All right, we'll call to order the meeting. Start with the pledge of allegiance. Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. All right. 3.0 is a roll call of school board members and everyone is here except for Larson and Perkowitz, but we have a quorum. So, we continue. 4.0 is to approve the agenda. I'll move
to approve. >> I'll second. Oh, go ahead. Amanda. >> Amanda's a second. >> Okay. Any questions or discussion on the agenda? All those in favor of approving the agenda say I. >> Okay. Any opposed? Motion carries. 5.0
communication reports and we'll start with Andrew Robertson >> if we can just so that anyone online can hear. >> Come on up. >> And if you just kind of press get the green get it to turn green. >> Push it down.
>> Yeah, there. >> There we go. >> I'm Andrew. I'm here to represent the Valley Golf Course Association Board. Hopefully everybody in front of you got one of these sheets. Um it's kind of a breakdown of what the golf course
benefits they give the school for um middle school and high school golf as you can see on there. So we're here today to ask for a recommendation to approve the two-year agreement raising cost um for 26 and 27. If you have any
questions I can answer them. >> So right now the top header is what we pay the 7500. >> That is correct. >> Okay. So then you're asking for the bottom corner the 26 27 fees. >> That is correct. And there's some of the costs that you
know on the left side of like you know tea times what the uh kids get every day four times a week. Um they're out there what what it what it normally would cost if we were to sell them to any anybody else. And then the meats break down. And
um we did just redo the range twice, not necessarily just for the schools, but that's a big portion of it cuz in the springtime you get 70 plus people out there using that and grass doesn't like to grow the best in the springtime. So we did just double the size of it. So
we're just looking for a little extra. We do want obviously golf in schools and kids to come out and play. So this is just some of the stuff that we offer. Andrew, the 2026 proposal, it says 50% of cost for junior membership. Is does that mean the free memberships are going
away and it's going to be 50%. >> Yes. So basically when they're on the golf team, they get their membership through the golf year and then once the golf year is done, it's half of what the normal membership Okay. junior rate. So it's >> um 200 bucks. The 2026 rate is 200 bucks
for uh like 18 and below whatever. So basically after the season it's families if they have a family membership then the kids will go on the family membership. If they just buy individual ones it's 100 bucks. >> Okay. That's still an incredible discount. >> Yeah. >> Yeah. >> How long has it been since they've
raised these? >> That I don't know. I've been on the board for about three years and I don't think it's been in the last three years. >> Since then. Okay. >> So don't have that. >> I don't ever remember discussing >> I don't think so either. That's why I asked cuz I'm like I don't remember the last time this came before us. So, that would be
>> I don't I don't know if it's ever came before you guys. >> Okay. >> I had a I had a conversation with Kevin earlier this year about um like the locker situation in the basement. I know a lot of kids leave their bags there and there's been some instances of people's stuff getting taken out of bags. Um I
know there are lockers down there, but they don't fit like a full-size bag. Is that something in the future we could look at poss I don't know if the golf course would pay for it if the school would pay for it um of putting correct size lockers in there at least for the good portion of those bags that people
could >> yeah we could definitely discuss it I guess I didn't know they kept a bunch down there but I do know that we you know redid some of the course or the clubhouse and it's got full security now as far as cameras 360 >> so if anything does >> I think that yeah as long as the kids
know that that should >> this got installed last winter So hopefully last spring we didn't have any issues. I didn't hear of any issues. Um but >> sure it did come to me either. >> Well, if they don't know, they'll find out quickly. >> Yeah. Right. >> Hopefully not. >> Something maybe we can relay that message to the kids to make sure.
>> Yeah. And that's something we could definitely talk about in the future is actually getting um proper storage lockers down there. Okay. Something I have to talk with the general manager with and see what he's got for availability of space down there. Sure. He's got a bunch of stuff down there. So >> just something Yeah. to think about. Anyways.
>> Yep. How does this does this move forward today? Are we looking to vote on this today or how it >> I mean it's pretty reasonable. It's not asking >> I mean you just kind of give me the the nod. I I also mentioned we don't have any type of contract. So I will get something put together you know that
just for both sides. I mean you know obviously we have insurance we have all that stuff but at least there's something that if someone came in >> and this is also for cross country meets out there as well. >> Oh sure. >> Let's all kind of work together. So, why don't we put something together and then when that's together, we'll vote on it.
>> Correct. Why don't Again, I don't hear any I'm just going to say I'll put something I'll I'll I'll get contact info from Brian and can send I mean within a day or two I can throw some I'll send it out, make sure it's okay. We meet in two weeks. It'll be up for
formal approval, you know, and we can go forward. >> That make sense? >> Yep. >> Yeah. I think the golf course has always treated the kids very well, the free memberships and getting them on the course and they want and Yeah. >> Yep. So that Okay, perfect. Thank you very much. Thank you.
>> All right, next is enrollment update 5.2. >> Um if if you look um at your enrollment update um we are down I'm not going to go through there's some things that are up, some are down. We're down 10 kids. Um and for the most part, and again I'm
not um throwing darts or anything. We have 10 more kids online second semester when the semester break came. Um there's there's a couple that are for sure I'm going to say due to the the cultural environment of what's going on in Minnesota in the world. Um the rest are
mainly just kids that have decided to grass is greener. But it is a piece um we're up to help me out. Is it 31 30 or 31 kids that are online? That that's significant. that's actually, you know, financially. So, we have started having
a conversation to look at um providing that service next year. >> Yeah. >> Um it still will cost something, but it's not 100% going out the door, >> right? >> So, um that's where we're at enrollment wise. Like I said, we
>> platform in the building. So these online kids, the 31 online kids are not in this total. >> Correct. >> So if we had them in the total, that'd be 1947. >> Correct. And what hap And what happens is technically we still claim them, but
the majority of money is going out. >> Sure. >> And so that's why they're coming off. Like I say, we're claiming them. We're paying the bill and through OTN online, we get a, you know, get a break. But the reality is we we can provide the same exact thing, right? I mean, we can have
the exact same platform if we want. It won't allow us to take kids from other districts, but it it would work for our kids. If we want kids from outside, we have to start like a separate school district. You know, if you wanted kids from Crooks and Fisher, whatever, and you know, not say we can't someday, but
let's start with our own first and and go forward. So um >> when the state funds you per pupil and I should know this what like what's the cut off date for when when they like is it the beginning >> they can come and go they could go tomorrow they can go any day you want
>> no but I mean is there a count that you have to give to say like we had this many pupils so this is how much you give us when is that >> okay but but what happens um that that's why we get like a 9010 split though like we're getting 10% on last year because the numbers change and they play a
catch-up so I It's just like if a family moved a month from now, you know, we have to unenroll those kid a kid or kids that gets reported to the state. You know, they've been paying on that kid in essence, you know, that they're going to be here. It'll get flushed out, you know, as we go forward then in that
catchup, so to speak. Okay. >> So, I mean, >> we have we have a pretty good agreement that they won't take people usually. They won't take people like after two weeks into their semester just because they don't figure they're going to get their Yeah.
So they made exceptions to that every most of the time window. >> Okay. >> Any questions on enrollment? >> No. Okay. 5.3 finance update.
Good evening everybody. >> Evening. >> Um we'll start with the budget to actual. Um we are kneedeep in the um amended budget process. So there's not too much change from last month. Just to note that um we are at 84.4%
in our supplies. But actually a lot of that is budgeted down into the other expenditures where we don't know exactly like we might not have it earmarked for something specific yet. So which is our per cycle or our curriculum cycle is what we used it for this year. So as we
do the amended budget that'll move up into that supplies budget line. And that's all I had on that page. Does anybody have any questions? All right. On the next page, we are moving along as we should. Our
revenue for food service is up a little bit along with um uh community ed. So, I'm happy to see those going in the right direction. And that's about what I have on that page. >> Any questions for Carla?
