001second and fourth grade ELA text pilots. >> Good evening. I should move over here so I can be heard. >> I'm just going to lead in with with um this conversation here. So last time we talked about texts here in this committee. Uh we had the environmental science uh textbook for AP and there was a social studies text. Um and then as the summer progressed uh when we hadn't had the resources for the social at that time as the summer progressed and we started having some conversations related to um some requests that were kind of out there in curriculum and us assigning different roles and curriculum um you know principles and they you know were discussing the need really to identify um literacy resources uh to go along with structured literacy in the science and
002reading implementation in middle school in the elementary but to adopt um you know in full is kind of a massive endeavor. So the proposal was to um pilot it. So in the meantime my recommendation was kind of swap the budgetary kind of hold for that social studies potential because um you know because this was more pressing transition. So that's just when you think budget that's kind of where it's break. [Music] >> Okay. So the problem that we are trying to solve by piloting a new you can go to the next slide if you um a new literacy program at the elementary level is that our current resource does not align with structured literacy learning. So this is the wording from act 135 that was signed into law in October of 24 and what we have
003in place currently does not meet all of those criteria. So we've done some work on the next slide you'll see to get us to the point where we're in alignment with those requirements. We introduced Newfly and Hagerty which address phonics and phmic awareness in kindergarten, first and second grade. We've been using both of those programs. And then third grade last year, we usedly only because he by third grade children generally have their community awareness in place. Um so we have taken steps to comply with act 135 in that regard. In addition to that, we've adopted the use of decodable texts which is in alignment with structured literacy. But if you look at the next slide, you'll see that these parts of the structured literacy uh framework really only address that bottom part in the word
004recognition. And so in order to develop a fully competent reader, we have to also teach language comprehension which is the top part of that um diagram there that represents background knowledge, vocabulary, language structures, verbal reasoning and literacy knowledge. So what our proposal is on the next slide is to pilot a program called arts and letters along with geodess both from the same um company. It's from great minds which is the publisher of our Eureka program that we use in mathematics at the elementary level. And what arts and letters will do for us along with GEOS which is the text component of it will allow us to really build on the the learning that's happening through integrity and then apply that understanding in and build language comprehension. So we're addressing now all of the strands that
005will come together to create proficient readers. So um you'll see on this next slide exactly what arts and letters and geos combined will do for us. And then that foundational skills program there where it said the word recognition that's by integrity. So the additional benefits of using arts and letters is are here in the next slide. Um and in looking at the materials that we've been able to get samples of the the texts are very high quality. The teacher materials are very um thorough. The online materials for teachers and for students are very user friendly and there's a fair amount of districts who've been using previous version of this called written wisdom that they've refined based on feedback from the users to now come out newer version and letters. So it's not something brand new.
006something that is continually being refined and we would be getting benefit of all of those refinements. And on the last slide here, it you know, ideally a pilot would be a little bit more robust, but due to the timing, we are recommending just two classrooms for this upcoming school year. The cost for the PL each classroom is approximately $4,500, which Mr. Chat already said we have money set aside for that. Um and then we will of course analyze any data all of the data that we receive from students regarding their experience, their performance data, the quality of the materials, the ease of implementation and then be able to decide and make a recommendation whether we want to implement this in a broader way. Um you know some of the the questions I think that are
007just kind of most common is okay if this is a whole identified what are we going to get across of course um you know and that's where some of the really led us to this late kind of recommendation is some differences in we have teachers that have been trained in structure literacy um for several years now they develop their own resources in the classrooms um you know so a textbook isn't the only way you can you know support students and teachers in that way but it is the most kind of comprehensive way that we can um I think that's kind of the most common one I mean the easiest kind of question come the second hey this is great then what we do three years you know so then maybe looking at kind of a
008tier implementation kind of two through five you know where we would we're going to be looking at you know about $15,000 to $25,000 a year to bring oursveselves speed over over the years. So, it's just any textbook adoption. That's just something we have to budget for and plan for as we're heading into7. But we wouldn't want to recommend spending a large large amount, you know, without having our teachers have improvement experience by second or selected willing teachers. You know, it's just it's pretty no better answer than that. you just need partners that we really want that shows you when you have teachers that are creating a bunch of different resources and say I'll be the public that's >> and the only clarification that I will provide is we did talk about the possibility of two
009to five in digging a little bit deeper and thinking a little bit more we may decide to shift the a little bit earlier and maybe different than the older grades but I think having the experience and um on the ground work will help us better discern where is best placed. Um if we go back to like this style now with textbooks, can we look at scaling back on electronic devices to the individual kids and just go into like maybe four or five devices per classroom like it used to be? Well, >> because I know we had talked about pro possibly like two years ago during budget scaling back anyways the laptops and stuff for those kids. Anyways, >> I don't think this will have any impact on the current usage of electronics. We've scaled back
010quite a bit at the elementary level over the last year in the first place and >> and you stop. >> Correct. Correct. Two months. But they're still they still are used heavily. I I don't know that they're I don't know that there will be a great impact if this because the um the resources are similar in the we're still using texts that are in our current program. When you say text, they're traditional text like not consumable textbooks where they're far >> not text books but like like children book children's books. Okay. So they would be >> chapter books like just regular >> postum. I mean you know the trade looking tradeoff um you know the social might be something like that you know change presentation where if we're going to start a pilot out from
011communication anywhere we just urgency more than If there's support for the um >> all in favor say I >> and just we don't need we already had that but the environment also we don't had to put that on we had that's others that will also be >> and that brings us to uh 12th grade schedule update student use the time for updated graduation requirements. All right, my turn. So thank you to come chat and ask last year if you remember we really started laying out what is what is the picture of a a student graduate for now what I want to do is take a little bit of time a few minutes to see where have we landed with some of the modern changes that we made but ultimately increasing flexibility so as you see
012some of these numbers I see kids in my mind based on these schedules I see some of your kids but I see kids playing sports right now doing an internship so I'm going to kind of go through right now take a few you have a little tell a little story about what we're doing. That's okay. So, Dr. Myers has on screen right now. That's a current that was a current course recommendation with I don't say change, but it really loosens up the opportunity and creates flexibility for that's two out of four. We were curious to see based on when the students go through the motion of the actual scheduling process with that what comes out in the end. And you're going to see a little bit of that too, please. little quick snapshot of of
013some of the changes, adjustments I should say, and then more flexibility for students change, but it's really not because you're going to see some of these students took more classes ever thought they would. Some of the students said, "Wow, now with this flexibility and freedom, what else can I do?" And we're seeing that as we go, too. Dr. Myers, new courses, senior seminar, AP pre-cal, which is 19 students. That is algebra 3. Mrs. Cra will want to end up the AP training. So she's offered that to 19 years of taking that AP precal then active lifestyle PE it's not a course it's it's open gym it's planets fitness planet fitness at high school so in the afternoon connection students who have to work on have things go down like weights can it makes a game
014get done before football practice get done before games and make the most of the resources we have here and use our facilities those are things there too I'm going too fast please jump in chime in keep chatting but feels Yeah, this is just this is the kind of meat and potatoes. Think of how C students are using their time, but yet it's a busy busy school. >> I can't sit down. So, what you'll see is we we do have this is KZtown, right? We'll have kids with se that's one student taking seven core courses. There's eight periods in a day. So, they're going to eat on their way to AP, but they're they're doing this and there's that's the opportunity that they have and we're going to pres present to them. So, this is with
015some of the change some of the adjustments we made to create flexibility. What did they do? Okay. We also have so we have students here all the way down the gamut five core. So you have your four your English, math, science and and they're probably taking one more. You'll see a lot of students taking in that group of four to seven and maybe the couple below there. Those extra courses are taking are probably AP Chem that's a senior course along with physics. Right? So that's where you'll see some of the senior level up because they're core courses. students uh taking four cores plus BCTC. It's pretty exciting too because we think about making sure they have opportunities at taking rigorous courses here at the high school and they do because they're here. They're gone for
016four core courses. They're gone for four in the morning. They're back with four core in the afternoon. They're taking those four core at BC. They're taking those opportunities and they're taking those rigorous courses here. Four coursees plus senior seminar. That would really that's really the the baseline if you will. That's what they take now. Four core courses. the traditional good oldfashioned American f taking four core courses they're probably taking a gym class maybe they're taking their career course well yeah go ahead >> I say but that number doesn't tell you is that you know because we're classifying all four quarters they might be taking two math and two science and social you know that's not most of them are taking language arts but in theory they had that choice within the core you know um
017we felt this represents you know because they're choosing to challenge themselves in a different way it's not not challenging themselves right like and So um that four cores can represent any of any combination of it's not necessarily traditional. >> Sure. Thanks for that. I have on the side I couldn't really think of another way to show it but you'll see the internships coming out. I'll I'll speak a little bit in touch on the senior seminar in a few slides what that looks like but a very good proportion of the students are taking in that four core three core plus BCTC plus internship. We saw some shift but what we will see is the students I think we have at least eight students this year starting with that are going to take some sort of college
