001Good evening everyone. We will call this meeting to order. If you would join us for the flag salute, please. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. Let the minutes reflect that all board members are present. And do we have a motion for the adoption of the agenda? >> Second. >> Miss Roman, >> yes. >> Dr. McN, >> yes. >> Mr. New? >> Yes. >> Miss McAdams? >> Yes. >> Chair votes yes as well. [clears throat] Consent agenda. All of the following items. Those items of a routine nature normally approved at a board meetings will be approved by one vote unless any board member desires to have a
002separate vote on any or all of these items. The consent agenda consists of the discussions, consideration, and action on the following items A through S. >> Move for approval. >> Second. >> Mr. Nuin, >> yes. >> Dr. McNeel, >> yes. >> Miss Roman, yes. >> Miss McAdams, >> yes. chair about chess as well uh information USPA report UCTA report president Reyes Dr. Federline members of the board. Over the past month, UCA has spent uh much of our time supporting our individual members and helping them navigate concerns as they've come up. Um we truly appreciate the open communication with administration while working through those issues. Um just thank you for continuing to partner with us as we support our teachers and students as well. Thank you. >> Thank you. Next we have a Peter's Elementary presentation,
003Mrs. Whis and friends. >> And friends. Yes. Thank you. Good evening, President Reyes, members of the board, Dr. Federline. This evening, I have several staff members with me here to share our writing journey. So two years ago we had teacher clarity come out and we were looking at how could we improve reading but really we wanted to start with writing. So we started looking at our rubrics and with that we noticed that we needed to calibrate all of our writing across the grade levels. So that started our conversations with standards and alignment between what was taught and what our students were producing. So that led us to common strategies, making sure that visuals were up in all the classrooms across all the grade levels and that students were seeing the success criteria so that they
004knew what their journey was and where they were going. So, next to speak is Jan McDonald. Thank you, Mrs. Whis. Good evening. Our goal is for our students to communicate more and have richer conversations. Many of us have our own children and even our own grandchildren in this room. And we may ask them that one question, how was your day? And they might just say, fine, great. But that's not what we want. We want them to say more to us in their day. Our school began by using the race strategy as a tool to assist with questions for our students and in the return we were receiving more meaningful responses. So I want to explain we start with something called a race strategy and I'm basically going to put the R and the A together.
005So if you put the R and A up. So, if you're asking your own children a question, you're asking them to like, "How was your day?" and you want them to say, "My day was great today because I learned how to do multiplication today." Instead of using just a one sentence or one word answer, um, we also use site. So, site is basically for our older and our upper grades and basically they're going back into the text and finding something to um, relate to. So we might start them by saying according to the text one example from the text is or from my reading I know that and explained is basically explaining your evidence or your opinion that would use transition words such as the evidence shows me the EV evidence proves the evidence is
006very important to us because as educators we have learned we can get our students to talk more and they'll be able to even write more. Their strategy can be found on the union's class link under the elevation icon. The race strategy is basically a scaffold for students to break down questions and help organize their thinking and construct more meaningful responses. We began our race strategy by using our onion union hub. So the the union hope during our morning meetings which consists of amazing questions. I'm going to show you example of how it works in our classroom. Your partner, would you rather jump in a pool of pudding or jello? My other friends are going to restate an answer. Okay. All right. In five, in four, three, two, one. Would you jump in a pool of
007pudding or jello? We say the answer. again. 5 4 3 2 1. It should change it again. inside. 1 3 2 1. >> Now you're going to switch it. The person the next person is asking that question in five. >> All right. As you can see, the strategy offers really good, meaningful conversations for our kids. Now, I want to show you an actual example of one of my students in third grade of how she used that conversation into her own writing. So, I'm going to read this. It says, "Would you rather jump into a pool of pudding or jell-o?" And she said, "I would rather jump into a pool of Jell-O. It's like a bouncy castle and pudding is like liquid." So, I could have my own brown liquid all over me. So, I don't
008like to eat pudding, but I do like to eat Jell-O. I think it's yummy. So that is why I'd like to jello better than pudding. So just by those conversations you guys can see that our writing has truly improved. Um now I would like to introduce my teammate Wendy Rutz who was speaking about the rubrics and exemplar of the writing process. Thank you. >> Hello. I want to share how our teachers at Peters used the grade level writing standards to write writing rubrics and exemplar texts to help students understand the writing process. Um, we are not using a curriculum. We to teach our writing, we are using our Oklahoma standards. We began by unpacking the writing standards to identify the essential components students must demonstrate. From these standards, we created a rubric using language that