Okay. >> And then same with the treasures report. Just looking at our fund balances, we are moving in the same direction we were last month. Just wanted to make a note that I have to apologize for. I didn't realize I didn't change my prior year number, which is um actually 5,558,000
instead of the 7.2 million. Um I will get that changed and uploaded right after the meeting. So, but that's what I have. >> Any questions? Okay. Thank you. >> You Thank you. >> All right. 5.4 is administr
administration and staff reports. We'll start with you, Superintendent Grover. >> Okay. Um just a couple things. Uh girls hockey is is your I think everyone's aware we've been approached again. We did push that back um to next month or next meeting. Sorry, next meeting. Um
Scott and I will come with kind of what we feel, you know, the the proposal would be if it is, you know, supported or not supported. You know, in other words, what are we going to charge type deal, you know, per person. Again, um if the board approves, we can change it, whatever. We'll have something um one
member asks, should we ask them? Yeah. You know, to come with something, I guess I feel if it's ours and we're we'll we'll come forward. And again, um, if you have questions or is there's anything else people want, you know, in my mind, nothing has really changed since, you know, what was it, four months ago, five, whenever we, you know,
last summer when we talked about, you know, as far as, but if there's something you need, you know, or think of, let let us know and we'll do the best we can to get that. >> Is it possible to to know to see what their current agreement is with Krookton to compare or I mean, at least maybe is
Scott aware of or you aware of? >> I'm I'm aware for the most part. They um what was explained to us before is is they actually Kirkson actually takes a per pupil count, you know, total budget and and they divide it up. Um significant I'm just being honest,
significant cost. Um and it's it's up to you if you want to go that route or not. Um you know, that's what Kirkton's doing with I think they have three or four schools they're with now and so they're dividing it that way. Um that's not exactly what we're thinking. I'm just
going to be honest at this point. Now, down the road, you know, some someone brought up to, well, what happens down the road if they have half the kids? Well, >> it's a two-year agreement. You know, you can look at it at that point then. And >> yeah, I think that's a different um >> Sure. >> situation. But,
>> so, you going to share that ahead of time? >> Yeah. Yeah. We'll get something typed up and and put together um and like I said, shoot it out. Um uh I'll reach out. Um, and I'm just giving Lynn and Amanda a heads up. Um,
fi you two are on the finance committee and then um there's a couple reserves or whatever you want to call, but we would like to meet here. Um, I'm thinking towards the end of February. Um, but I'll I'll shoot out and see if there's a date and time that works best type deal.
Um, one thing I did want to throw out um, our hours for seniors and again where this is going, we'll talk more about the calendar when we get to that. Um but this year just so everyone's aware the minimum hours for seniors is,020. Okay.
Our calendar the way it sits right now has a,021. So so my point being is we've used four e-learning days. >> We have one more to use. There's not much uh wiggle room in there. >> Um and so it's it's a piece that looking
at the new calendar, assuming it's approved, we're we're a little better off. But we'll talk about it. But I just throw that out because knock on wood it stays like this and everything's good and we don't have any more days. But if we go under that, we lose funding or you
make it up. And so again, we have one day if you look on our calendar that we say on that uh I'm going to call it Easter break that that Monday would be uh you know makeup day. And >> that happens. >> We've done that before. Well, though that would give us two, you know, but so
anyway, >> better than the end, I think. >> Yeah. So, throwing that out there just so everyone's in the in the in the know. The other piece that I just kind of want to forewarn is, you know, we're starting to work um the principles are on scheduling and staffing for next year.
And there are some options on how things roll. And I'm just going to use Mr. Enright's position. You know, we'll we'll post for like wood, so to speak. But there is some wiggle room. There's there's a person that maybe would do the same thing Jim did. And so you might see several postings and go, "Hang on,
what's just hold tight. Everything comes to the board. You know, we're not posting things just to post things." >> Sure. >> But um as we work through some different situations and scenarios where people could move or whatever. Um just keep that in mind. >> Fishing >> a little bit. But you know and again so
I I just wanted to throw that out because we are going to start you know letting some things go here in February meaning out and obviously you know as we work through budgets and this and that everything will come to the board. Um but don't just all of a sudden hey who's leaving you know if you see a science
posting or an English posting or just don't assume necessarily it could be something where someone you know may move around if we need them to. So okay >> I just wanted to throw that out. I think that's all I have at this time. Okay. Any questions?
Okay. Darra, good evening. >> Um, as you all know, every year the American Indian Parent Advisory Committee comes up with a plan how we're going to use the funding to best serve our students. that is due at the
beginning of June. It is now the time of year where we vote to say yes, we've been doing this. It's going well and then we present that to the board. We were in a vote of concurrence. Everyone agreed and that is um what I am presenting today. I also wanted to say
we are having our all school pow-wow day on February 23rd where we will have um our MC Ricky White and our drum group go to all of the schools during the day and we also have a family yoga event coming
up in March. Those are things that we are planning right now. But does anyone have any questions? Everything is going really well. We have really involved parents. We're doing a lot of really good stuff for our students. So, any questions for Darl?
>> Okay. >> Thank you. >> Thank you. >> Thank you. >> All right. Boy soccer coach Matt Stangle. >> Hello. Um, my name is Matt Sang. I'm uh part of the boys soccer program and I put in
front of you guys today a proposal of a boys shed locker. I call it a schlocker. Um the boys program is proposing this construction of a shed locker on the northwest side of the football field. The proposed of this project is to address ongoing challenges with space security, accessibility, and player
safety. Space is extremely limited both inside the school and around athletic facilities. Over the past several seasons, it has become increasingly difficult to store equipment securely access it efficiently. Currently, players and coaches often need sometimes
multiple keys must transport equipment between locations just to conduct practices or prepare for games, especially when the turf field is being used. In addition, in security and access issues, weather conditions during August and September can be very warm. The shelter near the field is limited.