018course at KU at the university. It's pretty pretty outstanding. Uh, we have students doing internships where they can go work at the the EMT, go work for the the ambulance. And I'm actually taking a a few of my a few I'm taking a few students myself that are doing some of those outside experiences, internships at the quarry, at the electric company, at the EMT. I'm going to kind of manage some of those students myself because I'm interested. I want to if they're out there, I want to go there and be where our kids are to see the kind of experience they're having. >> We have three that I'm working with that are doing internships with St. Louis. >> Okay. three for St. Luke's I have four or five kids you kind of gel with you
019want to see what their experiences are and then we also have students who are doing co-op through traditional BCTC already so they'll stay at BCTC they may do one online course and then they'll go out and do the welding like a did welding for second semester BCTC and came in for a class or two and knocked it all out we're providing those experiences it also is nice to to set this tone that you all proved because as it it trickles down, freshman and sophomores start to realize, wow, if I if I kind of buckle down and get some of these meat and potato things done, I need to now the requirements. Look at the flexibility it can give me later if I so choose to have those opportunities. So, it kind of creates some urgency
020for that 14 or 15y old who thinks, how does it apply to me? More more than you think. That makes any sense. Any questions so far? How do they go college full-time? There's two. >> We have we have two students who go KU full-time. >> Like they've met all their requirements here for graduation >> that some some of the courses are taken there. We'll check some of the boxes for graduation here that that existed before the changing gradu graduation requirements. There are students could apply to be a full-time college student and yes, you know, uh skip the requirements that were for senior year if they're >> okay. And then they they'll come back for five, six music, believe it or not. So they'll go and they'll grab their lunch and come down and get those
021in. That's a very good question. Senior wise, I think we have 112 seniors. We have seven who are not represented here because they're in other areas of the school, but for the vast chunk of our students at 105. I know we work off of but >> I know that one of the things when we implemented this was that people were worried about kids just being here half the day and then the other half they're not doing anything do we have any that we and what's the number >> Dr. I I'll move on to this slide. >> So let's stay here for one second. I just want to point out right because the concern you know is that over the you know mass amounts of students taking an exceptionally easy road. Um so when you know
022you can you can qualify those however you want quantify them however you want. When I go down there I start saying you know who chose to take an easier road. Um you know three cores plus a senior seminar. Okay so they took one less core. You know they got some breathing room. I don't know if I call that, you know, completely. It's easier probably, right, in that sense, but it didn't go all the way. Um, two course plus college, I wouldn't call that an easy road. Two course plus BCTC, you know, I would call that breathing room if you could write the BCTC student schedule. Like it's a little breathing room. I wouldn't, you know, personally call that. And they're also seniors, you know, kind of know their path. So, you know, that one doesn't
023concern me. Two cores in internship, depending on the time that internship, it's that's going to be pretty timeconuming. two cores plus senior seminar. You know, they've kind of done the middle, right? I mean, you know, and we don't know those specific situations that could, but that's four. That's a small number. And, you know, um that's it, you know. So, when you start looking at that, I think a very very small number chose a decidedly easier path. Um >> but that's not also telling me that they're not taking other courses. So like two and senior seminar they could still be taking music. >> Great point. Great point because that might be that that's defining >> challenging by core subjects only and that's not necessarily right. So that's that's a good point. And I don't this is
024a question just >> I think we identified that there also might be a very very small one or two number of students that actually have one more core than represented there but because maybe through an IEP or something it's their class. So that would if anything there might be one or two students somewhere in that chart who have one more there's definitely two two or three students who have learned more than that represented all there. Um so that's just the way we run those course in later type of courses. So now to your question um Dr. Rice I think it's the last two slides it is you're right there could be a remedial course in there too. don't necessarily check the box. They It does for their schedule as far as a a course, but
025it may not pull you're trying to pull their particular categories. >> Yeah. >> Or media course, if you will. >> But here's the next slide. This is a you could go down so many rabbit holes. So L is L language arts, social studies, science and give you a breakdown of who's taking what which way did the students vote with during the uh course selection process. How do they what kind of choices the student and the parent make? >> Please soak that up for a second. >> You know the simple thing is you see the most common path was language arts, math and social studies. um you know and then the others where they don't represent they don't represent if there's two sciences they don't represent if there's two maths so it's only telling you which
026of those four boxes they check at least once so the numbers kind of have to talk to each other a little bit I find the previous slide a little more it informs a little but thing chat said well how about students who are we have the students who are taking four plus infinity I think we got here by you asking me the question how many What if you're taking three or two? And then I said, "Okay, let me see how many biz." Is that right? I think that's how I got to this. How do we get to three? >> Yeah. >> So, I could make those five to four, which would be >> Yes. >> How many kids? If they're taking three, what are they, >> right? >> If they're taking two, then what does
027that look like? >> I think that's how I arrived there. So, >> pretty sure one point I think this probably kind of fits into this. And this is just more anecdotal. my incoming senior with mom went to Penn State recently. >> Sure, I heard you. >> Yeah. So, um what we found out which I was unaware of prior to that they and I forget exactly what the the breakdown was as far as the the weight for how they look at it. the SATs were optional and then they they had percentages that they looked at um as far as grades but then one of those things was their schedule what they actually what seniors are doing their senior year. So that was news to me and I just kind of wanted to share that too because
028it's you know for the students to know that be able to >> their college balance >> well make the right choices. >> Yeah. They want to see them challenging themselves to know that's um making those choice because it's a little easier for college to see that you're challenging yourself than it is to see that a 90 is this in one district in one state and 85 they're just really difficult to really compare but for kids taking the high level course challenging themselves college or different experiences definitely I was just up at the Penn State visit for a day with my daughter and the director admissions actually said that last year 65% of applicants did not submit their SAT scores. He says guess how many students we accepted 65% without SATs. He said they look at
029all the courses not just in in the 12th grade but they look at all the courses throughout and if you took a lot of AP classes or stuff like that that made a lot more than And Penn State is actually looking at maybe phasing out SATs entirely and just going because they said over the last four years they've had great success with the students that didn't submit them and but those students are also the ones that are taking the AP classes and stuff like that. So they feel feel good about that direction. >> Yeah. I mean the SAT has always been an indicator of something right. It's always in I a strong SAT score is always an indicator of um student with really strong math and literacy skills. But forever the ACT has been a
030better predictor of long-term success and that's because it's a more well-rounded test. I think the schools are finding us there's just other anecdotal information that they find if they have that gives a better well picture. um you know it's culturally places on that but um they also so it's um the choices that students make and families make have a really strong they have a real strong impact on where they're going to get accepted as we as we think through this process and learn from this process and we continue to grow one of the things we're kicking around is we can probably start this conversation about which pathway, which direction they want to head sooner than junior and senior year. Maybe start scratching their head saying, "Okay, what do you see yourself doing? What kind of
031education do you need? What kind of experience do you need starting that maybe in ninth grade as they prepare for BCTC? Are they prepared to take more of the college track or kind of a marrying in the boat? we can start the conversation sooner because the idea is once they get once they cross from 10th and 11th grade they should be starting to get their stride or will some take a little longer those are the boys a little bit sometimes my son myself included but when they they start to kind of figure out which direction they want to go we can start those discussions sooner as we see which later a sample so you have a sample student so you said Okay. What is that? What is that day going to look like? Right now,
032we have I want to jump too fast, but this lady soaking in for a second. So, they'll go in. Interesting enough, that is a pattern where they'll go to college and then they'll they'll come back and eat and then they'll have 56 for lunch or 56 for band of course. That's our block. That is pretty that runs our day at 56 time period because of when it has to flip and how things work. Really important time of our day. They come from that. It just so happens it really works for the college students as well because they're eating lunch during that time. This makes for a busy teenager, but they can come, they can go to college, take two courses, they come back. I think of I can think of one really accomplished musician we
033have that may go to come back and go to again possibly they may decide to do that, but I think that's a fair a fairly good indication. Over see over here you'll see an internship student B three corn internship. You could also flip that. They could do the same thing in the morning if they want to go work. After lunch, a lot of kids, you'll see a lot of students want to stay here for the lunch because if they're seniors, they've made it this far, 11 years and a half years of school. Maybe they want to be with their buddies or their their girls. They do their friends and that lunch is a nice time. A BCC student taking three coursees. They may take target sports. They may take they may take well they can
034also down here after all this studying and work with trying to get some of these kids to take care of themselves social emotionally and this whole whole person wise and they're taking that gym class in the afternoon the connections weight strength conditioning course in the afternoon to fit it all in. And then you have your student with your five course there as well and we're pretty intentional with that. That's a senior seminar which I'll speak to is very very soon and then study hall is important too. We do a really nice job with utilizing that time. I don't know about your your your children, but I see some of your students here. They use that study hall. They really value the time. They may have an earbud in getting to work, but it's pretty intentional.
