001Good evening. Let's call this meeting to order. If you would join us for the flag salute, please stand with all. >> All right. Let the minute show that all board members are present. Do we have a motion for the adoption of the agenda? >> So move. >> Second. >> Dr. McNill. >> Yes. >> Mr. Nuin. >> Yes. >> Miss McAdams? >> Yes. >> Miss Roman? >> Yes. >> Chair votes? Yes. As well. >> Consent agenda. All of the following items, those items of a routine nature normally approved at board meetings will be approved by one vote unless any board member desires to have a separate vote on any or all of these items. The consent agenda consists of the discussion, consideration, and action on the following items A through Q. Approval. >> Mr. Roman, >>
002yes. >> Miss McAdams, >> yes. >> Dr. McNeil, >> yes. >> Mr. Nan, >> yes. >> Chair votes yes as well. >> All right. Information reports. USPA. UCTA, President Reyes, Dr. Federline, members of the board. OEA um hosted a legislative conference this past weekend and we had three members who attended. Five of our members served on various OEA state committees and they met last Saturday. We also had members attend another OEA civication. This is working to foster a a positive relationship with legislators be legislators before the session begins. >> Thank you. Next is 100% one student at a time, Mrs. Boyer. >> Oh, we good. Yeah. >> Not sure where we are with technology. >> Having some issues. Dr. Federine, do you have Do you have it? >> I've got it up here. Yes. >>
003Well, then I will. >> Do we want to give it a second? Dart Morse. >> It's okay. We can make it work. my computer. >> We'll go ahead and start and then we'll get >> Okay. All right. Well, good evening, Dr. Federline, President Reyes, members of the board. Uh thank you for an opportunity to to share with you today. Um when initially presented with the opportunity I um I I took some pause because typically when you come present like this you are coming with with data charts and and with graphs and with an ability to show to show growth, right? And in this position right now, we're not there yet. So, what we've what I've determined and what I think is best right now is to uh share some stories with you about the work
004that we've been doing at the high school. Um I first of all, let me introduce myself. As of this year, I am the assistant principal of student engagement at the high school. Um I took on the role G, you can you can go ahead. No, that's not where we are. Looks like we're a little out of order. That's okay. I'm gonna I'm gonna maybe punt on that. Um, we'll just punt on that. So, I think the board has has the information. So, on that second slide, when I initially took on the role or was offered the position, um, I initially had a bit of pause because I knew precisely right what what I was walking into. Um, I had spent years at the high school before and was very aware that chronic absenteeism was uh
005quite a mountain to overcome. So on day one when I when I walked back into the high school, we were looking at a district chronic absenteeism rate of 27%. A high school chronic absenteeism rate of 41% and we were sitting with 268 non-graduates from the class of 2025. It's just where we were. And and I walked back in and thought, okay, what what do I do with this? Right? We're at ground zero. Um there wasn't a playbook at the time, but we knew we needed to get started. So, I asked for two things when I when I came back. I said, 'I need a partner. And I don't mean they were going to allow me to hire a secretary. I said, 'I need a lot more than a secretary. I need a partner. I need
006someone who can go out into the community with me and communicate with our families. And I can't do that alone because I don't speak the language that many of our families speak. And to truly make a difference and make an impact, I needed that ability. So I asked for a partner and um and by divine intervention was was handed someone who has um a passion for the work we are doing greater than greater than most. And the other thing I asked for was an opportunity to be given a lot of flexibility and a lot of time. Um as my my thought in the moment was with the numbers that we had all I knew to do was go find them. Right? So, we started going out into the community and you'll see I I think
007I'm on on the third slide, knocking on doors. Um, yeah, there we go. Knocking on doors, tracking students down with Norma at my side. So, our our initial um goal and our our initial project were these non-graduates, right? We were early in the school year. We were we were at August um and there was a push to get them across the finish line. But what we found as we started going out is um the these families were seeking a lot of connection, right? So when I would go out and and meet with these families, we were connecting um we were sitting at tables and helping students find motivation and creating opportunities and pathways, right? And with each conversation, the other opportunity that arose is I was learning a great deal from these families. I was