While mandatory water breaks are enforced during um when the heat indexes are reached high levels um we believe that is um provide a dedicated locker and a shelter space would be significant benefit for the health and safety of our
our players. Um below I sent this out I don't know if you guys have had take a chance to look at it but uh below is an outline structure and funding and the projected costs of this such thing. Um the last two pages also is a prior uh
basic standard to what the the Schlocker shed locker would look like. And then the last page would be where um the facility would sit. So the last page would be the yellow piece would be where the boys um locker would be. And then I
also put in there um if if a girl side lock or if they choose to want to do anything like this um I would definitely be open for s you know offering them up anything that we have if if we go ahead with the process we would offer pretty
much whatever we can give them >> what uh I know you guys you're planning on funding it yourselves right >> so the plan would be to be basically we're trying to funded oursel um through fundraising. Um we did last year we did
a teleathon and we raised it was I think it was about a thou $10,000 um that first go around of it. Um right now the plan would be to do two different fundraisers. Um I've talked to other parents and other players or parents
that have done fundraisers for their sports and one suggestion was a bingo night. um those type of things that can generate this type of money. Sure. >> Um too because >> when you get into the pizzas, when you get into the smaller stuff, it doesn't add up to what we need. Sure. So the two
things that we are looking at realistically would be the fundraising. So like another tellathon um like a bingo to collect or also I have started to reach out to um contractors. Um, I know K& Construction, I don't know if I
can say the name, K& Constructions, they're willing to um put up the concrete slab for us potentially, note cost, maybe some cost. Um, it just depends on if we go forward with it, then I can further discussions with these companies. Do >> you have like a timeline you're looking
at as far as to when you have the funding procured to start construction? We do have $8,000 sitting in the fund 21 account and we have been told that we can utilize that money towards it. Um I think >> would you start construction before you have all of the funds in place or
>> I would hope so. That would be the again it'd be a situation on you know if we plan to go forward with this like I said cuz I'm trying to get it um I'm trying to get community involvement >> and K& um the one of the uh employees or
owners actually played soccer. Okay. >> So this is their way of potentially giving back to the program. So, but I mean I have a list of >> sure >> contractors that I've just put it in their ear and said, "Hey, >> we're looking at this. What is your
outlook on it and how can we see this coming about?" >> Do you have a target date like a goal? Like are you looking to have it in >> I would love to have it by you are you talking like to have it built? >> Yeah, >> I would love to have it before the 2026 fall season. >> Okay. So it'd be once we thought it out,
you know, start looking at the slab and then working with the construction and that person to to build that out and then going from there. >> So Kevin, how does this how does that work as far as like who takes ownership of that building and who maintains? >> Well, what happens being built on your property, it's going to be your structure. I mean that's and no
different that I mean our insurance would end up covering what we had talked about. Um and and Amanda, Matt, Scott and I um met I don't know if it was two weeks ago, three weeks ago, whenever would be a to bring something to the board for a general concept. Okay. Um,
and again, um, then if it is approved, we would work on actual formal agreements because like I I mentioned in the meeting, you know, if if someone's going to do work, we got to make sure a they're covered, you know, and then b I also want if there's going to be, you
know, um, agreements with different groups to have something in writing and and don't take it the wrong way. >> Yep. none of us might be here a year, two years, three years, you know, whether it's like say board, myself, coaching staff, whatever. And so that we know, you know, so that would be like
the second one then um you know, second like approval, but the idea would be and again whether you do something tonight, we put it later on or um I apologize, I didn't get it till this weekend, didn't get attached till today. So most people probably haven't had time to really look
at it and think a whole you know a whole lot you know to come back maybe ne you know if you want to push it back to same thing like two weeks from now to conceptually approve it but then if it's approved then we work on individual agreements you know with K& or whoever
might be as well as like it talks about some advertising >> as long as it's privately funded we don't have to go up for bids then is that correct >> correct I mean if it's I I mean again you know you hope like you say they're doing the best they can. It's um that no we don't have to you know if someone's
donating time and money >> y >> not going to beat that you know and um you know type deal. >> The other part about it in the outline too there is some kind of structure that you know uh Kevin and I had discussed before on how this would look in terms of I'm going to say sponsorship or
donation about how these things would be structured and how I would even address it with these companies as well. So >> like an example would be you know again using the the concrete company it's the billboard would be up there for 2 years
and then after that I would say you either and it kind of goes out lines saying hey we have the boys soccer team can go sell ad space on that again to utilize towards their kind of another situation how to fund raise. we can go sell ad space to another company and
utilize that into our fund 21 account. Um or the boosters takes it over and then they have the the that set ability too. So in this thing and I get it and I fully understand if you need to look over it too. I just let me know if you have questions. I mean I'm I'll I'll let
you guys know exactly what I'm thinking. Um, but there's there is some guidelines in there and how advertising would work and or how that would work in terms of call it trade you could say as well. >> I do want to defer the vote on this just
because I do want to look over% till the next meeting. Yep. >> Um, >> I I don't mind conceptually what's going on here. >> I do have a couple questions um just to help me think about it. So, I'm looking at this back.
Um, and you said you talked to Lisa Hansen and how it won't interfere with like the throwing area there for >> don't know what the scale is here, but it looks pretty close. >> It's pretty close to I went and mapped it out. >> Yeah.
>> This fall because I've had this brainchild for a little bit. So, um, this is pretty accurate to what it would be scaled to in the sizes of the 16x32 and how it looks in terms of by the fence line there.
And then it's it's Google Maps, right? So, the other side of it is that overhang right there for even on the the southside. So, where the girls would be, there's there's room there to build as well if they wanted to. And have you met with the girls team and talked
>> I have reached out and I've talked to I talked to Miss Beina a little bit. I said she asked some questions. I said if you want I can send you all my information um that I'm what I'm putting together um and the source of contacts
and how we plan to try build it. Um that's kind of been as far as we've went with that piece of it. Um, and then I also it was mentioned to at the sc boy so or not boy soccer but um soccer club meeting and I would I'd mentioned it to Tom there just slightly but not in full
detail >> because it seems a little more useful if it were for both. >> Yep. The difference I would turn around and say is that's kind of half the reason why we're building it because we've actually while we share the the
the the locker room inside here and we also don't necessarily have a good space out at the soccer field. We've gotten told that we steal things when we haven't stole a thing. >> Yeah. And that's the part where I've I'm in like the the equipment right now is
actually sitting at my shop right now because there is no room for us to have both spaces. And when I'm a a a coach, I obviously I don't teach my kids to or my players to steal or anything like that. But at the same time, I'm not going to sit here and be accused of something
that we're not doing and then find out that it didn't actually happen and next thing you know, I'm saying here where is everything? So, I would love to have it for boys and girls if there's like anything else an agreement in place stating that, you know, we we work with
each other rather than point the finger at one another cuz that's the other part of this conversation that is >> you think that's a different part of the conversation. >> Yeah. Yeah. Yeah. That's a different part of Yes. Yes. >> So, okay. kind of think I want to go out
there to be honest and kind of look at the space because >> track and field track. The kids always hang out there, don't they? >> Well, they do, but I mean there's a lot of places they can hang out, but I'm just a little worried because I know like for throwing I don't want them to
be like shuffling over to the >> They need to line up. So, um I just want to take a look at it. >> Yeah, >> 100%. Okay. >> Is everybody okay with deferring that vote till next week or two weeks? Okay. >> Yeah, I think it's a great idea, Matt. I
appreciate you taking the initiative to >> Yeah. >> to come up with this idea and take some action on it. >> I guess what I was just going to say is if anyone has any questions, I guess what I would ask is, and again, the only reason I ask them to come to me is then I can get everything, you know, out to
everyone, every board. I mean, if someone had some, obviously, if you want to drive back and look or stop, there is some snow back there. But no, I'm just saying, you know, feel free or whatever to truck around or whatever or hauler, you know, but I'm just saying, you know, cuz if someone thinks of something, Amanda has a question. Someone else
might be thinking of the same thing. And so, um, like I say, um, >> just holler and we'll reach out to Matt and get things as quick as we can and then I or we'll have it on next >> next meeting's agenda. >> Okay. Perfect. >> Thank you.
>> Thank you. >> Okay. Committee reports. Any committee reports? Okay. So, 6.0 is the consent agenda. I'll make a motion to approve as presented. >> I'll second. >> Any questions or discussion on the
consent agenda? >> The only comment um you you have a retirement in there. Um thank you to Janet. I think it was 33 years. I didn't write it down. Um longtime service. So, um, thank you for that. Um, again, just
a reminder that, um, policy 799, again, we talked last time. That's that's that investment, um, piece. So, I I think that's all I have. >> Okay. All those in favor of approving the consent agenda say I. >> I. I. >> Any approved or any opposed? Motion
carries. 7.0 citizens here to speak. Okay. 8.0 is district business. 8.1 is to approve the 2026 2027 calendar as presented and attached in board book.