035It's quiet here. Any questions on this? >> Are these real? >> Yes, ma'am. Yes, ma'am. And some may look kind of familiar, I think, as you sit there because it represents some some of your child sometimes, but it's it's pretty close. >> There's a senior that's taking his pilot license that we've had that before. Is it this? There may be. I have to think on that one. when I heard that there is a local flyer you just sent >> that's something else but >> okay >> that's for uh an opportunity through the reading the reading airport is trying to reach more students and they're offering something right around right before Halloween for a day to go over and spend students who want to maybe airline mechanics or work in that capacity in that deal. We're
036I tend to take a few vanlords over it. I think they're really neat. >> Well, what all >> they actually have it for there when they present it to us at the through all the all the high school principal. I think the superers got it to the superintendent got it too. They they presented it to the ele the middle school middle school and high school. So, I think there's probably a couple ways we'll we'll do that. I may take a get a van or two to say get in the van. Let's go check this out. But it's right there. >> Oh yeah. >> And once they know, they know. My nephew is a pilot for US Air or United. He went to a Upper Marian High School and he went to Liberty to be a
037pilot. Four years later, he's he's a captain 24 25. Loves it. But it's lifestyle. Like if he had to present somebody like a young married guy, they're they're away a lot. But they love it. They absolutely love it. But that's an opportunity right there that Yeah. I'm interested to see and I think about who you're talking about. I think I heard that too. The pilot is um with all of this. Are you anticipating any uh like changes to how things are handled with kids coming? >> We had that actually I as I rolled this out Mr. All right, Dr. Myers, can we go to the next slide, please, sir? This is a senior seminar. I want to get to the I'll get to the early release late arrival in a second without jumping. Is that
038cool? >> Here's a senior seminar. The goal is if you think of the senior seminar is really encapsulate. We have all these really smart students. We have all these hands-on learner students. BCTC kind of does their thing, their their pathway, but what's the what's it cap? What's the the experience of a student? What do they take away? What do they leave with a senior seminar? You have all these grades, scores. How do we bring it all together as like a capstone opportunity for students? And what you'll see here, what what we're focused on with the senior seminar is just this. You think about it in the four four quarters or four modules. They want to do a self-reflection. Dr. M, can you go to the next slide? It's a self-reflection. Who am I? What have
039I done so far? Here I am as 17 18 years old. I'm ready to jump off in the real world. What is what does my future look like? And then they take we think about the Thanksgiving second quarter time period. What's my responsibility? How what have I done to to contribute to this school? Here I am about a semester away graduating. How can I what contributions can I make? How do I use my talents, my strengths, people to help me to benefit the community? And then future readiness. What resources now that I thought about myself, what I can do. Are there people around here whose neighbor's a doctor who somebody's a crane operator? How can I leverage the resources around me to knock on the door and say what's it like to be you? How
040do I get into that field? If I want to be a pilot, how do I go about doing such a thing? And then the culminating caption experience is now you are you've been given these three quarters of tools, reflection, thought, go out and do something. How do you how do you go out and leave the leave the community, leave the school a better place to be? So hopefully we can find some things for students to do of those 52 students in that senior seminar that can really bring it all back together again for them. >> And everybody has to take that. It's BCTC and collegebound like the >> internships. It's it's anybody who PCPC students do not students who are taking a college course off campus off our campus. Um somebody's doing an internship or
041there's a small number who like uh we didn't require them to take senior seminar. It was going to keep them from taking that next AP that they want. But it was purely because they were they wanted to hit all the weren't going to force them and take seminar senior center instead. That's everyone else's >> there'll be about 50 kids. There'll be about 50 kids a day. If any we're showing 52, but it may drop a little because they'll say, "Tell you what, I have an opportunity to do an internship at at my job or somewhere demon." Sure. Here's here's a paper. Here's our process with that. >> We're just going to go through these are the four components, the essential questions that drive the senior seminar. the self-reflective component. A lot of it's on them.
042A lot of it's on them. Dr. Myers, please. Order one. This is sort of as you get into the third quarter, what's around me? How do I ask for help? What help am I looking for? after I find out who am I? What do I want to do? Who's out there that can help me steer my path? And then quarter four is how do I be a good citizen? How do I help? What do I do to give back? If I can see this doing some sort of senior senior, we do a senior skills day. Maybe a senior out of community day where they can they can give back. They can do something for themselves. will help the folk the home next door with something to give back and contribute. >> It's okay. We should
043thank working with some teachers in the building from the onset in March. I think we started Mrs. Howard um Mrs. Westy and were involved in planning. So just having voices kind of in that building. We're excited. We're excited to see that was kind of bold and >> is there any question that obviously we'll have, you know, feedback late in the year kind of shows what we see happen. >> I wonder chatting. I wonder if I could even see a couple students who talk about civic responsibility or somebody wants to go to politics. Why shouldn't they take five minutes here? >> Say someone who's here don't want to be here presenting but taking some of that time. Someone will be at the elementary school talking to the kids at recess about making good choices about taking
044care of your body. So those things we will have those things taking place and then reflect upon them as well. So you asked a quick question about the beliefs. How many kids we actually talking about? These are the students who are not in these are not DCTC. So we pulled DCTC. We pulled the seven or six or seven eight kids who are going to already going somewhere whether it's an internship or KU early. How many kids after those things are extrapolated, they don't really have anything right now to do. How many would take us up? How many have the flexibility in their schedule whether it's study hall first period or study hall at the end of the day that could leave early end of the day or arrive late >> and again >> and happen
045to be 11 >> and these folks on that that's all that really they have study hall first period that's essentially there's 11 students and they're the ones that are eligible to apply their parents consent for late arrival or early release if they meet those criteria but we don't know what the numbers are that you haven't said you're going to Dr. Clicker wants to meet with students the first week of school and discuss it. So it won't be 11 and 11. >> I don't think so. >> Yeah. >> If anything I would see more earlier and I see more students staying that couldn't the second period doing their study hall at the end of the day then doing their lift quick to get to practice. It may it may evidence slow based on the season, the
046time of the seasons. If there's a lull after the the Christmas the the fall show, there may be a lull there or some kids come in and say, you know what, can I do this for three weeks? Sure, we can figure it out. But I've actually been I've actually floated this by some parents or they came in came through and said, "What do you think?" And they would look at their child 80%. That's B minus. It's okay. Your senior year if you're taking three or four courses, you got maintain a B minus in order to do that. Or come in and take a study hall, get your work done. So the secondary question was about um yeah managing coming and going different way. >> Yes sir. So this year we're implementing it's called on time.
