you this is the only building that I have ever been involved with where we actually have tumblers on the wall to determine how much movement there is. Um, there are are plenty of things that uh have obviously not gone exactly the way we

155would have liked to when when that was built. uh and we're seeking to try and figure out ways to repair that and get the building set. I think it's a safe bet to say that there is some kind of water that is um underneath the building and creating problems, but whether or not we can locate exactly where that is, which eventually we will and mitigate it or whether or not there are other issues beyond that. This is at that stage where we're trying to knock out one thing at a time to determine if there are bigger problems than the ones we know. Just what you wanted to hear, right? So, back to March pressure trying to do a Thursday, Friday where we eliminate all students and staff water pressure and figure out how to locate

156areas. So that located that's our goal this four days. So are you just eliminating fresh water potable water or do you know there's leak? We know there's at least a leak or two. And that's part of where we will be tearing up the the floor in that one hallway to get down and uh go ahead and be able to access the pipe so that it can be replaced. Don't have a price for that yet because that's part of the bid process. Uh I know it'll be over 20,000. We have fixed a pinhole leak that had been there from maybe the inception of the building. Um but the heating continues. So the assumption is that water is continuing from other places supply. Yeah. More than the drain correct. Yeah. Yeah. U the next ones are ones

157that are pretty typical and they touch on all the buildings. All flooring will do uh flooring in West Indianola, Elmont, North Fairview. Uh the overall cost on that estimated to be 37290. Concrete, we're still receiving bids. Uh concrete track, the walking area where West Indianola has for the kids. Uh Elmont parking lot crack filling crevices, milk, um fixing the alley concrete, add a wheelchair accessible swing on the playground. Yeah, we waited till uh Mrs. Hill was gone so we could tell uh at at the middle school obviously uh concrete walkway to the discus and shot areas. Um and then the pit filled in at Pleasant Hill AB painting cost estimated to be about $66,500. Uh, North Fairview, the high school, multiple places, West Indian milk, the middle school, Pleasant Hill, Northern Hills, uh, Northern Hill,

158there's about four or five rooms, the offices there, teachers lounge, conference room, ISS rooms, and then cabinets. We're still in the process of getting bids. We we got those just here, and we were able to look at them today. Uh, North Fairview has a couple of different spots, but they would like some cabinets. uh replaced. That's $26,555. I don't know that we'll be able to do that this summer. And then the two that I know we will do for sure, Northern Hills, uh wants and the storage cabinets and music room, that's 4108. And then uh the Seaman Viking TV studio room needs to be reworked and that's 13,66. the fax uh the bid for the fax room at the high school is 42,524 and again that's probably a fiscal year 26 thing. All in all

159when it's all said and done uh during the summer we'll have about $3.5 million worth of projects that are going on. Overall we spent about 4.9 million in the fiscal year. Some of those were able to do during the course of the year. And when we talk about capital outlay, this is one of those years when we talk about adding uh the cost of technology and transportation and maintenance. All in all, it's it's right around $7.1 million. So, some of that's because we didn't get some stuff done during COVID uh during the pandemic. This has allowed us an opportunity to catch that up and we're probably in a better shape at the end of this summer than we have been in years as far as upkeep and maintenance. We're kind of caught up at that

160point and then it's just continue to just maintain. And what you'll see is for fiscal year 26 that number uh won't be $7.1 million. it'll be significantly less um because there won't be some of the projects that we need to do. And we've moved some projects like the high school roof as a larger project which saves us money over the two years versus splitting it up and spending more over two years. Good question. Anything else? That's kind of an auctioneer right there. Yeah, they managed that capley very well. And I don't know of another district that has managed, and this is nothing to do with me, but managed the HVAC and rooftops like this district has. U staying up to date on those is very difficult and it's been it uses most of our cap

161alley. Thank you very much. All right, moving on to action items. We have a nonrenewal resolution that I have to read. I just want to, if it's okay, just have Marty guide you through this so that we hit all the steps. A non-renewal resolution that we will read. I will read and Marty's gonna or are you reading it? No. No. I have to read it. to read it and then u and and you have to read the whole thing. Yeah. Any questions? Keeping in mind that there are certain things that you can't ask in an open session and this is anytime there is a resolution for non-renewal, it has to be in an open session and it has to be read just as this is. This is attorney approved. And then we all sign. Correct.