>> Second. >> Okay. Any questions or discussion? >> Give me just one second. Um >> what's that? >> Yeah. Yeah, that's down. >> Oh, that's below. Yeah. >> Yep. Um ju just a couple things and and I want to make um make sure everyone's on the same. Um the the calendar
committee met um there were actually three um kind of semi-proposals. We moved some things around, ended up narrowing down to two. It went to a vote. Um again, all staff um had the opportunity. This is what came forth. Now, keep in mind, um, you know, as far
as like conference dates, things like that will yet to yet to come, but the one that was, um, I'm going to say the largest vote getter, um, had a little shorter holiday break in December. Um, so that allowed for a couple days in April. The the thing that's a little bit
different, Mr. Lure has, um, informed me that it has happened before, but if you look at um, graduation is typically the Friday before Labor Day. Okay. the seniors in this really would not get out any early. You know, some years it's
happened, some have not. But what happens is if they actually got out a week early, we're short hours before we even get going because there's three days this year that they're out early. Well, you can see here that would be four days. We would be under before we started. So, I'm just throwing it out
there that I see them going, unless you have a problem with that, you know, up to, you know, the end >> till the 28th. >> To the 27th, >> that's the last day for everyone. Um, >> then graduation would be the 28th,
>> correct? I mean, that last day they would have their practice, you know, I mean, stuff like that. Um, but again, we're back to that. I mean, not to say again, you could change something and I'm out earlier, but we have no days. You know what I'm saying? And so, um,
you know, we also down the road and again, Mr. Lur can comment. I mean, I guess it's happened before. And so, it's not >> of you guys up on the board graduated here. And when did you graduate? >> 19th May. >> May Friday.
>> Yes. Yeah. would never graduate on the 21st graduation. >> Right. Right. >> Right. I mean, >> talk about not have the 26. >> So, next year will it roll back to or
the following year would it roll back to have having that last week off? Just the way the calendar. It's always it's always the Friday before is where the graduation is but it's just a matter of >> where it landed >> they are done where it landed this year. >> Yeah.
>> And again the there are some other options as well you know and I we we've thrown a variety of things around you know like typically the freshman start the first day and everyone else comes the second day. Well, there's another day gone, >> you know. I mean, um, you know, we talked about um, you know, our early
outs come off this, and again, I'm advocate for early outs. We could look at, you know, um, decreasing it by like 15 minutes. You know, that adds a whole another day then, >> you know, over the whole year. It's not a lot, >> but I mean, somehow we need a little bit of buffer.
>> Wiggle room. I mean, we're going to we're going to have a winner whether it's this year or something else down the road that we burn more than those five days. >> Do they ever give you like can we ever go to >> that's in statute the e-learning days, you know, now again few years back they
made some exceptions when the unfortunate part right now >> it's the school's right on this border that everyone else hasn't had a horrible winter for the most part. you know that was across where the whole state had a bad winter for the most part and you
know there were significantly many and I don't know if they gave him eight 10 whatever >> so but >> so anyway that's I just wanted to mention that you know that's the way it looks right now um >> I mean it kind of is what it is because it's how the calendar falls the Friday
before Memorial it's just later Sorry. >> Well, but again, sorry. >> They also like it's nice to give those freshmen that day, too, you know, like
>> Yeah, it is nice to give the freshman that day >> and Oh, yeah. That'll be I'll have a freshman. >> Yeah. >> Okay. So, there's this is not for final approval, but this is >> No. Well, this is for final approval.
What'll happen is then the the ad principles the admin team will look at well no we'll look at you know when conferences are going to be you know that stuff will come once we know our calendar set because for some reason if you move days around or change something which you have the right to do you know
it's a recommendation to the board but there's no sense setting conference if you know if you move dates this or that. So these usually came as one. Like usually it came totally done where they had the conferences and everything was all just >> I mean I can bring it back to you but I mean I just >> you know the two quarters or the two
semesters are equal. Not each quarter is necessarily the same. Both come out at 85 days. So I mean um >> yeah I think people just need to note too like we're starting before Labor Day. >> Correct. So, >> we'll push some info out and and I
haven't sounds like the majority of schools are going to, you know, I mean, I talked to, you know, there may be someone, but >> the main thing is kind of the like I say the the start to end when the breaks are um
>> approven. Yeah. I mean, by probably next next meeting or whatever won't be too long. We'll have, you know, actual conferences and, you know, things figured out. >> Oh, wonky. All right. So, we had
a motion to approve and a second. So, >> is that just for the 8.1 or all of district business? >> 8. >> 8.1. Okay. >> Yeah. Yeah. >> Um, so all those in favor of approving the calendar as presented, say I. >> I. >> Any opposed? Motion carries.
>> 8.2 2 is to approve the contract for boiler replacement at South Point for $3637 sorry $363,775 with Johnson Controls for the summer of 2026 as presented and attached. >> It it looks like this we're being
proactive about this that it's it's still functional. Um, is this something would we want to delay this and and see where everything goes with Nexus first before we just to avoid, you know, replacing the boiler and then if we end up adding onto the building or something
and we need to redo the HVAC system um and resize it is I don't know if you guys want I mean, they they have stuff, you know, planned in there. It's no different. It's it's the same system that's over at New Heights, >> you know, for the most part, very
similar to the same system that's at CMS. Um, you know, it's it's in the LTFM plan. It's not that those boilers are going to get ripped out, you know, I guess, um, you know, and not you, you know, type it would be if something's done to that building. We either, you
know, again, whether it's a you'll see there's several options in here and stuff. Um, there's plenty of stuff to do. You know what I'm saying? As far as moneywise, there's more needs than there are going to be money no matter what happens. >> Yeah.
>> That, you know, this is part of the LTFM that was planned for this year. >> Um, I guess I, you know, we did have a little bit of a conversation. >> So, that's its own separate bucket that can only be used for those things. >> Okay. >> It's not general fund money or anything like that. Um, >> I would just say to replace the boiler
and then if we do end up deciding we want to add onto that building and have to redo the HVAC system, >> you want to >> Okay, >> you can add on Okay. >> Sure. It wouldn't be the the boiler
wouldn't be worthless at that point if we did have to add we could we we Sounds like either way we would be using this boiler. Correct. No matter what we do. Okay. >> Yeah. >> Perfect. >> And it's I was going to say it's it's very similar to like I say the proposal there was a minor increase. Um it's the
same exact same format. Um the the electrical and roofing is not part of that right now. Um that'll come we'll get prices assuming it's approved from local contractors and that'll come same as was done next door here. It's a good question.
>> Yeah. Do we get a motion? >> No. >> Okay. I'll move. Any seconds? >> A second. >> Any other questions or discussion? >> Okay. All those in favor of approving the contract for boiler replacement say I. >> I.
>> Any opposed? Motion carries. 8.3 is to approve missed abatement of property taxes for 1208 23rd Street Northwest East Grand Forks for the tax year of 2024 in the amount of $129.28 which is the school district portion is
presented and attached in board book. So, I've never seen this happen, but I have. >> No, what happens is you do it once a year. >> Yeah. >> Um, and this one got missed. >> And so, they've requested and and again, I requested it from the city. And again,
I don't know how many years this has been in place, but it's for new construction. They get a two-year tax break from city, county, and school. Again, it's been in place for a certain amount of time. So, we do approve once a year. this one accidentally got missed
and so they've asked all three entities to approve so they can do it. So >> just a blessing like >> Well, I mean I suppose if you said no it doesn't go through but I mean like I said my my understanding is once a year
we've the district's done this and um I don't know who negotiated or whatever but it's trying to get construction in the city. Okay. I'll move to approve >> a second. >> Go ahead, Matt. >> Matt.
Any questions or discussion on this? Further discussion? Okay. >> All those in favor of approving the motion say I. >> I. >> Any oppose? Motion carries. Skip in. So 8.4 is now to accept the donations to the school districts.