047We've been doing it now when I started here almost over dozen years ago. We would have uh connections u middle of the day. Someone called taste and they went through this and that but we had teachers who responsibility for that 30 minutes was to be in the cafeteria as BCPT came in. East camp was over here. West camp's over here with a clipboard. Everyone quiet. Give me a second. Name. Name. Name. Name name. and it would take about 25 minutes to process about 90 students. So we looked at a way to provide connection opportunities for all students. We were able at the end of the day and moved the music block in the middle of the day so everyone can be here. Now we able to consolidate BCT being AM PM to being only AM
048which is a lot less disruption to school day when you have 90 kids going at one time a day making things a lot easier and transportation falls as well. So how do we process 85 to 90 kids without that time. So, we set up our their ID badges have a QR code on it. And we actually had set up a QR code and assigned everyone a QR code that's signed to them with their name. We can process 85 to 92 students for about 45 seconds. As the buses come off, they walk right over here. So, we're going to implement that this year through this program called on time, which gives us the same capacity to introduce students to the school in a similar fashion. So students are pretty good about having their IDs. Mr. Hoffman
049and I are working on there's a way that through our smart pass provider that we use for students checking in and out of the bathrooms where they can put an app on their phone if they so choose. So as a backup if they lose their badge. Most kids have their badge connected to their um laptop. So they'll have we'll have three points of well two points of entry essentially. one in the morning when they come in from the cash period they're here early with Jan scan in as they get their breakfast or they'll scan in in the fish tank or after at 10:45 they'll scan in uh in the auditorium as BCPC students. So, what you'll see is starting, we'll probably roll this out day number two if I need to talk to my kids
050about it first. A parent will be notified around 9:05. If we run attendance because they don't have their ID badge and you hear Susie doesn't Susie wasn't here, you'll get a text message from on time saying Susie is not here, excused or unexcused. We could get one for excused because she's home with the flu or two for unexcused. Where the heck is she? And for the bulk of our students, that would be pretty appropriate. So if you're sitting at minute clinic with a kid who's uh not feeling too hot, I save you a phone call. Just hit excuse. As we go through it and we get to the threshold of 10 or more of those absences, we would pick up the phone by then anyway. But for the vast majority of students, three or four
051absences, you're going to stay excused or unexcused. Now, for a medical note, if they're out sick or excused, medical, we're only going to do right now excused, unexcused because you start getting the medical portion or field trip portion, it can kind of grow legally fast. I think we still want to keep our arms around it and go slow with it to see if we see what kind of things we learn. that makes any sense as far as but just unexcused and excuse gives parents that choice to check off not really have to call in the high school if we see 10 or 15 of them will say wait a minute junior's got the same number as mom and dad what's what's happening here but for the I really think for the most part this will
052add convenience parents and our staff at that encapsulated >> I think so yeah it's going to be a learning process you know by there's going to be somebody monitoring reports every day, but it's just automating that process for the kid that has a typical less than typical numbers. I know you said 10, you're thinking over the course of year, but five months, >> what's going on, but just for that typical to >> be'll be in the future like make them type something in there, but that's kind of That's the um program is is kind of developing as well. But this see how we can create more efficient routines around >> and with students coming in in the middle of the day. Sure. They would all still come into the like the um those potential 11
053kids, they would still come into the main office, but they would be able to kind of swipe themselves in there. >> If I may, thanks for bringing that up. I would too. Yeah. The middle school does it. Most schools do it. Uh when you go visit the building, they'll have put an iPad there now and it'll print off an ID badge. So you scan your license or put your number in and it'll put um Jason visitor visitor. Okay. It does all that process for you. So sticky note find out scan the green local open up. It's red today. Awesome piece of paper. Somebody punch in your number. school doesn't sorry >> I'm assuming that system the on time system is going to know who's out on internship in the morning >> it will we'll have
054to populate that so I think my first message to students will probably be and early next week I'll send some out to folks so they see that but you're right it should be ninth graders 10th graders it'll be a couple seniors saying whoa wait a minute and if a mom says where you at least we'll have that give us give us a week or so to be patient with it but it will It'll be a couple of hiccups, but it's all I think good stuff. Where where are you at? School. Good. Sounds good. When they come in from their internships, that'll be pretty easy. When they leave early, that'll be in the process, too. >> Question for the student centered on this, but is it an actual classroom? Yes. >> The students. Okay. So, all
05550. So 52 students >> 52 of them. There's three. There's three. They're divided into three. So actually because Miss Bigg's out, we'll have Miss Ryan jumped in to be the end of the day person for senior seminar. Mrs. Westgate and Mrs. Howard are going to be second I think period 8 is when it fits into the students schedules. So like 15 and 15ish how it's going to spread out and they're they're going to be scheduled there all year. But the goal would be if Mrs. Westgate if you have a student who's sort of selfm motivated kind of get to the groove check I'll see you the day after tomorrow during the same time period you go to study hall or you want to go find a corner of the library go do that get to
056work >> a little bit of independent study but there a little bit of coaching to it as well and if it does take some legs where they say look at this opportunity to intern and why I'm missing can I do it for the second second semester yeah that's no problem you reflect on that use the technology to allow you to journal, reflect, you know, go there. That's a great question. >> Thank you. >> And then that leads us to students AI. >> Yeah, I just you can't to these conversations yet, you know, can't turn on the news, you can't read an article, you can't listen to anything or talk to any parents, you know, in any way without and I just want I put attention economy in there as well because it's there's it's multiaceted.