009students could easily understand. Once the rubric was created, students write a shared writing text together as a model of what proficiency looks like using the rubric as their guide. So, this is my writing wall, and every teacher at Peters has a writing wall. It just looks different from kindergarten through fifth grade depending on what's developmentally appropriate. So using the rubric [clears throat] which I have always have here and they have it in their writing. We wrote our introduction, our body and our conclusion for our opinion piece. And each time we always refer back to our rubric. Once we've written our exemplar, then together we write what would a three look like by using our rubric. What would a two look like and a one? And then I'm gonna show you an example of a student
010using this wall to check what level she is. I know that I am not a level one because first of all um this this sentence only has three sentences and I have a lot more and I know that I'm also not only two and one because I stated my opinion I state the topic and I have a conclusion and I wrote a complete sentences. And I know that I'm not number two because um I have organization with three paragraphs and I use transition and I need two strong reasons and I have a clear sentence. I think I am at number three because we were doing for example we were um like testing um [clears throat] and writing it down and um by myself and I just a little bit so I think I'm a three
011and now I have four. >> Okay. So overall, aligning the rubric to our standards and pairing it with our exemplar takes um helps students take ownership of their own writing and understands exactly how to move their work to the next level. We are already seeing student engage more confidently with the writing process because they understand what quality writing looks like. Thank you. >> Now I'd like to introduce Win Hall to show you what it looks like in second grade. >> Yes. find. All right, this is my wall. Very proud of this wall. Um, my kids use it daily. Um, it is amazing. Since I've introduced this wall, my student writings have and their attitudes towards writing has totally flipped. Instead of going, oh, it's writing, they're like, yes, they get to express themselves and it's
012wonderful. So, I'm really excited. Uh the board serves as a roadmap to guide the students to an ongrade level um writing and how to get there. The title of my board is bump it up because the goal in the writing is to bump it up to that next level. There are examples of each level of of writing along the um along the way and um at the end we've written an exemplary uh together. We're also doing facts and opinions. So um each arrow guides the students on what is required to get to that next level and the there is also a kid-friendly rubric that is on the board that kids can use to guide on how their f final draft will be graded. Here are a couple of my students in different stages of writing.
013Uh the young girl on the left in pink, she is got her final draft in her hand and she's double-checking to make sure that she has her writing exactly the way she wants it to be. Then the girl on the right, she is still working on her rough draft and she is making sure that her rough draft has everything that she's wanting to be. Her goal is to be at least a level three. She's more of a four. So, she's a very good [clears throat] writer. And on this slide, after they finish their final drafts, I have kids get together in groups of four or five. And they get together and discuss and they read their writings to each other. They use the board to critique it to how can they make it better, this
014might sound better if you do this. It's great [clears throat] conversation that's taking place in the classroom and I couldn't be prouder. Um I'm also watching some of those in that group. Uh their reading has started to sore. So it really is showing up in um in their from in the reading from writing. On this slide I have one of my students and on the left is the beginning of the year. Don't know what she was saying. Have no clue. I asked her. She didn't know either. So we uh and then the paper on the right. Yes, there's mistakes, but that's what she turned in last week. And if you just look at the sideby-side comparison, she's one that is always up at the board, and she is always looking, okay, do I did I
015put those spaces in? Do I How does it look? And just having the board as the guide has been amazing. So, and then the last slide, I just have a few of my students that h are really good writers um that I'm watching grow every single day. So, I'm I'm very very pleased with this program that we've created and I would like to thank you for this opportunity and for us to come and share what Peters is doing. Um it is truly um I I love the change in my students. So, thank you for allowing that. >> All right. Thank you for the presentation. Appreciate [applause] that. [applause] >> Questions, comments, board. I man uh there's so much there and just commend you all for the the time, uh the documentation, the process. It's so
016easy for people to look at Oklahoma and see a number and think about, you know, where we are as a ranking, but then to see the process and you guys to document it out so well, it's so refreshing and I, you know, I just want to shout it from the mountain top. So, commend you. Uh, definitely think our colleges have maybe have something to learn from you guys as well. So, appreciate all that hard work. >> Awesome. Thank you all very much. Next we have hearings and correspondence. No. All right. Business business agenda finance presentation of the 2024 2025 annual audit report by RSM US LLP and consider and take action on the 2024 to 2025 audit report. Dr. Williams. >> Thank you. Good evening Mr. President uh members of the board and Dr. Federline.