>> Pull those up. Okay. Give me a second. I would like to make a motion to approve the following donations. A donation from Steve Gander to the district for social work for clo clothes for kids in the amount of $1,000. A donation from the East Grand Forks music boosters to South
Point Music for stage lighting in the amount of 3,900 I'm sorry $3,92.93. A donation from East Grand Forks Education Foundations to New Heights for general education the amount of $3,50.
Total donations today $6,2423. >> Second. Any questions or discussion on donations? >> Okay. All those in favor of approving the donation say I. >> I. >> Any opposed? Motion carries. 9.0 is payment of claims and accounts.
>> Hang on. Can you do 8.6? >> 8.6. six. >> My bad. I skipped one. I got off cuz I skipped that other one. >> Sorry. >> Okay. >> Uh 8.6 now known as 8.5 is to approve the resolution proclaiming February
18th, 2026 as school bus driver appreciation day as presented and attached. So moved. >> I'll second. >> Any questions or discussion? Just so you're aware, this came from like the bus driving association. It's a nice
gesture. Obviously, we appreciate what the drivers do and so um maybe have seen this before, maybe haven't. They asked for it. So, >> sure. >> It's a resolution. Do we have to take >> just as approved just >> any questions or discussion further?
>> Okay. All those in favor say I. I. I. >> Any oppose? Motion carries. Now, we're going to pay the bills. I'll make the motion to approve the payment of K12 bills 131039 through131143
and the electronic fund transfers in the amount of 3,339,576.37. >> A second. Any questions or discussion? Okay. All those in favor say I. >> I. >> I. Any opposed? Motion carries. Okay.
10.0. No board member comments. We're going to start with Eastston. >> All right. Um I my segment's pretty short. Um today I'm just going to say that uh winter sports are wrapping up. Uh it's getting to tournament season in
the next month or so. And um this week we're hosting solo ensemble for choir on Wednesday. So that should be fun. And good luck to all our sports and spring sports will be coming soon
>> in spring play. >> Matt, >> I just want to say thanks to everybody that came and presented tonight. Uh Matt and Andrew and Darra and uh Nexus and everybody. So, thank you. >> Uh no comments tonight. I don't have anything tonight. >> Okay. I don't have any either. I do
appreciate everybody coming and presenting. It was a >> Yeah. >> busy formative >> busy meeting. Okay. 11.0. The next meeting of the board of education is scheduled for February 23rd, 2026 at 5:30 in this very room.
>> Now 12.0 is our nexus presentation. So >> for those actually then we just >> we'll just do it. I mean if anyone doesn't want to stay personal against Nexus everyone has to want to stay and listen to Nexus. take care of our business and I won't go
into this. >> Okay. >> Did you want me to take a break? >> No, it's okay. Get water. That's okay. Okay. >> So, Kevin, if it's okay, we'll >> just step through the survey. >> Yeah, you can do it however you want to
proceed. >> Yeah. Do you think that you could introduce? >> I will. >> Yeah. >> Are microphones good? Okay. >> Ladies and gentlemen of the board.
Uh so to my left is Hans Null. He is my uh technical left hand. Is he to my left? Um and responsible ultimately for the report that we'll be covering tonight. He's on point for leading our
architects, our engineers, um, everybody else that's been on site to study your facilities, everything from grasstops to the rooftops, and the thousands of hours that went into this book and everything that's behind it.
And this book is just basically it's a representative of probably thousands of pages behind it uh, that we'll be covering tonight. and Hans is the person who's basically on point to make sure that it's delivered as what we'll be
showing you tonight. So, did I miss anything, Hans? >> Well said. >> Thank you. And so, when we visited, it's been months, >> long time ago. And uh one of the things
that I promised you all as a board and promised your community was that we would at this point start engaging your community. And you as a board have been very kind in sharing, as is Kevin and his team, sharing people in your community who are
well regarded, who are um at minimum neutral on the school district and who are willing to participate in community conversations. I've been fortunate enough to have several of those conversations and we're looking forward to, as you'll see here momentarily when
I share with you our timeline. Um, we'll start that community engagement process and having meetings to talk about the plan, to talk about your operational situation, uh, to talk about the vision for your school district, and to look from them on what their thoughts are, on
what the priority is on how to proceed, tax tolerance, a variety of other things. But that community task force is only going to reach so many people. And so what you have in front of you is the survey. It's a four page front and back,
eight pages total survey that's been generated by a third party, a company by the name of school perceptions, uh that we have worked with for years and years and years. Um they are a company that goes out of their way to ask specific
enough questions so that we can get to the granularity needed to help everybody make good decisions, speak. And so what I'd like to do is just step through the survey and then ask everybody for whatever input you might have. The intent is for this to go to the printers
next week, if I remember correctly, and ultimately go to every residential mailbox in your school district um and then um the survey ending then on March 23rd. And so with that, unless there's any questions to start, I'd ask
you to go to the very back page. This is essentially just the mailing panel. This is what everybody will see. It'll be folded in half. And then as they open it, go to the very front. You'll see a nice letter from the schoolboard and your
superintendent just talking about what we're facing as it relates to facilities, what we're facing as it relates to funding. Um, and then it talks a little bit about two ways of taking the survey. People can take this online or they can take it hard copy.
And again, these will go hard copy to every residential mailbox in your community. Now, many times I get questions about, well, you know, can the same person take the survey multiple times? And the short answer is no. There
is a fingerprint or a code that every single copy will get that is unique. And so if you're online, you'll have a unique identifier. If you get it in the mail, you'll have a unique identifier. If you want in a household, more than one person wants to take the survey
participate, they also will have a unique code. So we're we don't want the same person taking it more than once. And so at the very end, of course, you'll see the, you know, the the board as well as your superintendent. If we flip to page two,
we ask some general questions as it relates to demographics and just how is the school district performing in your mind. The reason that we ask this top section of questions is simply to see do we have any blind spots? Are there things that we think we're really
proficient at, but in fact maybe the public doesn't think so. And so these questions will help especially as we get into the conversation with the community task force really. How are things going? And if the survey provides something different then we'll be able to ask the
task force for some more input. Um let's see here. And then the bottom half talks a little bit about demographics. Some of the important things here. Do you own agric uh agricultural land that's currently taxed that way? Commercial land do you own? And because
of how it's taxed, that information is important because they get taxed differently than many of the other folks in our community. Later in this survey, what you'll see is something called the agre tax credit. The farmers in your community that I've talked to, not very many are aware that this agre tax credit
exists. What is it? after school tax credit on any in the in the state of Minnesota any funding that is paid for through bonds the state will cover 70% of with the exception of one acre of land their home and one building like a garage or what
have you but the rest of it if it's impacted by this agriculturezoned property tax the state covers 70% of it all right as far as which municipality do you live in that's important Because ultimately we're going to want to know
who's participating and and generally how are they feeling? Where do we as a as nexus and ultimately the people that will be investing in these uh discussions in these communities? Where do we really need to spend time? Are you an employee of the district? Do
you have ch children attending school in the district? These are also important. Why? because ultimately on average 70% of your community doesn't have kids going to your school district nor are they employed by the school district.