162But do we vote on it after I read it? Yes. Okay. So, we'll need a motion. Yes. Okay. Resolution of intent to nonrenew a teacher's contract resolution 04142025. Whereas Lisa Spurlock is currently employed in United School District number 345 Shauny County, Kansas. And whereas the board of education of said uni unified school district number 345 Shauny County, Kansas finds that the contract of Lisa Spurlock should be nonrenewed and that Lisa Oh, I thought I was going to sneeze. Burlock should be given written notice on or before May 16, 2025 of the intent of the board of education to not renew her contract for the 2526 school year. Now therefore be it revol resolved by the board of education of unified school district number 345 Shauny County, Kansas as follows. It is hereby declared to be

163the intent of the board of education of Unified School District number 345 Shauny County, Kansas, that the employment contract of Lisa Spurlock as a teacher be nonrenewed for the 2526 school year. And the clerk of the board of education is directed to give written notice in person or by restricted United States mail to Lisa Spurlock on or before May 16th, 2025 of the board's intent to nonrenew this contract for the 2025 2026 school year. Adopted by the board of education of Unified School District number 345, Shauny County, Kansas. the 14th day of April, 2025. I need a motion. I'll make a motion that we approve the resolution as presented. It has been moved and seconded that we approve the resolution as presented. Any discussion? Hearing none. Yes, Kyle. This need to be a roll call

164vote. Probably should be. Okay. Did you get that, Candace? If you want to just call each name and let them individually vote. Approve the resolution. Yes. Approve. Approve. Okay. Candace and I will deliver the letter and then there will be another one next month. That is the final action. So will we sign? You will sign tonight. Tonight the resolution again. Yeah. Thank you. Capacity recommendations. Mr. Lissa. Thank you. Um I'm probably overly cautious when anything is prescribed specifically in uh statute um like the last one, but also there are some things with capacity recommendation. These are to be posted by May 1st and uh this is similar to how we did it last year. Make sure that you are aware of these um initial attendance recommendations. They could change slightly based on um any changes

165that we may have before now and May 1st. Um and so but we want for you to approve this non-resident attendance capacity understanding that some of these numbers could change slightly. One of the things you will notice this year compared to last year um we have lower numbers available in seventh grade. Part of that is we have reduced our numbers of staff going last year into this year and this year into next year and um that has reduced really our capacity. Um for budgetary reasons um we're going to have to look at what we need to do for budgetary things. What we haven't done up to this point is increase the um space capacity limits per classroom. Um but if we did that accordingly that might increase that number again. But right now these are

166based on our current staffing, current number of classes and the same capacity recommendations that we made uh previously. And really just a motion to accept is really all you're doing. I'll make a motion to accept the Yeah. Go ahead. Nine. I'm sorry. Okay. So, some of our kindergartens have zero open spots. Is that because we have assessed how many of our Yes. district children we think are coming in? We've done kindergarten orientation already. And um yeah, the Logan, this is one of the changes that may happen. Um Logan's is we do have quite a bit of space, but those are the ones that tend to sometimes come in late. Um but as of right now, um that number is 24, but if we had in district kids come into that, that number would decrease even

167after um May one. That's what we'll publish on May one. But if we get in district, it can eat those up. That's why you can't you can't put a one-time thing out there like the law says because you could have indist. Yeah. Perfect. Thank you. Sorry, Chris. You're good. Can I make a motion to accept the non-resident attendance capacity as presented? It's been moved and seconded to accept the attendance capacity as presented. Any further questions or discussion? Seeing none, all in favor say I and raise your right hand. I I oppose. Same sign. All right. Demographic and budget study. Mr. Wilson. Yeah. Um you guys are well aware that um over the past several years our uh enrollment has declined. Um so I went out and um actually did two things. One, Powers School has

168a new module that looks at um enrollment. You can do it in real time. That's nice. The reality of it is we probably only need one of these studies done about every five years. And the power school is 11,000 something every single year. Um the one we're bringing to you is just over that, but if you do it once every five years or if you choose not to do it again, um that would change that. So I'd like to highlight real quickly page 15 to give you the kind of data that this will show you. This is Derby School District and I think the highlight in this is that as time goes on that top number is the accuracy with which this uh with which um RSP has predicted these um again not perfect every

169time but you can see um that well up into the 90s and that has been my experience with them as well. Going on to page 19, they will predict how many um elementary, middle, and high school um students in the future. So, you can see kind of where you're at. For an additional fee, you can do it by building. I am not recommending that we do the by building, but they will give you um projections based on that. I did want to on page 27 real quickly show you that you could do it by building and you get much uh smaller data that will show you not only the capacity but how many kids reside in that area and how many kids actually attend in that area right now um as well as projections. So