057Um, you know, we we had quite a few teachers this summer who did a book study on generation, John, who I used to work with familiar with about um, you know, he's he's advocating for students not to children not to have until about 16 or so you talking about the way it's changing their emotional response and many others who I read a book called deep work by Cal Newport that is really just about as process become increasingly automated deep long form work of humans so writing and reading and problem solving without distractions distraction being a huge part of that becoming increasingly valuable and important um you know those just touch on those pieces and in addition to in there which is this nebulous word kind of term that you feel around now it's mean so
058much more than just the chat bots that most of us use on a daily basis um you know what is what is academic work versus what you know where there are times I think when you use some of those tools that you feel like you really did cognitive the cognitive work and it just helps to refine it a little bit there's times where no did nothing for you I you know those who are checking themselves when they use tools like that you know when you do the work I mean you did but um I think these are such important topics that I I'm not going to pretend to have any you know full grasp on anything else people commenting you know um who are experts and I just think it's valuable for us as a
059community we need to set up a series of opportunities here to have parents community members come in and talk about it the idea would be in between you might recommen recommend a resource or two that maybe a group throughout canvas page or something where we recommend resources there. The outcome will just be to understand to have dialogue and understand better community's understanding about the role that schools can play because um we can't solve that problem schools can no individual can. um it's it's easy to you know and I don't think I think approach as if the tools are not inherently good or bad right they just already exist and want to be here what role can we play and should we be trying to play on a daily basis to um subdue the negative impacts
060and embrace these main human aspects of work that are still so important so just wanted to share I think you know it's needed discussion kind of finished yet, but I I could I'll turn around and I'll run it to somebody who rather watched, read, listen to something in that space and it doesn't have pretty strong opinions about it, you know, and also some strong um fears andor excitement too, you know. So what it's just there's an impulse control piece to it that's really really important sit down work on something about just you know that's that affects adults presently speaking as much as kids a lot of times you know that's what it does and just want to have conversations about it we know how successful it's going to be shar that's my thought and that's
061why because it's the topic of today we should engaging with each other about what role we play. When do you >> uh September? Yeah. I'm starting my second week first which was yesterday and my the introductory message suggested resource but some outcome become something that something in short form any other questions or comments on We can move on to policy five minutes left. I think uh we can switch around. We'll do policy 8 organizational chart. It's just pretty straightforward there. Policy 008 organizational chart has no narrative. It's just the organizational chart and with the elimination position. No one doesn't have thatision. It's not an AR. It's just against policy. doesn't have to be that way. It's best the way it is. certain time change like that. All in favor say I. >> We can go
062back to 006.1 attendance that meeting via the chart of communications. Quickly recap. We brought this one back. This past through committee and then um we brought decided to bring it back. There were concerns around some of the specific language. There were some suggestions that were made that I think we're going to be looking at and um just start the discussion on that. I think I a little bit of lead myself on some of those adjustments, but most of them I would favor the word on the original recommended changes. >> So, Dr. Myers, are there changes from Mr. on this version since >> it was no it has not been touched since it was at >> only because of the various direction Mr. Man Cuso did make some recommendations back when was orig >> I would
063love to not spend any more time on this and just move it back to the board because we've already spent three meetings on it and honestly Laurel said we are wasting time. we are wasting time. That's just my opinion. >> Um, Miss Hall, did you have anything that you wanted to comment? Because my understanding, my interpretation here is uh the changes. Are you in agreement or are you in favor of the suggested changes that Miss Ziggler sent to us? >> I am. Um, because several things. I mean, I I feel like number one, our practice is notification versus request, and I don't really know under, you know, what what good reason there would be to deny a request. Um, it's always just sort of been a courtesy. >> So, I agree with you. That is
064the consequence now. It's not a request. It is a so I mean for one I think that notifications actually but >> more appropriate for what is that the process actually follow. >> Yeah. >> So I think that that for me is is more accurate >> to make a comment from the mic. Um I mean my practice through the last 11 years has always been just to text um both the superintendent and the president and just say like I'm sick today I won't be in the meeting or or usually if I knew ahead of time weeks like I'm traveling I'm sorry I won't make the meeting. It really just kind of seems silly that we even need a policy for this. Like why can't we just as a board agree that like I think the the
065standard practice should just be notification. Hey, I I I'm not going to be here. I'll be away and and really it could be could be limited to that. Like I don't understand why we have to submit this in policy at all. You're saying specifically for notification. I think I would agree with Mr. C. That's functionally what is norm that that only makes sense to change that language. So that's notification from request makes sense. As far as the rest of the language um that were the suggested changes that Miss Ziggler sent to us, I I don't I think it I think it just I agree with um you know, just using time on this. I I think the point of a policy is to create boundaries and lines, not make suggestions. Um, and I just think
066all in all that me of everything the school board does is done in these meetings. And I think this reflects with the exception of the switch to the notification request, but the rest of the the wording um I think reflects the just the what is due to this meeting. We should be filing this and I think that also helps sort of move to accountability which I always think is good. >> So I I concur that um these norms are valuable through being able to meet with people virtually. Um, I also agree that the the sentence that says if the president or the chairperson deems someone to have violated one of those norms, it's giving a lot of um where the um latitude for someone to kind of shut someone down and that concerns me. And
067I think I hear you saying and um that we want to have this cultural norm and if that's what we're trying to do then I I find that superuous and not contributing to that culture. And then the other one that Laurel suggested be struck since we're not requesting or notifying then it doesn't really >> yes the one that's switching that approval to the vice president >> back to the previous one you know the the in the abs of that or something like that the problem comes down to okay you know a situation occurs where I know there's there's some ambiguity between whether these norms are being you know adhere to or not but just giving an example that it's an extreme you know violation right someone has to in the moment be able to enforce
068it you know and um the word president you know committee chairperson a little bit differently of you know, but board president would be the only person meeting, you know, for board meeting that would be able to do that board meeting consultation could probably solicitor if they're there, but still the board president has that presid so it's just if it exists something of that nature who's going to most other well policies that aren't zeros the administration does for somebody that they assigned right that's kind of that's stated and so who it has to be community chairperson I think you know committee if it implies the committee meetings generally operate as a community chairperson president you know so that makes sense too somebody situation that's all work >> and the zeros are different everything that shouldn't be
069that should >> I think for to answer your question like in an ideal world we wouldn't have to do this and ideally we'd never have to implement this policy but just in everything you have to have a policy in there just like as parents we don't want to have all these rules for our kids but you never know what they're going to do so you know I don't foresee us really needing to do any of this has to be Mr. Muzu, >> I don't think it has to be there. I mean, we've had we've had we've had video meetings for years without policy in place and I don't think that we've had an issue. I mean, if we want to talk about >> since 2009 policy has been in place for the video aspect of
070it, right? >> This this is a Yeah. The original iteration in 2009 was about phoning in. >> Yes. And then it became video at some point. We I think we did it in 2020 of course with meetings even though we had been doing video for quite some time before that. You're right. I mean I think there's there there was you can't I don't think you can determine every situation that could come up. But I I think a situation that could come up is maybe your reception isn't good enough for video and voice. I mean, I have that at work um for a healthcare network of, you know, 20,000 people and there are times where just the servers are so bogged down the best way to get through a meeting is to shut your video off
071because then the audio lines are actually improved. Um I understand the reasoning behind I I think it's kind of courtesy. If you're speaking on a meeting, you should be visually present. I I agree with that as courtesy. I think that's um a respectful thing. So, you know who's talking and you can kind of make that visual connection with somebody. Um but if there's an instance where like physically you just can't get the video up up and working, I wouldn't want to see us shut down that person's participation because maybe they have a great audio connection, but the video connection just isn't isn't going well. Um and just generally Mr. advice on this, you know, two parts are one, he has said, you know, since the first time we've looked at this that the rec this
072version of recommended policy at the committee level, it's well within the board's scope to govern itself. And the other side of what he'll say is that courts in recent years have um sided with being permissible to ultra permissible to participation in board meetings and that's both for community member participation and board member participation. Just courts have been you know everything seen is certainly legal boards right it's just when it comes down to court we've seen time and time again there's a community member who question whether they should be allowed to participate or not, you know, to somebody on the board almost in all instances participation if the person had a right to participate in the first place etc. So there's the two pieces of general advice that he he provides where I mean I think
073to just kind of wrap up here I I think um I think I understand some of the concerns. I think we can definitely, you know, it sounds like we have possibly an agreement here um on getting uh request changes notification keeping the rest intact. Understanding that there's some concerns here, but my personal feeling and probably bring it to the vote is that at the end of the day, a policy that's going to lead to high expectation or promote high expectation and accountability. It's just going to be where I'm going to end up to. So I don't know if motion to >> just to uh change request to uh notification submit notification then the rest stays. Yes. And then if the board president chairperson record violates >> I think we're going to the second one. [Music]
074>> All in favor say I. It's a one and then so all in favor of returning this meeting say Christ. Second call tonight's facilities extracurricular meeting to order. First on the agenda under extracurricular we have wrestling math replacement. >> Yes. So, uh, team head coach, uh, Mike Georgio over the summer sent me some information on a quote that he received, uh, from Resolite for some new wrestling mats, um, primarily primarily to be used up in the middle school auxiliary gym as a practice surface and also brought down to the high school gym here for the competition mat. Um, so there you'll see the white and blue one would be our competition mat. And then on the reverse side of the mag, we have the uh the practice circles there. And then there's also another graphic