017This evening, uh, our, uh, RSM firm has completed the the work behind the audit and the district staff has prepared financial statements. Tonight, you have in front of you our annual comprehensive financial report. Um, this is, of course, much more than the audit itself. It's about 120page report uh, designed to give a very thorough and comprehensive understanding of the district's finances. You should also have at your seats uh two letters on letterhead from RSM and I'd like to touch on those real briefly. The first one is the actual uh auditor's report. This is this is what we work for. Uh this tells us that the district has received a clean audit opinion. However, uh there is a uh uh weakness that uh we learned about this year uh that's detailed on page three. This has
018been addressed and corrected, but I wanted to take a moment and explain uh the information behind this. As you all uh may know, it's been many many years since we have had any kind of arbitrage liability in our bond funds and our syncing fund because interest rates have been at historic lows. Uh uh as well as our yield on our bonds has has also been low. Uh this past year that all changed uh when we saw interest rates climb. So the interest earnings on those bond dollars uh as we are spending them down exceeded the yield on the bonds. Consequently, we have an arbitrage situation and a liability that has to be booked on the district's financial statements again for the first time in many many years. Uh when we did the booking this year,
019we booked this liability at what we call the fund level financial statements. Uh it turns out it should have been booked on the governmentwide financial statements. So was reported not on the correct statement, but that has been corrected um and and uh going forward will uh be handled correctly. So we've detailed that. The second uh letter that you have with you um is what we call the uh engagement letter which details the responsibilities of the audit firm and the responsibilities of the district staff. Um and so that's something that we uh take that responsibility very seriously and uh wanted to provide that to you as well. The other thing I wanted to mention is typically in the past few years when we have pre presented the uh act for report to the board we've also
020had available what we call the compliance report. The compliance report includes the single audit which is the uh thorough examination of the district's federal funds and we are required under federal guidelines since we receive federal money uh to have this audit performed. Unfortunately this year, this is from last year. We do not have that report and that is because the compliance guidelines were delayed by the federal government shutdown. Those guidelines were not posted until I believe the week of Thanksgiving. Uh so much of the fieldwork has been completed. Uh but uh the audit firm will need to review those uh guideline auditing requirements in detail and make sure those have all been covered. We expect that we will be able to bring that report back to the board in January. Um so unforeseen uh complication
021of the federal government shutdown. This year in our financial report, one of the things that we discussed with the uh board business subcommittee was the new accounting standard that we implemented in our financial statements. Gazsby 101. Gazsby 101 addresses how uh we in this case have to report compensated what we call compensated absences. Compensated absences refer to absences such as sick acruals or vacation time that would potentially be paid out at some level if an employee were to leave. We have reported these in the past. However, the new guidelines require a more thorough and detailed calculation as well as specific methodology to estimate those liabilities. So that compensated absence liability is reflected um actually on page 45 of the uh financial report. It is a uh under current liabilities you can see compensated absences of
0221.8 million. The current portion of that liability is the portion that we could under the assumptions made realistically expect to incur within a year. The other part of that is non-current liabilities which is the 4.8 million below uh which would be liabilities that the district could expect to incur beyond the one-year mark. So, uh, just wanted to point out that, uh, change. That is really the main change for us this year in the financial report. Um, I'd like to mention a couple of things on two of the financial statements, probably the two most significant ones if you're just perusing uh, financial reports. The first one is on page 39. Page 39 is a table that compares the uh what we call the changes in net position of the district between 2024 and 2025. 2025 being
023on the left. This statement uh is uh what we call a full gap acural presentation and it includes all funds with the exception of the medical insurance fund. So this statement shows the not only the revenues and expenditures but also what we call program revenues and the extent to which those program revenues and grants offset expenditures across all funds of the district. Uh so for example uh between all of those funds um there were just under $6 million this year in charge for services operating grants and contributions were 57.7 million. That was a decrease from the previous year because as you'll remember in 2425 we completed the ESSER funds. So we expected to see that decrease in federal revenues. Um we saw increase in property taxes because the valuation uh from 2024 to 2025 uh