008starting to better understand the the foundational issue. I was learning from their stories. And we were actually we you know we were building trust and what that turned into um you know we had parents making daily phone calls to us. Hey did my kiddo log in today? How close are they? How close are they to graduation? They started showing up in our office and working. So in in during the school day we would have these non-grads coming back and knocking things out one at a time. G you can you can go to the next slide if it's working. And it's hard, this is hard to see, but these are, as we started working with families, we started getting calls from parents and we started getting these thank you notes from families. And some of the
009coolest things is every time a student would get across the finish line, my um secretary Norma would run in and say, "Can I call their mom?" Right? And we would we would celebrate with their mom over the phone. Some of them cried with their mom over the phone. So we slowly chipped away um at at the list. Um, we were on hand all hands on deck at this time. This wasn't a a solo gig. I mean, everyone at the high school was was working and pushing. And I will say that uh clearly we lost a few along the way, right? In our push for 100. We we lost a few. But what I can say confidently is that each one of them was offered an opportunity, right? Okay. And and I think it's I don't
010want it to be lost that while we lost a few 11 almost, 1100 students from Union High School earned a diploma this year, which is a significant significant number. So, um, as we move forward in the school year, you can go ahead, but I think there's one in between, but that's okay. Um, it it says shifting focus. No, that's okay. So, as we move forward in the school year, clearly um it became necessary to shift our focus back to the students in the building, right? We those n we were pushing those non-grads through, but we also have 3,400 plus students in our building and and the goal in that moment was to start to look at the numbers and start to look at a reality check of where are we with these kiddos, right? And
011what can we do in the immediate to try to ensure that come May of 26, right? there are there are fewer kids sitting on that non-grad list. So, as I started looking at numbers, and I'm I'm gonna I'm going to read these to you, and these aren't these numbers aren't great, but this is where we are, right? This is where we sit today. So, right now at the high school, we have 469 students sitting with a 20% or above chronic absenteeism rate. That's 14%. And we have 1,062 students um at 10%, which is 31% of our student body. And to date, we have approximately 30 students who have been dropped for non-attendance or our withdrawals. And that number is fluid because we we lose them to non-attendance, they reenroll. We lose them to non-attendance, they
012maybe they maybe go show up somewhere else. So that that number bounces around. But again, I found myself thinking, okay, what what do I do with this? Right? We we don't current we're we're in the process of learning. So we can put largecale systemic change in place. but we're not there yet. So I I look at the numbers and I go, how how can I make a difference? And again, the answer came back to and one at a time. We're going to make a difference one at a time. So the very first thing that Norma and I did is we started doing weekly um home visits again for our students. Any student who's been dropped for non-attendance, we go find them at their door. Um we're we're tracking them down at their house. Um sorry,
013I've lost myself a little bit on the on the slides. So non-attendance is when we do that. So we're finding a lot of kiddos and and I will say sadly when we come to those parents some of them say oh hi I'm Mrs. Boyer I'm here regarding so and so. Oh well yes they're at school. No ma'am they're not right. And so we're making those connections because I will tell you as as many correspondences as we send out and letters and phone calls there is still a gap in communication and some of that is cultural. No. Oh, mom. No, no, that I I wasn't that that call's wrong, right? I I was in class today. And so, as we're able to sit on their porch and and have a a real conversation about where we
014are, we start making a plan. Um what is it going to take for you to reenroll, right? And once you reenroll, what is it going to take for you, right, to to stay? And so, as we started having these conversations, because parents are now aware, they started coming back and they would sit down in my office with their parents and we would make a plan. Um, some of them we started talking about alted. Some of them we had conversations about about job out opportunities. And for some of them they just needed someone to be aware, right? The gig is up. Mom's here. And and they just simply needed someone to be aware. But there are often some stories. So I I'm going to tell you a brief story. This last week um home visit. Two
015high school boys had been dropped for non-attendance. I was relatively aware of the family because there are two little ones at Rosa Parks um who historically had bad attendance and and Rosa had reached out to me knowing my current role. So go to their house and find dad at home and he said well the the older boys are working so this f this co this this country is expensive and they have to work and yes sir I understand that but can we have some conversations about perhaps a pathway? So the next day, mom brought the senior, the senior who is credit healthy, who has never failed a class and should walk across the stage in May, who had dropped out of high school um to work. Brought him back and we started having conversations. Um