075with two additional uh sections with some more practice circles there that fill out the entire space of the middle school auxiliary gym. And the complete price of the MAT um is about 28 thou $28,000 uh with the M club looking to donate $10,000 towards the cost of the M towards the school district is able to the other 18,000 of the M and say it's just bringing us to the uh the committees the math club I believe as well 50%. Okay. Um% thousand over the next per year next couple years. I also know that my extender for the local businesses trying to push our corporate sponsorship program to buy additional revenue. Um but yeah, had some good conversations with folks at that. So hope some good feedback for that program because more. >> So question on
076that. Um, do we have like our policy kind of in place if the sports teams go out and solicit that advertising? Do they get a percentage of that? Do we have that defined? >> We do not have that. >> I think we should give like because I think right now we've done nothing, right? Like very little. >> Very little. >> And if we can empower >> the teams, the activities, the clubs, whatever to go out and solicit that stuff >> in general. Um I think it can help them to fill their comfort so that they can do things like this where they can say hey look how we'll take care of this. It's a great it's a great question and also say I think circle to start fishing in this in this form. >> I
077think it also go it's there's a little bit of a help you know in the conversations I've had which you know again it's not many but I've had two handfuls of conversations and it's like okay so what's it for? You know unless it's the naming rights like really we're looking larger is well general fund and you know that I think having it tied to a program I think actually helps to some of those sponsorship opportunities something personally want I think it just gives a little bit of control >> so we would just earmark like a certain percent of that revenue to that sport >> yeah I mean like in this case they get something over the next few years so that's a good example they if they're they agree to 4,000 in the next few
078years. If he gets these sponsorships, then they don't necessarily have to take funds from their golf outing to to do it to meet that four grand because you went and got a four grand donated anyway directly to the school. So two two pieces I would say I think first we want to you know if coach was successful in getting that we want to honor that towards the per said to folks if that's what I want to honor that first of all but in the meantime get a policy together overall for the >> it's supposed to be but we can bring back the group as far as how to go forward you know, funds raised already approved program whatever >> and any large expenditure have be like it's not going to give these first three range
079would have to be something in my opinion it would have to be something that is >> necessary for the program to operate. But would would the school be buying and then get reimbured by the nightclub? >> Yeah, I think that we're always going to buy it and then it'll be >> well in buying. >> Yeah. for the 10,000 that they already agreed >> and I think you know I think in those in the documents in the AR they're going to want to say that um what a threshold that you know any specific project are out promoting you need and even if that's just admin administration's pre-approval if you don't want to come from the community you know right just so you don't have so it's not a public conversation about it you know we can
080have we're going to know the priorities I think on the background administration said yes when people say yes which we approve it% feel just for context on the mats then too KU just ran camp a couple weeks back 700 kids have shot we offer our mats for in the years out I would as as someone who knows mats my question was going to be first was how old are the mats we're currently using >> we did not know >> because we also did not buy them correct >> I told the club >> I've been sold to I have no evidence >> that's why it's been a long time >> yes yes I mean I just know that mats beyond their use life are like concussion risk >> um so I mean the M club wasn't
081allowed to donate money. I think that would be important to reduce risk for everybody being involved. It's not just >> well I think it's only wrestling but it's it's wrestling. >> Yeah. I mean those those mats especially the older version of those mats get really hard over time they're not really mats anymore >> the newer technology and I'm assuming that's what this is lasts much much longer and you know it's yeah I just would have just thought oh you're getting a new one because the old ones were cracked Maybe there's a sanitation issue, but it's more of a sanitation. >> No, they scrub those masks down every >> Yeah, it was boring after every >> the surface actually holds up very well. >> The only other thing I would say is like I think the
082precedent that could be set here by having the M club go out and raise money or whatever to do this is admirable. I think it's a good precedent. Um, you know, my insight goes like, well, we don't want the football teams or the ban to resurface the football team, you know. Um, so I think we just need to be thinking if we're going to do it in this manner, we're going to be accepting money from from a team or booster club like how can we do the same things in other areas where we're talking about playing ser. not asking the basketball raise money to refurbish floor. So I think we should be moving more towards incorporating this bus all the same conversation our booster clubs bring so much money from K through six and all
083of a sudden we get to 7 through 12 that everybody disappears. Well, I think the fact that we've developed a program where they can go out and promote something that gets kind of handed to get somebody sign or whatever. Um, helps our case for sure. I mean, I think ultimately it's our school's program and if that's the equipment that's needed to run the program and it's at the end of its life, it's our responsibility to replace it and they're going to get help. All the better. And just to but just to clarify that it gets used by more our kids, you know, they're our kids, but it's our families, but it's used more by students who are not in our program than it does by our just There's more. So it does get more. >>
084Um we're in the budget without >> Yeah, I mean we do have some kind of capital cost funds that dedicated small improvements. the basketball. All in favor? >> I put with the with the donation. Excellent. >> So this this falls in kind of the same realm of topics and may be counterintuitive to it or it may go along with it depending on how you want to look at. Okay. But it's just another something as we're going to move that in place the next few years. So this company here power professional booster club. So, one of the Burks athletic dire director meeting back in the spring um got talking to the directors from Governor and Conrad Wiser who had just recently used this company uh uh that purchased upgraded scoreboards in several of their facilities. Conrad
085Wiser I believe used it for like a digital hall of fame uh type of type of program in their in their facility as well. What they do generally it's a a 10-year agreement between the schools where in this instance we'd be looking at new scoreboards with the addition of shot clocks in the high school gymnasium because the uh PIAA just approved on a first reading basis shot clocks coming to Pennsylvania basketball in the next couple years >> yes there's some time but there's still going to be some reading back and forth a lot of approvals a lot of debate but we look at 60% of the United States the state association aren't using a shot clock. So, it's just inevitable before it comes to Pennsylvania. Um, so the two new scoreboards that they included me
086on and the addition of the shot clock would be fully funded by this company and they use that um they use their ability to go out with sponsored from uh businesses in the area that have ties to the school district and sometimes businesses outside the area who want to get involved with the school district. They have several layers of sponsorships, gold and silver, um, valued at different sponsorship amounts. And the school boards, the equipment gets purchased up front and they rely on these sponsorships to pay for it. Their gold tier, I believe, is a 50 a 60/40 split in revenue with the school district and their silver tier is a 50/50 split in revenue with the school district. And then at the end of the 10 years, the school district can either um continue with
087the sponsorships that will created uh through this company and receive 100% of the revenue or just let the sponsorship agreement die off since um all the equipment was purchased and all the everything was paid for already. So many years >> 10 years. our scoreboards in the high school gymnasium and we got shown their wear and tear and showing their age and contacting maintenance several times a year to double check all the light bulbs in there to make sure we're all lit up before basketball season and during basketball season. Um but I think high school scoreboards generally use an upgrade and along with the shot clock. This is just one avenue to bring to your attention if it's something that we're interested in. Um this is a company that we kind of go go through and
088work with to possibly get brand new equipment into gymnasium. >> So, so the equipment, so we have no out of pocket cost is what you're saying to get new equipment and then this company is going to solicit advertisement and whatever they're charging for that, split it essentially. Oh, 6 I see 6040 gold, 5050 silver for for the 10-year agreement. And then after that, so we don't have to buy anything out. It's literally just our equipment at that direction. >> Now, there are some in the in the one slide here, there are backup plans on the stage net. The the project does not get fully funded by the sponsorships. Um it's project majority funded, the school pitches in the remainder. If it's the project's only minority funded, then they would either cut us a check for
089the sponsors and we can get sponsorships up along with receiving that revenue. um zero sponsor secured and they just cancel the project. Um and then it says some schools have to leverage the current funding partnerships like school fun ways there. So it's not guaranteed but in theory it's an option to bring somebody in. I >> mean it just puts the leg work of that on somebody else. >> It does. The only concern I have is undercut, you know, what we're doing, >> right? >> Yeah. The alternative, right? So, it's it's great. They do it for you, but now you have one group going out asking, you know, and then you have you have a professional group going asking, we have our booster club going out asking, you know, and how many bites of the apple
090are there on our sides, you know, it's um and it it's great because nothing up front, right? it gets us what we want but yet they're doing it for a profit of 50% or 40% I think it's 50% or 40% of everything after the actual cost that's correct right yeah so I mean it's not over the we had brought you know at the beginning of this company 30% right was the market >> yes mean they were 30% that was 30% of all this probably works out to a little bit less than that I'm guessing because it starts with% So I just What does a Do we have any idea what a new So this new shot was? >> Yeah, we have. >> So they uh Cassie from this company, she's the one who been in
091contact with me. She sent me two options for scoreboards. So, this is a basic one from Nepco. Um, almost similar to what we have up in the middle school gyms. And I asked her for kind of more of an upgraded one, something to utilize for wrestling matches. So, we can see the score matches, all that stuff. Um, so this one here is about for two of them quoted to $26,000. >> Is that installation of everything? >> That's just the schoolboard. with this project. It's another piece where installation and uh falls on the school district to take care of that. >> They're just selling somebody. >> And then this is this basic one that looks similar to what we have at the middle school gym. This is about $18,000. >> So for $26,000 we would need
092$2,600 a year for 10 years sponsorship. Right. >> I mean, since we have time on our side, I'd like to see how empowering these booster clubs can work in the next few years. >> Well, maybe we could even consider doing this sooner than that if you know all of the sports that use that gym are not trying to grow. Well, to my own point, it may have been a flaw of mine or ours in the beginning of this like I was just when I would have those conversations, it was just sponsor, but to go out and say, "We're getting a new scoreboard. You want to sponsor that?" Exactly what it is. I think that's I think that gives me an more specific target that we should at least try for a period of time before.