170there's a lot of information, but probably most importantly you guys on page 37 for a simple enrollment analysis that will give us an idea of are we in a continuing trend of declining enrollment or will this potentially plateau off? Um would be $13,500. Um, additional building capacity could be added to that, but I'm not recommending that. This is technically not something that you need to act on if you want to just do the enrollment analysis as it's under the threshold, but if you wanted to do both of those, um, you would have to approve that. So, have they done work for us before? So, yes, but I don't know. and maybe some of the others here know more. They started a study before COVID and it was I think getting pretty close to being presented

171and then um COVID hit and it never got presented to the board. Um and the reality of it is that data became um does it change? Yeah, it's obsolete almost instantly which is crazy. But um if I understand correctly, RSP never charged the district for that study. I think we saw Oh, did you do you have March of 2020? Oh, okay. I remember I had just come on the board when that is it docs because I cannot find it. I don't know. Do you remember that? I don't remember. I've never Okay. So, I don't you weren't our preliminary report that I saw. I don't think the board ever saw it. No. And I think part of that was the whole pandemic thing that popped up in March 2020. Okay. And then we realized and so

172did that it was probably not because we never paid. Well, no. Yeah. It we may have paid for some. I don't know. Marty would know way better than I would. think they do the work ahead of time, so I would be surprised. I mean, he would have done basically every bit of the work. Um, so I don't know if he got paid or not, but he done all the work to get paid for it. I just thought it was funny that we were listed as a client on the very beginning list, but we don't have anything. Yeah. So, last time we would have done something like this for the district before March of 2020. uh before when would have been the time before that. Do you know? If I understand correctly, I wasn't here prior

173to bond. Yep, that would make sense because usually when you do a bond, that's when it happens. Or you close a school or stuff like that, you tend to want. So, Mr. Wilson the top 135 y is just for the just for the basic enrollment study to tell usually it's an additional 14 okay no not that is on top so 27 650 okay and another 12 so 39 if we wanted that in building tours Yes. Ters are to be honest. But you're suggesting do the just the top. Yes, that would be my recommendation because that's we are not looking if we were looking to change boundaries to build a brand new school to shut a school you need to know all that. You need to do the whole thing. If you're just wanting to know

174for future funding and those types of things, probably the top study will give you the data you need. I think we I personally think we need to know where we're going and what the numbers look like. Do we have a motion? You you can I don't have any issue if you approve this for the initial enrollment analysis. Technically, you don't have to because it's under 20,000. Oh, okay. But if you want to, it just it just solidifies it and you've given me the directive to move forward on this. I can't change my mind. I will I will make a motion uh that we approve the demographic budget study as presented for the enrollment analysis. Perfect. Okay, I'll second it. It's been moved and seconded that we approve the budget study for the enrollment analysis. Any

175further discussion? What's the how long what's the process? you know, I do not know how long it'll take him to do that. Um, if he's done one in the past, it'll go a lot quicker because he has preliminary data and probably more importantly already the connections made in the county offices, things like that. Okay, perfect. Any other questions or discussion? Okay, all in favor raise your right hand and say I oppose. Same sign motion carried. Appeal hearing officer. So this was a discussion item last meeting. um your option to make it a um action item or not, but I was asked for some additional data and I sent out to all superintendent asking for them to respond to um the method and an appeal was in capital just like it is on your piece of

176paper that asking them to um give us information in a drop-own menu of what kind of method they used for expulsion appeal hearings. Um the highest one was they use a hearing officer that is an employee or the superintendent um who conducts the hearing and then obviously the board votes on whether to um uphold that recommendation or not. Then there can do an outside hearing officer um which can be a professional or an attorney that could be KSB or our um attorney and that does the hearing and again the board has to decide as we have done in the past and I thought we'd get more of them. The board conducts the hearing and then um votes to decide to uphold it or not. Um and then sometimes they have a committee of the board.

177So maybe two or three board members who hear the hearing and then the whole board decides and then one of them have a committee of the board two or three and that committee actually just decides um they have the they have the authority of the board given to them to decide. Um and so you can see the data that was collected. Can't remember. Brad, what was the cost of having an outside attorney roughly or outside here in healthcare? I don't know that I know that information. I did not search for that. If if that's what you want to do, it's not going to be so prohibitive that we can't do that. Okay. Yeah. It's not you're not talking I was just wondering if maybe that 51% would be lower if depending on the cost of

178having that outside Maybe I would think that that would hinder maybe. Um I think as much I think the reason people go with an outside is to save time for their staff. And so I actually do think it's some of the bigger districts sometimes do that. What are the negatives to just appointing the superintendent? Oh, go ahead. It's okay. No, I was just going to say we have a guy right over here. That's his job. So, no, no, no. He does the initial hearing. So, he can't hear. He can't be the appeal. It has to be somebody authority over the hearing officer. Okay. Okay. So, your only options are me as an employee because Marty is essentially Yep. And then um or you could do an outside attorney that was neutral or an outside person