And so those people who do vote, we want to make sure that we understand where they're coming from. If they're not, if their only real tether to your school district is their property tax bill, we want to know how they're feeling and what ultimately is their priority surrounding supporting the school
district. Okay. All right. Now, on to page three. Financial background. Just provides a little bit of a a definition, if you will, on what bonds are used for and what levies are used for. Many people
think that bond money can be used to pay salaries, but in fact, it can only be used for capital purposes like maintenance or additions or roofing, things along those lines. Those dollars cannot be intermixed legally and
for a lot of people in every community throughout the country, they need to understand the difference. So, we probably provide those definitions. We have a little tax table here. And as I'm looking at this, it's a little small or maybe I'm just not wearing my cheat sheeters, but the graph you'll see as far as the
property taxes area comparison, you'll see East Grand Forks second to the bottom. Okay. Then we get into the actual projects. What we're looking for with each of these projects is how important are these um as far as
priority. So, we provide a little bit of a definition. You'll see with the early childhood edition, we put a little bit more time, provide a little more verbiage than we did with the other ones just because of how important it is to the school district. We flip it over
into I believe it's page four. We talk about the additional projects. And so each of these buckets, we provide a little bit of a definition. We share with them what the overall total budget is and then we ask them is this high priority, medium priority or low
priority. And so however they feel about this, they'll ultimately judge and then when we get the results, we'll see where does what weight does your community put on it in aggregate on each of these. So, HVAC and plumbing, electrical, safety
and security, exterior site maintenance, a new bus garage and maintenance building because I think everybody here is aware that the bus barn we have now was basically a um a classroom >> with the flood. >> It was
>> and so there's some challenges over there. This next page talk about special education, career teched, and then just updating classrooms and support spaces. Um, when you have some time, I'd encourage you to read through it. Um, but ultimately, these are the key
buckets that were identified as part of our study work that we'll be covering here in just a second. You'll see at the bottom of this page and some of the other pages, there's a space for comments, suggestions, questions. What what we'll be able to do instead of
just giving you hundreds of pages of just random comments, we'll be able to determine which comments happen more frequently and provide common themes so that we know generally speaking where the the the macro voices of your public.
We'll be able to present that to you >> like a word cloud. >> Yes. Yes. A word cloud. Exactly. Um let's see here. Let's see here. So, I think we're on this funding support page. Yep. >> Okay. And so, this gets into um what the
overall project is. Um talks a little bit about the acttoschool tax credit and then it shares with every person taking it a general table on tax impact. Okay. And then on the very bottom, this is where we test for uh for tax
tolerance. I would support 74.2 million. I would support 60 45 so on and this will tell us generally speaking where we have that support when we deliver the uh report ultimately it summarizes the results of this you'll see how uh ultimately we're
able to determine where that tax tolerance is. All right, page seven uh levy funding. This talks a bit about that operational need. In talking to Kevin, and I understand he and Carlo got together and talked about where they were at
operationally speaking, um we are looking at testing $500,000 or roughly $250 per pupil for additional operational. Now, you are one of a very few districts in the state that does not have an
operational levy. Currently, you're just you've been running on making do with what you've got. And this is going to help us determine how what is the willingness of the public to provide support. And so we'll see ultimately where this lands and then comments
suggestions on the below as well. And so the key thing about this is you read through it the levy funding with the check marks is the narrative. Ultimately we're talking about all this wonderful capital, the needs of your schools. The blessing you had after the flood was
that you were essentially given three schools. the the challenge you have is that you have three schools that are a aging at the exact same time. And so there's a need there. Plus, education has changed. And the levy, getting back to the narrative, talks
about how we can build it, but ultimately once we have it built, we need to be able to fund it so that we can have teachers, we can have curriculum, we can do those things. >> And we're looking for potentially their support in that area as well. So,
um, with that, what questions do you have? >> I love this. Maybe that's extreme, but I really do. I think it explains it very, very well. Like even like explaining the bonds and the levies and like the difference
between the two like for the community and, you know, laying out exactly what they would pay for each. I really really like this. The >> the other thing just just so you know as time goes on and it goes out and people have questions even though you know they
have a unique identifier it's 100% private >> right >> you know um people I'm just going to use myself say my wife and I both wanted to fill one out that there's a contact so they can get another code either from the school or get another paper copy um
there's a process to do that it's just so that again myself is not you know going on I'm voting 20 times or whatever. So, um you know, Nexus and school special >> school perceptions >> perceptions, sorry. You know, they'll provide a report and it'll all come to
the board, but I mean that's the piece that we want people to respond, you know, and so when when it does go out, we'll try and do a somewhat of a campaign to please, you know, fill it out. Doesn't take a huge amount of time, get it put in. again you know I don't
know how many families you know actually do you know multiple or not yet you know I I don't remember from my other experience >> it varies it but um I just wanted that out there that it is private you know even though it has a unique unique identifier that's just to make sure
someone's not you know voting a whole bunch of times >> and to to build on that just quickly um Kevin was kind enough during some of our meetings on this to um to share with us that you guys you have a a part of your population that speaks Spanish, you have a part of your population that speaks
Somali. Um, so this will be if if a person in your community so chooses to take it in a another language, specifically Spanish and Somali, they'll have that opportunity. >> One question kind of do with the survey or not, but like so for the property tax
part um for the bond, is that an increase on each or what your estimated would be for the totals? Uh so this is the t what the table shows is what the increase would be >> because yeah the other one says for the levy it says estimated tax increase but
the um bond referendum does not say estimated increase. It just says tax impact. So that's why I was wondering. >> Oh they would both be >> they would both be increases too. >> This table is just for the levy though. Right. >> Correct.
>> There's two tables. the levy and this >> so on on page seven the one just on the other side of the back page that is the levy. >> Yeah. >> And then this other table with the colored pie chart that is for the capital.
>> Good question. Thank you. So again, the intent is um we're going to rush go through it one more time and then um basically send it to the printers and get it to the public so we can start collecting feedback. >> How long will people have to respond?
>> So the the last day um is March 23rd. So that we'll get this out. Um let's see printers. I would I would envision this being in everybody's homes. I believe if remember correctly it's by the end of the first week of March.
Um so they'll basically have two weeksish two and a half weeks to to take it. And the other piece just just so the kind of board understands and again um you know after this survey and it comes back and I'm just picking a number say they would support whatever it is 30
million 40 million 20 million whatever nexus and schools perceptions has a very high track record. You know if you take what the community says it still takes you know um things will
work. you know, I mean, if the community says they'll support 20 million and go for 70, >> probably not. >> Probably not going to work. And so that's where then, you know, between, you know, the board admin and this, you know, community group, that's where the tough stuff really comes then when you,
again, Hans will go through um a really nice product here, but the reality even like the survey says, we're not going to get everything. And so then when you figure out what you know they ask for it's figuring out then what are the highest priorities and again it'll come you know somewhat in here yet you know
certain things will pop you know um and then that's where we're going to have to make some tough decisions you know >> who's pushing the survey out is it the school or Nexus or both >> the the school perceptions >> y well vendor >> there's a yeah and so
>> we there's um a mailhouse that ultimately um they've they've collected the addresses within the community. Um, but there'll also be emails to staff and to parents that will come from the district asking people to participate. So, there's a couple different ways.
>> Okay, >> good, Jim. >> Okay, >> cool. >> Yeah. >> All right, so that's the survey. Let's get into this report. Everybody, you have in front of you this wonderful, colorful, lots of detail information. um
you don't have to read through it tonight. So that's the blessing. What we're hoping though is we're going to step through a pre uh presentation that will cover the highlights. If you don't mind um though over the next couple weeks, go
through it. If you have questions, let Kevin know. Kevin will let us know and then we'll we'll provide whatever feedback you'd like between, you know, at that point. Okay. All right. And then we'll get more into this in a little bit. But presentation everybody, thank you very much again.
Kevin and I started talking a year ago. Can you believe it's been a year? Um, and then we were fortunate enough Nexus was to be selected back in June and here we are tonight delivering our final report to you.
So just a quick commercial on Nexus. Ultimately, we have roughly 80 people who focus on school design, construction management, back office of course, and and client engagement. Um, we only focus on school districts. That's all we do.