024increased by about 5.8%. All that to say our total revenues uh for 2025 came out to 229 million uh 229.5 million. All of the operating expenditures and again this is all funds except health insurance. So bond funds, child nutrition and and so forth. Uh those total expenditures uh came to 224.6 million. An excess or that change in net position of about 4.9 million. We did have a restatement. You'll see that change in accounting principle due to Gazsby 101. uh due to the change in how we estimate that liability, we had to do a restatement for the beginning balance. So you can see we started this year with our net position after being restated of 132.6 million, ended the year at 137.48 million. That make sense? Okay. The other statement that is probably a little more
025familiar to everyone that we uh use quite a bit is back on page 89 and this is the general fund. This statement is the general fund on what we call a budgetary basis or statutory basis. This is how we report to the board when we present our budget to you all when you see the monthly financial reports. So, back on page 89, this statement uh includes the original budget uh as approved by the board in November, the final budget uh as we've amended at the end of the year, the actual and of course then the variance. And so what you see is for uh the year ending June 30th of 25 uh our uh final revenues exceeded our budget by about 1,871,93. So a bit of a positive variance there. And that was due primarily
026to a number of state sources coming in higher. Uh that was the maternity leave. Uh the and I'm sorry, Miss Calvin, I'm probably going to the teacher excellence uh fund, >> teacher empowerment. I knew I should have written it down. Teacher empowerment fund. Those [clears throat] were items that came in at the last minute that we didn't have in our budget. Accordingly, you can see all of the expenditures uh broken out there in the general fund. Um but I think what what I always look at first, of course, is the fund balance at the beginning of the year. At the bottom we were at 18,725,000. We ended the year at 20,310,000. So a nice increase in the general fund balance. Um as we said a few years ago when the Esser funds started those funds
027were reimbursed and so over three years. The first year we saw a dip in the fund balance. Then last year those funds started trailing in. we got the final funds in and we had of course made all of those expenditures. So, a little increase in the general fund as a result, but it does it does kind of uh even out. Um I know that this is a really lengthy report, 120 pages. This is a tremendous amount of work and I certainly want to acknowledge not only the work of the audit team and uh Tina Robbleto uh was our manager overseeing the audit with RSM this year and I'll ask him to come up in just a minute. Uh but I wanted to say special thanks to Jessica Wright. Jessica uh leads our team in treasury
028and financial reporting. Uh this report is probably about six months of work that goes into it. uh Jessica and Sarah Laroo uh did a phenomenal job not only on the report but on the audit this year. So I want to thank you for your for your hard work. So um with that I'd be glad to answer any questions or I'll ask Mr. Robato to come up and say a few words. Thank you. [clears throat] Thank you, Dr. Williams. Members of the board, Dr. Federline, thank you for your time today. Uh, as Dr. Williams indicated, uh, the overall audit uh, for the uh, 6:30 2025 is complete and we've issued a clean opinion as of December 4th. In terms of the opinion itself, uh like I said, it's an unmodified opinion except for the fact that
029there was a change in the way uh the compensated absences are reported. So an emphasis of a matter paragraph was included. That's pretty standard. It's just pointing out the fact that hey from a reporting entity perspective, there was a change in the way some of the liabilities are reported. Uh so we had two deliverables uh excluding the single audit. the the first one being the clean opinion out of the 120 pages or we have maybe one or two pages that we provide to the district. Uh the rest of it is the district pretty much putting those financials together. The second item is just the overall conduct of the audit which is uh the required communication in terms of our responsibilities and the district's responsibilities and uh I'll start Dr. Williams covered the bulk of what's
030here, but I'll start with the fact that, you know, when we started this process back in early summer, we planned the overall audit in terms of timing and scope. Uh, having a report that not much changed in terms of significant audit areas and significant risk that we have to address. I did go back and look at what did we tweak. the 101 the compensated absences that was uh that was a new reporting requirement was was added as well as the uh pension and oped liability. Then I went back and I looked in terms of when we say significant risk and significant audit areas that just means we're adding a lot more effort and we're possibly bringing in other team members to help with the overall audit approach. And then looking at your full approval uh
031statement for the district as a whole, I mean that those three areas which is pension, OPED, and 101, that's north of $130 million worth of liabilities. So it was definitely an area that we spent a lot of time on. And I'm sure Jessica got tired of us bugging her over, you know, just the different requests. But there is a lot that goes into it in terms of uh the various assumptions, economic and demographic assumptions. We're having to bring in uh our own actuaries to assess some of those liabilities surrounding the pension and OPED to ensure that we're not missing anything. Overall, those reviews were clean and as part of the the overall audit as well, we're also required to point out significant estimates and disclosures. A lot a lot of that surrounds back to that