179that would need doesn't have to be an attorney by any stretch. It can be anybody that does this essentially professional. So, so theoretically Marty hears it or principal what you know. Yep. They they hear it. it goes to the next step. I'm just saying you potentially it's been straight to the board. There's another step that could or that's it. Well, I would hear it. So, remember how you have heard these before where you got the evidence gathered. The difference of having me do it is I get I sit in there, schedule it, I listen to it, I run the hearing similar to what I facilitate with you guys, but I'm hearing all the data and information. I summarize it. I give it to you guys and then make a recommendation if you'd like me to.

180But essentially, you read my summary and you make the vote without ha and in executive session without having to um actually go to the hearings yourself. It's the scheduling of the hearings within 10 days is why some people do this. The challenge is you're not if you ask the negative, I would say the negative of having somebody else do it is you don't hear with your own ears the presentations from the um either side. So if the reason that we are just for general information, the reason that this is even came up is because the last appeal hearing we had a difficult f time finding time for all of us. Um my concern is that in most of these the evidence is pretty straightforward, right? We we feel pretty strongly one way or the other.

181But there have been without violating any, you know, concerns for student confidentiality. There have been those recently where we've had some pretty significant discussions and in fact have modified or asked additional questions, modified the recommendation. I think my only concern about turning this over to you is that we as a board lose that opportunity to hear from the family or the student in in person to ask those questions because I'm assuming you know we can ask you the questions but then we're continuing to delay the process. Well, if I haven't asked them in the hearing, right, it doesn't do any good. Then I can't go back and Yeah, it's done. Whatever is presented in that hearing is the only thing that may be you may use to make the decision, right? My perspective Oh, I'm

182sorry. I think from my perspective is that while it'd be a heck of a lot easier for us and maybe even the families if Brad was doing it, this is kind of my job to listen and to hear and and to help make those determinations. And so I kind of am struggling a little bit with the inability to ask questions, ask questions and make sure that not that we don't trust our staff because of course we trust our anything personal. this is how you want to do it processed. I just feel like that's part of what we are supposed to do is hear these things and make our judgments. So, we've been split on a lot of these decisions. We have we have a lot of questions. And you know, if you're on the other

183side and you're a parent or the student, I think you would feel better if you got a chance to talk to the board who is the ultimate jury, right? it and present and ask questions and stuff to to us to the board that's going to make the final decision. I just think we owe that to those people. I agree everything Diana said and Kyle, I just think that's just part of the job as a board member. We are going to I know it's a pain and it's and it's and that window makes it really challenging and that was the challenge with the last one is we couldn't find a time within the 10 days but fortunately the family had asked for an extension but if the family doesn't ask for an extension we cannot ask

184for an extension. So if it doesn't happen within that 10 days, no matter what the student did, they go back into our schools. And that's what when when these come up, and I'm not trying to slay, I'm just trying to give the gravity of how important it is to get at least four board members to these hearings because this could be a safety issue. It could be your public being very upset with you that you put a kid back in there because we were unable to get enough board members together for a hearing. But that has never happened. you know, like this was the first time I mean, in the year that I've been on the little bit over a year that I've been on the board, this is the first time where we struggled

185to find four of us in my to my office. And I'm saying in the district that has never happened where we didn't get the four and they were returned back, right? I mean, I just think how many have we had, didn't we? Usually not even one a year. Yeah. becoming more that's changed I think people are less a question could this is the statute or is this our policy that says 10 days stat I believe it's a statute as well as policy is it okay I think that policy is written to match stats right well that's what so if we don't want to change it you don't need to do anything then we don't on the curriculum Okay, thank you. Curriculum. Thank you for researching it. Yes. So, we don't have to pass it. We

186don't have to We're going to keep it the way we've been doing it. So, we don't have to Okay. No action? Nope. All right. Last month, I brought you the proposal for four different um curricular adoptions. Um, one is for elementary social studies adoption. Uh, one is for, um, high school US history, one is for high school um, AP history courses, and then, um, a couple textbook adoptions for RCT agricultural program. So, I'm here asking approval to purchase these for next year. Can we do them all at the same time? Yes, Madam Chair. Yes. I would like to make a motion that we approve the curriculum adoption recommendations from Megan as presented for uh all four elementary US history, AP history, and CT agriculture. Second. It has been moved and seconded that we approve all