Wisconsin, Minnesota, getting into North Dakota, Illinois. Um, and and with that, we've had just a a ton of success talking about that single point of accountability, but also making sure that we're delivering what the community is asking for at a basically at a tax
impact that they're willing to support. Okay. All right. Little little map. Um, and again, International Falls is up there, so we had to do the arrow. And you guys are in the upper left, so arrow.
But um ultimately a list of our clients um and this actually doesn't even include everybody that we're currently talking to. The large X's, teardrop, upside down icons, those are where our offices are. Um again, single source of
accountability. You know, from the very first time we talked, what we're hoping for is to alleviate any fingerpointing. And so as we continue to work through this process, finding again where your public will support both from a project standpoint, their list of priorities as
well as tax impact, look for local contractors to help do the work. Provide a design that everybody will want to bid. And that's really where we shine. We ultimately have more people wanting to participate in our projects than many of our competitions solely because that
we have such detail behind what we do. Um and and the quality makes it easy for contractors to bid, especially when they're busy January, February, March. Generally speaking, staff input. Um it has been absolutely fantastic talking to your staff. I've
been here for two uh inservice days. Um and and that first inservice day, people were looking at me like, "Okay, what does he want? Why? He just He's talking. He's talking. But um but at the end of the conversation, it it was really more
about them. It was if money were no object, what would you do? And they broke into if you were in your building and you were first grade, they got together or second grade or if you were at the middle school, the high school, those folks got together, leadership got together and they they worked through
this exercise and and the result was absolutely fantastic. I'll also share with you when I came back and delivered the results of that work um and I everybody here who's in leadership I mean I my takeaway was they were
appreciative that we came and listened and my commitment to your staff is that once we have a project that's generally dialed in to some degree I hope to come back and show them this is what you said was important to you and ultimately this
is what's now included in the project so you have that tether. Um because your your teachers and Kevin, not to put you on the spot, how many teachers staff do you think live in district approximately? >> Live in district. >> You're asking the wrong person. I
haven't been here that long. I mean, I'm guessing 70%. I mean, there's definitely people on the Grand Fork side. There's definitely few people, you know, outside the district. >> 70 good. >> I'd say 70, too. >> Yeah. And so the the neat thing about 70 is that you you have so many people when
they they go have their bonfires or they go have dinner, you have other community members going to them because they know them and they say, "I've heard about this stuff at the school. Do you think it's worth supporting?" And if the teachers feel heard, they're more likely to say, "Yeah, and this is how I was
engaged in this process." And so it just makes it um a more community feel that everybody's been heard and everybody's been participating. And so here, you know, with this engagement exercise, we talked about educational use. Um, does your space help or does it hinder how
you educate your kids? What would make you become more proficient in how you educate your kids? And and it wasn't somebody hovering over them saying, "Well, you got to answer." It was the teachers talking amongst themselves. What would we do? How would we better
serve our students? And teachers are honestly absolutely fantastic. They are they're used to doing more with less and they're used to collaborating as much as they possibly can to do the best they can for kids. You know, somebody once told me, you don't get into education to
be wealthy. They get into it to improve the lives of our kids and help them become the best versions of themselves. And so, um, we also talked about flexibility. Um, I
can't read that. Sorry, I don't have my cheater on. Yeah, flexibility. Thank you. Flexibility, comfort, um, you know, and then, you know, ultimately what would help us from a, um, educational delivery standpoint with,
you know, being intentional with our design. Is safety and security an issue for you in your building? um special education spaces as we talked very early on, you have a very high special education population and since 2000
because I understand that your population was bigger once upon a time prior to 2000, but since 2000 you've continued to grow. >> Fair. >> And not only have you grown with your standard population, your special
education population is also very very high. And so how do we go about accommodating all of our teachers in all of the programming and how everything is different now with the space that you have? One of the promises that that we made very early on was to maximize the
value of every existing square foot that you have, every existing square foot before we talked about additions. And I believe I believe we've done that. So and with that, I will turn it over to Dr. Null.
Yeah. Yeah. Uh, as Rob said, uh, again, my name's Hans. Um, quarterback to all our subject matter experts. We probably had two dozen different folks looking at everything from mechanical to IT stuff to HVAC roofs to asphalt. Um, that took
several months and now the culmination of that is a report. Uh, I'm going to go through some high level here, but this can be interactive. certainly interrupt me and and and let me know if we have any questions. I want to start by really focus on the infrastructure needs. You know, we talked a lot a little bit about what we
call the educational adequacy and remodels, additions, major remodels to the building. This is really if you do nothing to the building, what what needs to be done from an infrastructure from systems perspective when we kind of break those out into five areas um and through through each of the buildings.
So, we'll start at the high school HVAC updates here. Quite a bit was done in the 2017. There's still a number of air handling units and RTUs. Air handling units are AHUS, rooftop units, RTUs that need to be replaced. There's still pneumatic controls uh in this building.
So, we'd look to um get those updated. Um again, electrical was highly uh upgraded at that time. That said, there's still some stuff from pre9uh 85 in the building. Usually, electrical systems are 35 to 40 year age. So,
anything older than 40 45 years would like to get it replaced. You can see a picture up in the upper right there or upper left, excuse me. Um, low voltage uh systems. These are more um uh technology based systems. We all know that, you know, typically your your
computers and and and uh phones don't last more than five years. Well, these are highly dependent on technology. So, we've got fire alarm systems, phone systems in this building, frankly, throughout the district. PA systems are all long in the tooth. Um, this building
got um has a kind of hybrid digital analog system. The other buildings have an analog system. So, um, we look to go to IPbased system that's a modern system. Uh, uh, so that you got a lot of different functions there. Fire alarm system. You
got an older fire alarm system in the areas that were not touched in this building as part of the 2017 um, upgrade. You've got the newer system in 2017. We'd like to bring the the older areas up because that that uh fire alarm systems going on 20 plus years
old. Same with the PA system. Um exterior facade generally this building and all the buildings are are in pretty good shape from a exterior facade perspective. You've been invested in the roofs throughout all the the buildings. um need for just general TLC, window
sealants, um joint exp uh uh expansion joints redo, uh tuck pointing. You can see a little bit of cracking in that lower right right picture there. Um and then uh track tennis court uh resurfacing. There's a picture here that if you're
not familiar, the track is um has some cracks in it that's been repaired successfully, but it's to the point where that track needs to get re uh replaced. Uh again, interior finishes at this building pretty minimal. A lot of the building was updated. You've got nice nice newer spaces. Couple specific
areas in the kitchen that TZO is uh due for a deep cleaning there. And then ADA hardware. There's still some spots where you've got the handle, the lever hardware. Um you've got incorrect or nonADA compliant handrails and the staircases. So pretty minimal at the
high school. Any questions on the high school? Uh Central Middle. Now, when I you're going to hear some repeats because the middle school and two elementary schools were all built about the same time. So, they have about the same aging systems. You've got heat pumps over there. Um I
believe you're aware some of them are starting to fail and that's the building's about 25 probably closer to 30 years old now. Uh so, this is the time when those units are going to start to to fail and you're going to be replacing them on an emergency basis. When you look in the book, we've got the option to either replace them one for
one and keep that system or go to a traditional overhead air system with with the central plant. Um again, this is the time to think about this. Replace these this equipment that's call it 28 years old in a planned replacement. Um
it'll be less expensive when we can put it all on drawings, get it bid out rather than doing an emergency uh uh uh emergency replacement function when you're just getting ABC contractor off the streets in emergency. Number two, we want to eliminate the uh the interruption to the school day, right?