093>> We've got a lot of teams that share this. You know, there'll be a lot of that sponsor sponsor. It's one everyone's looking right now. So the governor miss you don't know how much money they're they're getting yet tomorrow. >> But they got there, >> correct? Yes. >> Yeah. start in the market. >> Y I'm just curious as to how much I mean I know they're bigger schools than us. >> I'm just curious as to how much revenue they're getting from that already, >> you know, for and also how many sponsors do they have for that as well too, >> you know, >> and you know, are they all like really local or there is like a statewide company that decided to >> 55? If that's for us and be different is >> I'm just
094saying that charge rates we have time we got time to get this figured out kind of look at like the thought of getting a dedicated scoreboard versus maybe just a very large I mean why couldn't we just get a really large digital screen. There's software out there that could be the scoring software and you run that from the scorekeepers run that from a laptop and and it projects or not projects but goes on that screen. But then if you're doing something else in there that doesn't use like the basketball scoring, you can project that on the screen or videos or whatever >> to just do a big digital way more. There's companies that do that that are, you know, in some um some districts with them, you know, go and uh they they're beautiful and
095they're great. Um it's a there's a skill to run, you know, it's more than just having, you know, your volunteers. >> It's a multi. The problem is it's not one big display like that TV. They're actually smaller units all put together which One side is good because if one of those goes bad, you can easily replace that, but there's a lot more components involved, too. We'll get some information on those and send them your way. And if we don't, we'll bring them to you. Yeah. >> Would be beneficial, but also >> I assume is the company offering a full warranty for that time period as well. from the storeboard. >> It's a question I haven't manufactured manufactur how successful is this going to be there are single phases and stuff like that. I wonder if
096the new technology now actually draw less power. >> It does. >> Yeah. But I'm just saying, you know, we burn stuff out because single phase m threephase and that happens. What happens to the store, right? >> Yeah. We got some good information. >> Next is the activity fee. >> Yeah. Just kind of narrative to talk about. I think overall things are going relatively well. You know, we uh we get some questions. Most of them are about, you know, the platform we're using for the online payments. The way it gets load well, we made a choice about how it gets loaded is power school. We could have either um loaded the fees only for students who were participating, but we wouldn't have that list until it was almost too late because events would stop and it's
097a large percentage of our kids are going to participate. It also allows us these monusly also automatically um does not show a fee for those who are free to produce lunch in our current program. So there was advantages there in addition to the idea that um the technology device fee was also being pushed through that. So it there's a frustration from some folks that they'll go in and it'll look like they could owe well looks like they do owe that they do owe $25, right? If you're a high school um student and it is 100 50 and then 55 for the um insurance the device insurance that's 100% a choice. You can pay for the insurance or not and you would never owe 150 but yet the computer system doesn't really see that. Um so
098every time every conversation I've had with folks around that once they understand it they're fine with that added to the cart. Um the only other thing we've run into is a few people have they're trying to set up an account but they don't really need to. You just need to check out you know and again those get resolved pretty quickly as well. Um now we'll know more once we get to the end of this week and either doom or fall athletes and you know we're going to have to track some down undoubtedly. Um you know but overall you know nobody likes it but overall I have not heard I'm sure it's out there but we have had people come to us a whole lot with questions I've had some questions about if if folks are
099in the meeting of course um you know so it's going relatively well the next piece of the communication is the what's characterizes categorized as extracurricular activity versus a co-curricular activity because the co-curricular charge extraur is those are going out in buildings next week um schools and um yeah I mean there's there's some challenges some of it is just related to that we are starting to use the online payment system at the same time so it's two new systems that we have to blend together um but uh overall you know I think things are going as well as we could expect them Um, so I just encourage anyone who has questions just to reach out to me and any of us question. So we're doing all the free and reduce people. The only feedback that I
100did hear, I mean, I've heard some negative feedback. Sure. But there's those people that are like not the three reduced, but are, you know, they're not they're not well. Sure. >> Um, is there a reason why we didn't look at the reduced also being reduced kind of like stratified kind of like we did with you once? >> Yeah. I mean, no reason. We just, you know, that was the convers the way the conversation went with us, you know, throughout the spring was free and reduced um not paying the fee because it was definitely I mean I think that was important drink members but I think the only real fear was what if it prevent somebody from participating right and that was so maybe we went a little too far in one way and we can
101correct to the mean into the future I think somewhere but in the first year I wanted to make sure it didn't treat prevent somebody get me >> and so what what would we do with the first includes not enough creative case when it comes to police offers that the first thing I would do right now is reach out to the handful of sponsors that I know we have you know if that's the case um widespread you know we're going to have to at some point we have to come back so fast you know I think in short handful people that will donate just without sharing your information, we'll say and I feel very confident that we're going to be able to I don't I don't think we're going to have people express come express a
102hardship when it's not something >> just I think I'd like maybe at our next board meeting we could just whole board meeting >> we could just reiterate um you know that we don't want the fees to keep anyone from playing um and that if there is you know true hardship that they reach out to you or Ed and then between saying that we will take donations obviously to help people who are having issues and that maybe we can reach out to the booster clubs for for the sport again. My only concern is that if it's the fall sports, >> right, >> more than the spring, but I think it's going to iron out over the course of the next couple years just to say like, hey, don't not sign your kid up. Let us know
103and see what we can do. >> Most I've dealt with things where, you know, there's fees associated with something. I've always said anyone has a hardship, it's come to me. It's very rare that people actually so that because most people are not they're going to be embarrassed. So they won't. So I just think I just want to make sure that are you know being open to helping where we need to. But also, I think where that comment started from is that the people that I've heard those comments from are like, "Well, I don't have a ton of money, but if this person is going to be able to be free, and yet they're not they don't ever do anything to help with the sport. They're never there." Like one of those things, you know, like
104I'm there all the time. Like, you know, it's it's the 10% volunteer thing, you know, parents step forward. boosters know the kids better than probably anybody else. So they're going to know people if they need help try to intervene >> and there definitely is an option you have an expiration like all most youth groups do that right you can you can wait in proportional volunteering that's something small I would say that school for directly but I just they're going to be iterations right now you know again it's new so it feels like more than you know it feels like um this is more but the challenges feel greater we are not the first district you know we're not the first district um like nine districts in county across the state. I'm pretty sure about the
105same in terms of like 50% I think that's about it. So you're not alone. that props. >> What was the net revenue that generated? That sounds right between >> might. I had just talked about booster club stuff and everything. I know the booster clubs are basically the responsibility of the parents of the student athletes. We do have several groups activities where you have maybe five kids, six kids up to 10 kids um where they don't have a booster club and the problem is is there's not a lot of parents involved that want to do it. Is there any possible way that we could do like a group booster club for those activities sports? >> Let us know. Is there some potential? >> Because I I know downstream challenge. >> Yeah, I know. Because I' I've