016can we make this happen? What does this look like? If we can get to December, right, your credit healthy, I'm going to make job out happen for you in January. And that kiddo has been in school every day since. But today the the best part is he came running in the office today with a friend. He said, "Miss," he said, "my friend has to work, too. Can you help him, right?" And it was I said, "Yeah, buddy. Meet me tomorrow morning and we'll we'll help you, too." So, those are great things. In addition to those non-attendance visits, we're I've started some focus groups because the reality is much of what's happening and we don't have an answer for right now. Um, but the students, right, they're the ones living it. So, I've sat so I've
017sat down with a variety of kiddos. I've sat down with our high performing kids and said, "Why are you here? What's keeping you in school? Why do you keep coming back? What do we have? What are we offering you that you want?" Right? Having those conversations. I'm also pulling groups of kids out of IP, [laughter] kids that are in IP for truency. Um, kids are who are on a long stay in IP. Hey buddy, why aren't you in school? Right? What what is where are you during the day? Right? Do you find graduation important? I'm also meeting with a lot of parents, right? What what do you want for your kiddo? And if you'll up there u somewhere or a list of kind of quotes and I'm not going to read through all of them,
018but these are the things I'm hearing back from students, parents, high students, low students, and I and I'll read a couple of them to you that stand out a lot to me. Um a student, I feel connected because I chose to be involved in a lot of things. I have an obligation to others. Keeps them in school. Um, I'm very involved because I started in middle school. Getting plugged in is not easy if you wait. Again, a highly involved student. This one's This one's kind of a heartbreaker. I can't even legally have a job. What difference does a diploma make? It's undocumented. And as he had a dream to be an orthodontist, and as he got older, he learned the reality of his future. and now we can't keep we're having a hard time keeping
019him in school. Um, others a parent, I don't have any control over what they choose to do. My child doesn't want to come to school and I there's nothing I can do about it. Um, student, yes, I want to graduate, but showing up every day really isn't worth it in the end. Um, trying to just bounce around so you can't see them since you can't see them. I don't I want to graduate, but I'm I'm not motivated to be here every day. So, [gasps] some of I I will tell you what we're hearing over and over and and what I don't have an answer for yet is parents that say, "I don't have any ability or control. It makes it really hard for us as a school to um supersede that." And students um who
020have every opportunity and every barrier has been removed, but they don't value what we offer. and and that and that is that is truly a reality of of where we are. And so we're taking it back to a ground zero and what's what's next? Like how how do we how do we shift this? Um we have a lot of great things in place with some programming and different things. So next steps solely my opinion, but these are some things I I'm I'm throwing out there as potential next steps. First of all, this work can't wait until they walk into the door of the high school. Um, early intervention is certainly key. Um, these students don't wake up as 10th graders and decide that school isn't important. And I I have been blessed with a a
021really unique opportunity, right, to slide down to elementary for a few years. And so I I I feel like I'm bringing back a perspective that um when you are working with fourth graders and fifth graders, I could identify these kids after I had spent the previous five years at the high school. And there are are fourth and fifth graders that I worked with that I could probably call Tammy and say, "Hey, what what is this looking like for so- and so?" Because they were they were really disengaged, right? We were losing them in fifth grade. Um and and I'm sure we're continuing to lose them. So early intervention I I I believe wholeheartedly that that we a shift back needs to happen. Um something else that we're putting in place at the high school and
022we are implementing child study teams with the intention of focusing on at risk students. Um just a a really deep dive and intentional look at child study teams. Um we have also discussed the impact of closing campus. It's a big one. What impact would it have on truency? what impact would it have on our chronic absenteeism? I don't know the answer fully and I I know it's a it's a very large undertaking um for operations, for child nutrition, the idea of closing our campus. Um, but I also am a a strong believer that when you hand students who don't carry self-discipline and don't carry a great deal of family support and opportunity six hours a day to walk out of the door, oftentimes they're going to choose to walk out the door because they they