032130 million plus liability which which and what I mean by that is the significant estimates surrounding the the pension liability uh the uh oped liability and the compensated absence liability. So those are significant estimates uh they're embedded as part of your footnote disclosures but all of that is included as part of the footnotes required under the [clears throat] reporting framework of the school district as Dr. Williams covered uh we're required to report any audit adjustments or rank directed misstatements. The uh one that was called out that that is a non-recurring item. We typically don't see those kind of swings in the arbitrage liability. So that was kind of unique and it's not the fact that the district didn't identify it. They did they did identify it and it was recorded. It was just recorded at
033the general fund level where typically those are long-term liabilities so they don't belong there. But outside of that, there was nothing else in terms of uh audit adjustments or uncorrected statements. In terms of internal controls and compliance findings, unfortunately, we couldn't really wrap that up, which that kind of brings in all your federal funds as well. But uh whenever uh we we revisit the the updates that have been made, uh we'll issue the at a later date the the required reports for the compliance work. in terms of departures from the auditor's report like ind like I indicated it was just the emphasis of a matter paragraph that that's required to be in there not necessarily a departure but it's it it is required to be called out outside of that I mean it was a
034clean audit so thanks to to Dr. Williams and her team and uh the rest of of of the team really was responsive throughout the last you know 3 four months of the audit. I'll stop there. That's all I had. Any questions? >> Mr. Tino, um I just want to clarify on that Gazsby cotification section 1500. Is that where my understanding of the liabilities it matured sooner which was why it had to be classified into the governmentwide statement of net position versus the government activity column. >> Correct. Yeah. Typically under the governmental reporting framework this is kind of unique in that governments report two sets of financials. The fund level financials and the full acral. the fund level financials or near-term uh uh snapshot of where the district is and by that I mean okay what
035does the district have currently available and what does it expect to pay over the coming year so that's what I mean by near-term so yeah the the reporting framework says that at the fund level you don't capture the lo that's why you don't see like the bonds or the pension liability at the fund level because that's supposed to reflect the the near-term position of the fund fun and and then of course the other is the full acru that's why it it it's on the statement of of net position. >> So it was recorded correctly just because it matured sooner which is why we had it transferred to that. So >> right yeah it was recorded on all funds. So that's why we said well it doesn't belong in the general fund because you're not you
036don't expect to pay it over the coming year but you will pay it eventually whenever uh it's due which which will go beyond a year. Absolutely. >> Yeah. Yeah. Thank you, Dr. Williams and Jessica and Miss Questions, comments, board. >> All right. Thank you very much. Thank you everyone for all your hard work. I know it's a lot of work that goes into it and uh we appreciate each and every one of you. Thank you. Thank you. [applause] All right. >> All right. Do we have a motion >> to approve the present the audit >> audit report? Move >> for approval. >> Second. >> Miss McAdams. >> Yes. >> Miss Roman. >> Yes. >> Dr. McNeel. >> Yes. >> Mr. New? >> Yes. Your chair votes? Yes. As well. Thank you'all. Thank you. Next, [laughter]
037consider and take action on the revisions to the district's uniform guidance, procurement plan, and procedures. Mr. Frenzo, >> thank you, President Reyes, Dr. Pedaline, members of the board. I come before you this afternoon or this evening to ask for your approval of the federal procurement manual. You may have remembered this is a manual that is updated. We try to update it yearly. However, it all depends on what sort of updates there are to the federal pure procurement guidance. Excuse [clears throat] me. So, the manual is updated at that time as regulations are adjusted. I do try to get this sent to the board for approval around the same time that board policies are because uh board policy 310 matches the federal procurement manual so closely. So, uh, as you can imagine later, you're going to
038be approving the board policies, and that's why I'm bringing it to you today. The adjustments on the manual, a lot of it is verbiage just to align with the 2CFR 200, which is for all federal funds. And that procurement regulations pertain to all nonfederal organizations that uh that utilize federal funds. And so it's it is required that we have a procurement manual in process and that it is approved by the governing body. So that's why I'm coming today. Within the federal procurement manual though is the child nutrition piece and that's where all of the major updates which there's not a lot but there I just wanted to emphasize just a few of them. The the first one is the USDA no longer requires legal publications for their solicitation bids being advertised. So you can advertise
039that in a number of publications rather than legal. And we have increased the threshold for permission to purchase equipment out of the child nutrition funds to now $10,000. The USDA has increased that and the state department has requested that we update our amount as well for that. And then the last big update is the USDA now requires 90% of the food products be purchased domestically. It used to be part of the buy America and it was recommended. However, it's required now. So those are the major updates in the federal procurement manual. So I am here to ask for your approval. >> Questions, comments? >> Move for approval. >> Second. >> Dr. McNeil. >> Yes. >> Mr. Newman. >> Yes. >> Mr. Roman. >> Yes. >> Miss McAdams. >> Yes. >> Chair votes. Yes. As well.