106had requests like from some of the small sports parents couple to say, "Well, how do we do this?" I said, "Well, you guys get together and figure it out." And then it's like, well, we can't get enough people together. Yeah. >> But we'd like to have a booster club, right? So, you know, like I said, maybe we can come up with some kind of >> I don't know anybody who has who has a mixed um model like that. You know, there's there are lots of districts that have one booster club and all fundraising together and money gets distributed based off the numbers participating program. That sounds wonderful, but I think less buyers and things like that. It's not all. >> Well, I'm just wondering like if we put >> Yeah, let let us do a
107little research on that. >> Mike said golf across with sticks booster with that move on the facilities. >> Yeah, facilities and we have need for facilities. Good night. Richard got much better details for you. And I'm sharing a PDF with some slides in it. Okay. >> Yes. some pictures of projects throughout the summer that facil I mean the facilities is very busy. Um this was a different year in that our facilities department I want to say that they weren't as busy but because the middle school was being taken care of by one large project and we did not hire as much summer specific staff for a variety of reasons. um they didn't have as many projects I don't think as a facility as part of less people as well um and have their own stat
108transitions that are going quite well. Um this is one obviously you know the the high school gymnasium was sanded in beautiful walk down there and try to see it but it looks it looks really really sharp. We stayed with essentially the same design. Um, so it's going to look very similar, but it looks brand new. It is brand new. You know, the only challenge maybe they see this every time they sand them. I know how many sand. So, looks beautiful and it's been ready. So um so next up project um this is parking on coffee lane. So they talked about expanding parking on coffee lane um and and what that is all free material from Constitution Boulevard as a result of you know our partnership and collaboration with the burrow. So that was only a
109small percentage of what they took on constitution. So um our facilities partner working in collaboration with them and adding some parking back on coffee lake which lines our field. So again just I can't say enough about in the last few years just how much Richard has really developed that relationship with the burrow and it's it's mutually beneficial. time. Um this is an exciting picture. Remember the fire alarm system is updated as a part of the project and yeah it looks right. It's good protecting uh just you know not necessary upgrade that we had that uh we'll have a functioning system and I hate fireunction but completely end of life and this is the paint and more crew today. Um, you know, this is some of our 10-mon staff who um work in the summer. They
110do a lot of painting, but um they do some other tasks. Miss Tyson does probably a little painting and more other tasks, but just want to shout out to Joanna Widley, Darlene Tyson, um Alison Vander, and Katie Muth for working summer with the maintenance crew and really getting a lot of quality work done. Um, you'll notice it's a constant means that just paint around the facility. So, they did a great job. I want to give that a shout out. Um, this is the stage flooring. So, the picture on the left gives you kind of an image of some of the different phases of it, like what was painted, the new flooring, and then you can see what the final product looks like first. Paint crew. If you take just And I I can't say I
111spent a ton of time backstage or on the stage, but I walked across the stage and just walking across it now. You can feel the difference. Yeah. I mean, if you have five minutes afterward, feel free to take a walk back there. You can feel the creative. Just a great job. That was all done in house, but took it required involved in the book there. And um that is an almost uh finalized classroom for middle schools. Remember we had talked about what that venting was going to look like. So like your vertical um C unit that was not there before that would have been you know so under the window there would have been unent then there would be cabinetry that went all the way to the wall. So um and then the duct work
112you can see on top. So that just gives you an idea of what the classrooms are going to look like. I say almost done because there's if you look close there's some pieces they're still putting back together. One of the challenges project they did a great job you know the core leadership of that job it was highly productive all the time very clean which is one of the challenges of it is it's um it's like a spiraling project where you can't finish one area and move on to the next area. It's it's you start one part of the project and then work your way around together. Um the uh startup is occurring over today, tomorrow and Wednesday. Um various different parts of it and you know everything seems to be going on track. Um there
113some of the crews will still be around right up into the beginning of school doing some finish work as you can imagine um from talking where there's cabin going back into some spaces where it's in Atlanta putting in the flashing making it look like the work was never done. Um, but we have every expectation. You know, the only real frustration point at this point is teachers won't be back in the classrooms already tomorrow. And it looks like the standing floor, the main entrance for the middle school teachers will be able to get in the classrooms on Friday and those on the first floor will open Monday. But ultimately, we met all of the time, the necessary timelines. I think we're a couple days kind of behind schedule that would have been nice for people to
114get in. Just a huge shout out to u Mr. Ch who's the head custodian up there because you know what he's he's going to be in and have some crew in waxing floors that couldn't have been done um Friday after hours on the weekend. making sure it's ready for next week. I think because um Richard did a great job with the crew uh sending large so obviously there was no need for the typical custodial crew meet at the middle school for most of the summer. So they join the crews at this building at the elementary school at Greenwich now kind of all hands on deck at the middle school get middle school ready. So I think everything has gone very very well you know it's uh it was a massive project and They've done a
115great job systems. Uh I don't know one more slide I can but I think I said oh the one thing I shared this with the board in email at one point there the air handler from the band room middle school is delayed but the temporary air handler arrived today. So there's going to be a temporary cool date when you know you're not to downplay or anything that one period day a little bit before school starts before an hour before school starts the first period of the day should That is pretty much everything. Um, there's little projects going on all the time. Um, Constitution Boulevard, as you know, pulled in not a project, but it's done and open, which was a surprise to many of us when we you showed up today. We have some grass
116repair the practice fields over there. That was a driveway for a little while, but we may do everybody where they need to be. just a general comment like when you go through pictures like that um for being such a small school district um our facilities are really really amazing um and the staff that that comes through every summer gets these back up and running for us for the beginning of school year are are some pretty amazing people but I think as a district you know we we have some decisions that need to be made in the next couple years of what we're going to do with our buildings. But, um, and we still need things that that need to get done. But just overall, I think we have just an amazing job at at making
117our grounds look really nice and our buildings really nice. So, thank you to Richard and and that entire staff, administration for keeping these buildings looking as great as we do. It >> It's true. And it's, you know, we are fortunate to have people in the buildings. have you know I met teacher met her I just talked to a teacher briefly who was coming to the district now um I didn't want to walk and just you know that um and I had a meeting you know last week um with representative Barton we were just we met at Chris Elementary School because started to get weird at that time and we're just talking about facilities that go around there's gorgeous gorgeous facilities around that you know um that are brand new and everything you know, state of
118the art and there are schools that have been largely untouched for long and long periods of time and most of us are here in this middle where you know facilities have some age to them but they are so well maintained so it's a positive learning environment without you know and you can't develop something that this has to be done by you know the district and the credit people get you have to have people to Christ his his job was made more difficult all summer different ways he do on the weekend excited at their facilities. Um motion deliver