023don't they don't understand, they don't value what we're offering. So that discussion, what does it look like? I'm not sure. Is it feasible? I'm not sure about that either. And lastly, um, we have many, many pathways, but I am learning that we need additional pathways for our highest risk students. I have sat across the table from many, and I didn't have anything to offer them. Um, they where they were as far as their credits and their truency to feasibly graduate on time in a traditional school setting wasn't going to happen. And you don't want to look at them and say it's not going to happen. you try to lay out every opportunity, but in my mind, I knew it likely wasn't going to happen because some some true additional pathways um for our highest risk
024kiddos is is imperative at this time. So, I don't have answers, but I have a lot of conversations. Dr. Federline, Dr. Moore, I think there's there's much to talk about in in the near future. Thank you. >> Yeah. [applause] make us. Absolutely. >> Yeah. This Thank you so much. Uh it's been a conversation I've been super excited to um plug into. So, a lot of this I'll probably ask >> um outside of this setting, so we're not here all night. Um, one thing I was I was definitely curious though, uh, I know with some of the specific scenarios you gave, it's for us looking at this, it's really easy to look and go like, man, that is a dynamic situation that I might never experience myself and I don't necessarily know how to fix, >>
025but it's not necessarily reality of maybe most of the kids. Maybe it's like there's some that it's really stands out. So if we could if if there's a an underlying theme or archetype that you found um where the vast majority even grist greater than 50% of the students all have this one thing in common. Have you identified anything like that? >> The so 50% of the students I'm I'm spending my time working with I do and it's not a for most of them the the true reality and the common thread is they don't they don't value the education that we're offering. so many of them. So I I mentioned one that had the barrier of needing to work, right? But but truly what I've been faced with over and over, we have parents who want
026their kiddos in school and parents who are willing to bring them. They don't need to go to work. They don't they're not babysitting their their siblings, which are many of the things that we we think about. um they truly don't value the process and they're they're completely disengaged in the process and don't don't see it as worth it. >> That's perfect. Um with that, >> is there any objective way that we could assess that and is there a time when we could assess that? >> Uh [sighs] I mean I I don't know I don't know that there's an object objective way to assess it. I think that um you know we we have the data on who the kids are, >> right? Okay. And and I will and truly they're quite honest if they're if
027they're in a situation. So I have the unique ability to sit down in front of them front of them and say, "Hey, I I don't do discipline. Like I'm going to ask you some questions, but I'm I'm not seeking uh I'm seeking to understand, right?" And and they're usually quite honest when when that's the scenario. Um when you're when you're truly seeking to understand and those consequences, which are necessary, but not my job currently, are off the table. Um but how do you assess it? But I I don't have an answer for that right now, but I I would love to to be able to put eyes on it. >> The one thing that that I got a ch the blessing and the just the the honor to speak to some of our students that
028are at risk for not graduating. And >> at that time, they're all men and they all look like me. So, it's not necessarily representative the entire population, but >> you see in that case, I'm like, man, is this everybody? Uh, so what I thought was interesting, the three things that kind of stood out, mobility, stability, and foresight, >> right? So, how many of you went to three or more elementary schools, >> right? >> How many of you, you know, are coming from [clears throat] one parent home or things like that? And then as I look at a playground and I see students and everybody's having fun, I'm like, well, they're all checked in. You don't see anyone kind, right? >> Oh, this kid's standing on the fence, man. Yeah, I don't know if he's going
029to graduate. Right. So, everybody's playing kickball. So, I'm there's definitely got to be something that we're missing in regards to >> 100%, >> you know, at what point in time is this kid like, you know what, this isn't for me and and >> I'm excited to see uh that you're on the case because it's it's just been refreshing to hear how much you've gotten just from digging deep into this. I I do appreciate that. >> I I mean, the work is is so rewarding. Um, I will tell you that this one at a time approach, we're it's not going to change the numbers that much is the reality when we're starting when we're looking at percentages, right? There's not that immediate drop 10 percentage points. Uh, because it is one at a time, but we're