187four of the curriculum bids, not bids of the curriculum. options. Is there any discussion? Okay. All in favor say I. Raise your hand and say I. All in oppose, same sign. Say right. Yes. Motion carried. Thank you. I have a headache, guys. So, if I'm off, I'm sorry. Marty, do we get to talk to you for a while? No, not very long. Good. Let's get this stuff painted. Uh the first one is for H Heartland door and window. Uh they were the only ones to give us a bid for the transportation overhead doors. What I added or had in there when I visited with you earlier. We are recommending to go with the second one which is $28,237. uh little better door and it also has windows which may be a safety issue. Uh we

188want those folks to be able to see outside and see what's coming. Unfortunately, that's the world we live in today. Any questions on that? Nope. I'll make a motion to approve the bid for overhead doors at the transportation building for $28,237. Second. It's been moved and seconded that we approve the bid for the 28,700 237 28. Sorry, it came off the 28,237. Oh, it's right in front of me. Sorry. Any further discussion hearing? None. All in favor raise your hand and say I. I. Oppose. Same sign. Motion carried. Paper products. We are recommending to go with Clayton paper and incorporated with a paper bid of 27,33833. Madam President, I'll make a motion to accept the bid from Clayton Paper for $27,338.33. Second. It's been moved and seconded to accept the bill from Clayton Paper $27,338.33.

189Any further discussion or any discussion? Yes, I just had a quick question. At the bottom of the bid sheet, it was broken out by different suppliers for different areas. Yep. But we're going with just the one just to make sure. Okay. For for the $200 difference, we thought it would probably save us. I just had read that and thought Yeah, we we were hoping it would be a bigger variance than that. Okay. I just saw that. Yep. Okay. Wanted to make sure. I know. I noticed one thing on the Hartland door. The quote was back like in December. Is that still good? Okay. Y sorry I meant to I discussion on paper. All in favor say I and raise your right hand. I oppose. Same sign. Motion carried. Flooring. Flooring. Uh hall floor is doing

190the projects that we kind of talked about a little bit earlier. They will be able to get those accomplished this summer. The combined bid would be $37,290. Madame President, I make a motion to accept the bids from hall floor for $37,290. Second. It's been moved and seconded to approve the bid from hall floor for $37,290. Any discussion? Hearing none. All in favor, raise your right hand and say I. I. Oppose. Same sign. Motion carried. Painting. Painting. Uh we would recommend that the projects that we mentioned previously uh be done by AB Painting and more for the combined cost of $66,500. Madam President, I'll make a motion to accept the bid from App Painting at the cost of $66,500. Second. It's been moved and seconded to approve the bid from AB Painting AB Painting at a

191cost of $66,500. Any discussion? Hearing none. All in favor say I and raise your hand. I oppose. Save side. Motion carried. Sorry. It's Jeff. Oh, we're going to have discussions here. Bring it on. Okay. You're looking at a state contract bid to continue with our smart device upgrades in the district. Last year, you guys uh approved the elementaryaries and the preschool. This year, we are asking for uh the middle school with the same display that we put in the preschool uh from last year. However, I got the price down about $300 per display. Um, I don't think that's going to last very much longer with all of the uh important issues happening. Um, but this price is good for a month or so. Questions? Does it include as a display for each one of I

192got one extra and they install it all. They are going to come in remove all the old ones off the walls. We will take it from there. Uh they'll put all the new ones up, get rid all the cardboard, install it, test it, make sure it's all good, and then they've got a warranty of all their work. Okay. President, I'll make a motion to accept the bid for the smart displays as presented. Second. It has been moved and seconded that we approve the smart display purchase for the middle schools as presented. Any discussion? Hearing none. All in favor say I and raise your right hand. I oppose. Save side. Motion carried. Thank you. Thanks, Jeff. Yeah. In a minute. All right. Um, I'm going to make a motion to go into executive session to discuss

193negotiations pursuant to employer employee negotiations under coma and the open meeting will resume in the board meeting in the board room at no later than 9:05. We're going to invite Marty and Brad in. Second. It's been moved and seconded to go into executive session. Any discussion? Kyle. All in favor say I. I. I. It's time to go home. I'm done. I thought you were going to ask a question. I did too. to turn 910 moved and seconded. All in favor say I. All right. All right. I call the regular school board meeting back into session and I'm going to make a motion to go into executive session to discuss confidential employee information pursuant to the exception relating to personnel matters of non-elected personnel and the open meeting will resume in the boardroom at 6 no

194later than 9:22. I need a second and a vote. Sorry, we're here. Yes. All in favor say I. Motion carried. See us when we're in there. All right, I'm calling the meeting back to order. regular schoolboard meeting back to order and we are adjourned.