040>> Thank you very much. >> Thank you. >> Consider and take action to approve the capacity levels and the calculated open transfer capacity amount as recommended. Dr. Nelson. >> Good evening, President Reyes, Dr. Federal line and the board. I recommend that the board consider and vote to approve the capacity levels and the calculated open transfer capacity amounts by school school and grade level for posting on the district website prior to January 1st. Uh the numbers that you have uh in front of you for elementary, our capacity is down a little bit. We've had transfers come in and for secondary up just a little bit. This year we have uh 1,152 transfer students. That's 326 more than last year. So we rolled about 826 students forward from previous years and it's almost split uh directly in
041half between elementary and secondary. Any questions? question. >> Any trends on where a lot of the students are coming from? >> Um quite a variety >> all over Tulsa. >> Y neighboring districts and the larger the district probably the more >> we have from them. Yeah. >> Thank you. >> Second, >> Miss McAdams. >> Yes. >> Dr. McNeel. >> Yes. >> Mr. Roman. Mr. Newman. >> Yes. >> Chairs. Yes. As well. Thank you. Consider and take action on the purchase of manage engine support and maintenance from Soft Choice Corporation in the amount of $133,338.70 from Bond Funds. Mr. Borley. >> Yes. Good evening. This is the application we use that manages pretty much everything we do on the back end. Um, it runs our Windows updates. It manages our devices. It controls uh the security
042features on the laptops themselves. Um it pretty much anything we want to do when we need to push out software the testing software and they give it to us on Friday and we start testing on Monday. Um this is the software that we use to push it out to all the laptops. >> So questions >> move for approval. >> Second. >> Mr. New? >> Yes. >> Dr. McNeil? >> Yes. >> Miss McAdams? >> Yes. >> Miss Roman? >> Yes. >> Chair both yes as well. >> Thank you. consider and take action on the 2025 to 2026 early retirement incentive ERRI program for the certified and administrative employees. Mr. Lug. >> Thank you, President Reyes, members of the board. Uh this is our annual uh bringing to you the early retirement incentive program here at Union.
043Uh this year we have 20 certified employees, three administrative and six support employees who have applied for ERRI. Um, as you know in the program, they apply here in December. Once the board approves, they have 45 days to remove their um, request to be on ERRI or they can sign the papers. And then once they do sign the papers to be on ERRI, they have seven days after that to fully commit or pull their names once once that happens. Um, as we go forward, anytime these changes come back, as people pull their names or if we do have last minute requests to add, we'll go through Dr. federal line and bring those back to you. Uh with the 20 certified employees right now, um while it's not necessarily a cost savings program, um it is
044on the uh certified side expected to save approximately $377,000. Uh bringing those very experienced employees if we're bringing in uh employees at the B 0 B1 level um would be a cost savings to the district. That is if we can find them. Um the cost for the program for the certified employees would be a little over $580,000. Um but that savings is included um in addition to that cost. Uh for the support employees, the cost for that program uh would be around $133,000 uh for those six employees um should those employees choose to stay on the program. Um, we do know, talking to our employees, this is a great retention program for employees to stay with the district for those uh late in their career, holding them on for a little bit longer. Looking at
045a few people out in the audience. [laughter] Um, but with your approval, we will move forward with this this year. And I'm happy to answer any questions. >> Move for approval. >> Second, >> Mr. Rman. >> Yes. >> Miss McAdams. >> Yes. >> Dr. Mr. McNeel. >> Yes. >> Mr. New? >> Yes. >> Chair both? Yes. As well. >> Thank you. >> Consider and take action to approve board policy revisions as recommended. Dr. Federline, >> President Rey, as members of the board, if you recall last month, uh we brought the board policy changes for first reading. Many of them were to clean up some language or some syntax. Some were done to become uh in alignment to make sure our policies were in alignment with federal or state regulations. Uh others were done to eliminate