030learning a great deal about what's making our students tick. Um, what are we offering that gets them here and what are we not offering? Um, and I I think that there are definitely some some common themes that we have already developed. uh now it's time to sit at the table and and determine what we're going to what we have the ability to do with that right and I think there are some steps we can take requires investment retire requires and I again I mean investing in in this um thank you for investing in this position I mean I have a unique ability to I mean roll out of the building right to to track these kids down to sit with families um where others don't I mean it's just not feasible based on their responsibilities
031so I appreciate I don't know how we're last thing I promise. I don't I don't know how we're we're funding it, but there's a lot of this work that [snorts] becomes from school. Now, it's a I believe anywhere from uh 3 to 10% of our gross domestic product or black and brown students that don't graduate >> contribute to our lack of productivity as the United States. So there are tons of various community and grant processes to help for have a formidable uh process of how we fund this work moving forward. So >> definitely any way that I can help connect us to the the medical sphere of this um >> I know we're all super excited for the work that you're doing. So I appreciate that. >> Thank you. Appreciate it. Miss Boyer, you're one
032of the most humble people I know, and I know you're not going to stand there and brag on yourself, so I'm going to brag on you for a moment. Uh, you're the right person for this position. Uh, you have approached it with an honesty and a curiosity that is incredibly helpful for our students. Uh, it's a great reminder for us all that when we say 100%, we mean 100%. And we do not give up on kids ever. And, uh, this is a great example of this. Uh, it helps us to our goals, but it is lifechanging for those students that we've been able to reach out to. and it's going to be life-changing for their families. Uh I do think it's important to note uh Dr. Mio said something about funding. This is not an
033added position. This is not something we added to. This really is a uh remarkable display of innovation innovative leadership at every level, especially at the high school because they took a AP from their existing AP structure and moved them into this position. uh which really was was a risk uh a little bit because it it put an added load, but the the leadership there at the high school and the administrators uh have all stepped in in in part of this mission and to help Rebecca do her job and uh Rebecca, what you and uh Norma are doing is uh just incredible. So, thank you. >> Thank you. Thank you. >> Thank you. [applause] Next is the long range planning update, Mr. Bush. Kind of like you getting to follow Rebecca Peterson in it. So, President
034Reyes, Dr. Federline, members of the board, uh just want to give you a report on long range planning committee. Um the committee itself is made up of of representatives from all of your board zones and uh US UCA and USPA representatives and uh several um district leaders along with the the community members and then of course two of you are on the on the on the committee. So um over the past 11 years we have gone from 16,000 students to around 14,500. And so the long range planning committee began to meet to discuss what does the decline in enrollment mean for us? Is it something that we need to look at and consider and address at this time? um knowing that any conversations about um enrollment in facilities uh is very is very sensitive and
035complex. Uh I the uh long range planning committee I have to applaud them and I'll I'll say that several times because I'm very impressed with the group that that you all have have uh nominated forward. Um but uh they approached it with care understanding that any decisions we make are going to have long-term effects not only on this the individual schools but also on the students and even families and neighborhoods. So uh our discussions f focused really on the question do we act now right the numbers uh lend themselves to for us to consider whether or not we are using our resources correctly. This is really an issue of being good stewards and whether or not we're managing our our our schools uh and and serving our community the best we can. So, we looked
036at a lot of things. Um, one of the questions was whether or not we close the school um looking at the numbers and the decline in enrollment. And so, we reviewed those. We looked at the data over the last 11 years uh at all the school sites. We even pulled up the data on how many kids actually live within the boundaries of the elementary school that they attend. Right? That number uh was actually lower in some areas where so many of the students that were at a particular school were either transferred in or there maybe their parents worked there or there were programs there uh or that was a school that they transferred in. Uh we looked at potential savings of of closing a school, an elementary school, and what what that would look like.
037Um we even reviewed what it would look like in terms of redistricting. So these meetings were kind of long. I'm kind of looking at you guys because you were there. Uh so not we can't really go over everything. We looked at utility savings, um what the staff savings would be, and even looked at the capital improvements that we have scheduled for specific sites in the district. And and really the after after reviewing the data and a lot of conversation um and then a final vote uh at our last meeting, the group agreed that it's best uh to take more time before making the decision to to close a school. um in some ways hoping hoping a little bit for a miracle that our enrollment does come up. We have some a couple neighborhoods that are
038in the planning phase. One that's actually started uh got the sewer in and and streets going in that would help us. Uh we also have to consider, you know, we have elementary schools that have under 400 kids in it. Uh and those they're not in the areas where our population is the highest. And so we looked at the locations of of where kids are. So we're going to continue to review enrollment trends, gather more input from families and staff. We think that's going to be very important uh to hear more about that. Really an important topic for future discussion will would be the possible use of a school. Um you know we we know that uh just closing a school but you know for for the money aspect also we have to consider what would
039we do with that building uh and and so that was also discussed about the possibilities. The committee agreed before any recommendations are made uh it's it's important that we listen carefully to our families and our staff and our community uh and and even our community partners. Right. And so uh we pl plan to provide additional opportunities for feedback in the future. Uh and again if the enrollment numbers uh don't increase, this is something this is a conversation we're going to continue to have to have with long range planning. So our goal is really to ensure that that it's as well informed as possible. And as I mentioned, this isn't a fun topic, right? I mean, we came to the meeting and I kind of told them, you know, why we're there and why we had
040to have this discussion and there really is no good options on the table. Um, but we are trying to be good stewards of the of the district's resources and make sure that we're we're funneling those resources uh as as efficiently as possible. Um, I can't brag enough about the committee. again, um the the number of them that I spoke to that are like, I've been thinking about this all week. I couldn't sleep. And um they really they were committed to making the best decision possible for the district. They also know that, you know, we just can't pretend that this isn't an issue that's not going to come up. And so, um I know that, uh all of them really took the discussions, uh to heart and invested their time and their thoughts on it. um
041you could tell it when in the meetings and again some of you guys were you all were on the committee so you know that we would go back and forth on different topics and different discussions in terms of how we felt about it. So can't say a big enough thank you for all of them all of the committee members that agreed to be on there and also to you guys for again sending being involved in the process. I think the committee is is better uh because of the input you guys have put in and sent folks that you knew, right? Uh and so that's been very very helpful because they there's they're a great group of of very caring and thoughtful people that have the interest of the district as a whole uh behind all
042their decisions. Um our next meeting scheduled for January 8th and we'll start discussing uh other items. Uh we did talk about redistricting. You know, that's been one of the questions. It really doesn't make a lot of sense right now because we would just be moving kids farther away from where they're at now to try to fill up some of the schools that aren't as close. And uh didn't feel like that was a a good option right now. So, we do not I mean to be clear if I've been confusing, we there is no recommendation to close the school for for the fall of 26 or to redistrict for the fall of 26. But we will continue to examine this issue and and look at different options for for this this problem, right? This dilemma as