046redundancies. Uh we've had a a 30-day uh period where the public could comment. Uh we've answered very few if any questions from the general public or staff members and uh bring this to you tonight and recommend you take action on it. >> Second. >> Mr. Ren, >> yes. >> Miss McAdams. >> Yes. >> Dr. McNeel. >> Yes. >> Mr. Chair, yes. As well. Thank you. Consider and take action to accept a bid for the fire alarm replacement at the high school and award the contract to Henderson Engineers Inc. in the amount of $12,500 from bond funds. Dr. Robinson. >> Yeah, President Reyes, Dr. Federline, members of the board, [clears throat] just to clarify, this is not the contract for construction. This is the contract uh to award engineering services to design the fire system at
047the high school. that this will redesign both the old portion of the high school which has not been updated in several decades uh and also the UCA panel. There's two fire panels uh at the high school campus. [clears throat] Modern code requires strobes in every classroom and voice evacuation uh auditory um not just a siren but a voice telling you that there's a fire that you need to evacuate. So this will bring the entire high school up to modern code. >> [clears throat] >> We seek your approval >> questions. >> How long has it been out of modern code? >> Uh, as soon as the code's updated most years. >> Okay. >> So, that's that said the code updates nearly every year. The city of Tulsa doesn't necessarily adopt it every single year. I think
048they've been on what 2018 uh international mechanical code for quite some time. But the VO the voice evac stuff is um really just within the last couple of years. So really what [clears throat] happens is is that you're grandfathered in as soon as you're out of code. It's it's you still have to be inspected to make sure you're safe annually. And we we're green tagged right now. So it's a safe system right now. However, as soon as you touch or move or make any substantial changes to it, you have to bring it up to code anyway. We're about to do quite a bit of work in the ceilings of the high school. Um, you guys approved last month a contract to do the first phase of the HVAC system at the high school. So, we're
049going to be painted into a corner anyway to do this at some point. >> Any more questions? >> Move for approval. Uh let let the record reflect that this vote is for engineering services to design and not the fire alarm replacement. >> Second. >> Dr. McIll, >> yes. >> Mr. New? >> Yes. >> Mr. Oberman? >> Yes. >> Miss McAdams? >> Yes. >> Chair votes? Yes. As well. >> Thank you all. >> Thank you. >> All right. Any new business? >> Opportunity for comments from audience and board members. Real quick, there was a a study done, and this is in regards to what Peter's presented that showed uh out of 3,000 physicians to trainees, physicians to physicians, and patients to physicians, the number one trait that uh made an excellent doctor was communication. So, so
050cool that that's what we're doing starting so early. That's it. >> Thank you. Anyone else? >> I'd echo those sentiments. Uh, Miss Whis, thanks to you and your team for your presentation. You're to be commended. It's wonderful to see a snapshot of the hard work that goes on every single day across this district by our amazing educators. Um, it it's it is more than a number. It is more than a letter grade. It's what we do every day. And uh it's wonderful to see a specific example to push back against any ne negative uh narratives regarding public education. So, thank you very much, Dr. Williams, uh, Jessica, Sarah, thank you so much for your hard work on the audit. I know this is, uh, timestaking, but transparency is an absolute uh, pillar of what we
051do here at Union, and there's no greater example of transparency than this audit. So, thank you so much for your work there. And, uh, one other thing that I would be remiss if I didn't mention, congratulations to our board president, Mr. Reyes. at the end of the filing period. He is unopposed. So, he will be sworn in for his next term at our April board meeting. So, [applause] >> thank you. Thank you very much. Thank you all for everything that you do. You guys are all amazing. >> All right, we have a motion for adjournment. >> Second. >> Dr. McNeil. >> Yes. >> Mr. Nuin. >> Yes. Miss Roman. >> Yes. >> Miss McAdams. >> Yes. >> Chair both. Yes. As well. Thank y'all.