043we called it. So, questions you guys may have you all Um man, two gut punches. Um with this uh particular site that is of interest. I don't know if it's multiple sites or one site or [snorts] um >> we looked at several. We ended up uh you know there's I'll just say there's some obvious sites that that we wouldn't consider. partly AHOA is pretty obvious I think at you know but we have we look at Bovers Elementary for example that's neighborhood school it's right there um and so closing schools in the north were really taken off the table because we just have to bust those kids we already bust a large number of kids from around the 41st and Garnett area to the south and so um we look we looked at those um different
044schools. We got down to six uh and then we ended up at the end I think discussing three that were possibilities and all of them had advantages that made them a better choice than the other two and advantage is not the right word. Uh but uh and then you know others would have different ones and so that's part of what we want to do. Again the use of the building is is a big topic. what would we do it do do with the building if if we did close it? Uh because you just don't want to let it set idle and empty. Um and so uh the market again if we if we got down the road farther would we ever consider selling one? What? And those are difficult conversations to have because we have
045I mentioned Bovers Elementary, right? um that's a school that um I don't think we can afford to ever close, but it's also a school that we need to rebuild, right? And so how how we we need to have that discussion, too. So, two follow-up questions. The first one, is it this particular age demographic that is more or less populated in the school from K through 5th? >> No, it's it's pretty consistent. uh our numbers at the lower levels have gotten smaller with time. I you know if the trend continues we're going to see it at the secondary levels right um this was a year in which our enrollment we lost students at the secondary levels whereas in the past past several years it's really been at the elementary um and so that's that was a
046a shift that was again a little alarming um and we can go through it I mean it it's a national issue right you I get a few trade magazines even that are about maintenance and operations and construction and they talk about student enrollment in those and what are some of the causes and what they're seeing across the country. And so it's not something that's unique to us. Um but it is again we want to make sure that we don't wait too long to respond to it. Um, but we also don't want to do something too quick in terms of the community not not having enough input and not being able to to to uh have some some say on on at least a voice on what what they feel like is is the best option
047because it's not popular, right? I mean, it's a it's not a popular conversation. The second question in regards to I mean it sounds like it wasn't too long ago that for specific buildings overcrowding was the issue and then with reading and math scores. So now we're in the opposite direction. Have we seen any fluctuation in reading and math scores with smaller class sizes? >> Uh I have not gotten into that. Yeah. So that that was not part of our discussion. I mean we did talk about comparability didn't we? and the impact of of that on having smaller schools that are not title one. Um because it does it does play a role right in how we make some of these decisions in terms of that. I mean that's one of the difficulties and I'm looking
048at saying Miss Calvin because when you have a school that only has 35 first graders in it, well you really can't have one class. So you've got to have two. Now they've got a 17 and 18 student count. So there's a benefit to that. Uh we do know looking at our elementary enrollment numbers, class size numbers this year that they they look as good as I've seen them maybe in my 39y year career, right? of you know that and again some of that is a result of we h we have we have to not overload those classes and the math just works out that you ended up with smaller smaller classes >> thank you >> any other questions >> I've been asking and I haven't got an answer yet do we know where the state
049is at I know the state is in decline for population does anyone know anyone in this room know where the state came in at? >> I don't know a state number from you because they're still calculating that the extent of the deadline. Uh however, talking to other superintendents, there are a lot of other large districts around the state where their [clears throat] enrollment is down >> because that that's going to affect your your bottom line too because the state will then have a larger people. >> That is correct. would affect the factor >> and that was I will say that was one of the discussions also was the opportunity cost right if you save this money are there other places you could put it right are there other things that you could invest in so
050that's all right any other questions again thank you for a great group of of folks to work with and I know when they get the invite invite for January 8th they'll just be very very excited. So >> thank you Miss Appreciate hearings and correspondence. >> All right, business agenda looks like first reading of proposed board policy revisions. Dr. for better land. >> And President Reyes, members of the board, this is our first reading for you and the public for a variety of uh board policy updates. Some uh were done due to legislative requirements. Uh some were done on the recommendation of our staff and our administrators. Uh there'll be several of those available for you all and for the public for the next 30 days uh until our next board meeting to review. I'd encourage
051everyone to look them over carefully. If you have any questions, feel free to reach out to any of us on cabinet. Thank you. Next, consider and take action on the school board meeting calendar for 2026. Dr. Feder, >> President Reyes, members of the board, uh this is our traditional school board calendar, second Monday of the month, and all but a couple that we had to change. One for the MLK holiday uh in January, another for conference date, but uh in general, no changes whatsoever. Uh and this one will require a vote. Second, >> Miss McAdams, >> yes. >> Dr. McNeel, >> yes. >> Mr. New, >> yes. >> Mr. Overberman, >> yes. >> The chair votes yes as well. Thank you. >> School operations consider and take action to accept a bid for the tennis
052court resurfacing project and award the contract to Magnum Construction, Inc. in the amount of $419,000 from bond funds. Mr. Bush. >> Yes. President Reyes, board, Dr. Ferline. This is uh this was on our last bond issue to approve resurfacing the tennis courts. And so we're just asking that you approve this this uh bid selection. We ended up with four biders. Magnum Construction got the low bid and it this will include all the main new courts that we have and then also the the courts at the back near the baseball field. So ask for your approval. Have we are these original to the new >> We've done this before. >> Yeah. >> Well, I think they they I'm I'm thinking Joe, if you know the answer, tell me. Uh a lot of times they'll say depending
053on play, but seven or eight years and ours get a lot of play. So >> we do keep the back courts open for the community to use so it gets a lot >> Mr. Mid. >> Yes. >> Dr. McNeil. >> Yes. >> Mr. >> Yes. >> Miss McAdams. >> Yes. >> Thank you. >> Chair votes. Yes. As well. Thank you. >> Finance. Consider and take action on reapproval of the general building and child nutrition fund operational budgets for the 2025 2026 fiscal year as outlined on the statements of revenues, expenditures, and fund balances and as originally approved by the board of education on September 8, 2025 and reapproval of the 2025 2026 estimate of needs document as approved by the county excise board on October 16, 2025. Dr. Williams Thank you, President Reyes. Good evening,
054members of the board. Um, this is a recommendation that the board reapprove the general building and child nutrition fund budgets for the 2526 school year. Once we bring those budgets to you in September along with the estimate of needs for approval. Uh then the law requires that the county excise board approve the estimate of needs and that the district hold a public hearing uh to allow patrons the opportunity to express any opinions on the district's budget. Uh those having taken place in October, we then bring the board uh uh bring the budgets back to the board um for a reapproval. Uh there are no changes to any of the budgets. So, uh, we would ask for your approval. >> Move for approval. >> Second. >> M. Overman. >> Yes. >> Dr. McNeel. >> Yes. >>
055Mr. Newman. >> Yes. >> M. McAdams. >> Yes. >> Chair both. Yes. As well. Thank you. >> New business. Opportunities for comments from audience and board members. >> I just wanted to say thank you to everybody. Um we were able to have um medical summit out on the Union football field and just the outpouring of students and seeing their faces light up. Even the ones that were drugged there by some outlying school and kidnapped, uh by the end of the day, they were smiling from ear to ear. And just to really to see like their adult in the crowd, uh whether it be a teacher or an administrator, um just really made all the difference. So I can't thank you guys enough for making this place as special as it is. All right. Thank you
056everyone for everything and all that you do. We got adjournment. Have a motion for >> second. >> Dr. McNeil. >> Yes. >> Miss Roman. >> Yes. >> Miss McAdams. >> Yes. >> Mr. Newman. >> Yes. chair both as well. Thank you all.