That causes the teachers a lot of heartburn when equipment's failing, boilers are failing, whatnot, and you know, you're replacing the boilers. So, you you are being proactive there. Um, from an electrical perspective, those electrical in good shape there. Need for LED lighting. Um, need for some added
power uh in the form of receptacles, outlets uh throughout those those buildings. There's more power being used in the classroom today than there was 20 years ago when this was designed. same shiel on the low voltage uh systems. Those that fire alarm phones and PA systems are original to that building.
Um the PA system is pretty important. It's it's not functioning well. It's not being heard well. I mean the speakers aren't aren't in good shape or the wiring is not in good shape. We want uh when there's all calls done or when there's proper zoning, we want the staff and students to be hear that. Um same
thing here from an exterior facade upgrade. It's a lot of uh TLC on the building. what what you'd expect of a building this age. This is the time to start repairing, doing some of that tuck pointing. Um, at this building, there's tennis courts. I kind of lump that sports plex into here. The tennis courts
are in need of resurfacing. Um, and then again, some some minor flooring replacements. Generally, the interior finishes there at these next three buildings, I would say, probably don't need to be done. Um, they're not immediate needs, let's put it that way. probably in the next five to 10 years, we need to start considering looking at
new ceilings, new flooring. Um, as long as it's being uh taken care of, it should be good. Um, there is a line item in the report about replacing those gym bleachers. They're starting to get to be a maintenance issue. Um, but again, I'm I'm not sure if that's a a heavy high priority item.
Any questions here from a picture perspective? We got the the just a picture of that their traditional heat pump. um that uh that's a dust collector on the woods area at the high school or at the middle school, excuse me, that needs to be uh replaced.
And then picture your phone and your uh fire alarm system. Uh these are the same thing at at South Point. Really really the same bullet points. Um we've got some additional ADA uh ramps uh where the the concrete
panels are starting to split or heave that need to be addressed. Um, from a pitcher perspective, again, trying to get a little bit of variety in here. Those are some of the air down units that are uh 25 years old that can or plus years that should be considered breathing replacement or refurbishment.
Uh, that lower picture, there is a couple uh classrooms, six in each of the in each of both elementary schools that have the the folding or the accordion wall. And originally when those were designed, a lot of uh the intent is to do some co-eing, open up the doors. Um,
they're not really used. Um, so what they end up being is they don't have power in them or they don't have enough power in them, data in them, uh, to be used and they they there's just a sound issue. So the teachers have requested, hey, let's put a rigid system up here. So we we we're not hearing noise from the adjoining classroom.
>> When you say rigid, you're talking about like a real wall. >> Yeah, exactly. A real either a dry wall or a CMU wall. Same same. I'm I'm going to kind of rip through the same things at new heights. Again, this picture you can see I talked about the seals on the window on that
lower uh call left picture. That's a you can't really see it, but the gaskets started to shrink. Again, that's typical of a 25 plus year classroom or uh a window. The upper you can see your downspouts have left a a stain on some of those walls. So, again, that's part
of that TLC. I said we would go through and do some tuck pointing where it needs to be done. In this case, we'd acid wash that really good. Um, and make sure that that that looks good and that that mortar isn't being eroded anymore. And then where my little arrow is at again
is the older PA system, phone system. Bus garage. This is one we talked about. Uh, the HVAC there is really non-existent. There is not enough heat in there. So, we'd look to add heat. There's not proper amount of exhaust or makeup air. uh this first bullet, the
carbon monoxide and uh nitrous dioxide um detectors. You don't have that control system in there right now. They're building a new bus garage. Frankly, if in in the uh automotive, even a tech automotive should have that sensing in there so that you develop
those gases. Um automatically kicks on the exhaust automatically kicks on a makeup air system. Um that's not in this building right now. So that would that's a heavy need. Um, electrical, you've got one older panel in there. I've got a picture in there. The fire alarm panel
is is very old. I question if it's working. Uh, the biggest thing there, it's because this wasn't originally a a bus garage. There's not proper floor grains in there. So, the water doesn't get uh doesn't flow out of there, right? If you go through, you can see a lot of
surface rusting on that uh on the cold form uh sheet metal. both the skin um some of the u some of the framing around the doors are starting to rust hasn't affected the structure yet that we can see um but but this is the first signs that it will eventually if if we don't
get it cleaned up. So, we've got a line in here to clean up, basically reskin the build building, get that uh rusted sheet metal out of there, but in that that time, we'd probably do some surface grinding of any structural problems that are exposed, get them painted up, but that's going to continue to be something
that it's going to have to be addressed and and and only get worse if it's not addressed soon. Uh the last building here is the senior center, uh ASC building. Again, those uh those boilers, you can see a picture of that boiler. So that's uh we we didn't
get a a date off it, but it looks like it's 40 to 50 years old. Seems to be running okay, but it's something to be aware of. Um electrical, you've got to make sure the electrical panel up there, again, that's definitely 40 plus years old. Uh so we've got needs for HUC
upgrades, electrical upgrades. Again, the fire alarm. Uh this building, if you're not familiar with it, it does have some some um it looks pretty bad from the outside. We had a structural engineer look at it. Uh they said that it's got good bones. It's got a wood
frame uh uh truss system for the roof. Um and the the structure itself, it's got good bones, but um really needs a lot of money to tuck point all the mortar around the building. We would either strip that paint off and repaint it or we'd clad over it. Like the the
front side has been clad and it looks really good. Um roof is in need of replacement in the next probably 5 to 10 years. When that is done to meet modern snow load and to uh meet uh energy code, we'd have to add insulation at R value
um add some some structure. That's one that that could get a little bit pricey because we've got to beef up the structure and account for again the added snow load requirement and that uh the insulation requirement. So that's something to consider and we've got that included. Again, I when you get a chance
to look at this, I've I've pulled up about five bullets here and a couple sub bullets, but each building's got about 40 uh discrete line items for consideration. So, if I there's if I've kind of gone through this quickly, I want to hit these are the high level items, but there's a lot of detail in
that book when you get a chance to to look at it. >> Yeah. and with the public isn't going to support doing every single thing they're not. The nice thing about having your 10-year plan, especially as we continue to work together, if I'm fortunate enough to do
so, is when you build out our FM plans, we'll have a better snapshot of the real granularity of where we should focus our time. But taking a step back when we were together May, June, we spent a lot of time talking about the
benefits of focusing on projects through with economies of scale in mind. Because we're looking at all of potentially all of your HBAC and middle school, the two elementary schools, some of it here,
we'll be able to attract larger contractors who will be interested in who will provide a more competitive bid because of the size of the project. That will be a direct benefit to your taxpayers. Um you all just approved tonight your this boiler work which is
certainly a need but as we talk about doing more ultimately you'll realize better better pricing and at the same time when we're taking HVAC down out of ceiling and out of capital rooms and what have you that will provide much
better and easier access for your fire system for your speaker system for any kind of other IT access because more than likely the this drop tile soon will have to come down. And so all of this by doing it in mass will provide a
much better result for you all versus trying to paint stuff and it'll be better for your taxpayers. So we're we're excited, but also keep in mind being realistic. We know your public won't support everything. That's where all of this engagement is going to really help.
And not only you I talked last 10 minutes about the infrastructure needs. Now we'll talk about the educational adequacy and um what what is educational adequacy we're in conjunction with Rob interviewing the staff. My team also had a chance to talk to your teachers some
of your um administrative director to really understand what those those highlight those pain points what allows them to succeed with the curriculum and again where those hindrance are. So we we we think we've picked that up. We've had multiple meetings with the principles and vice principles to go
through these um some of that interaction that that Rob talked about. Obviously, there's a lot of interaction with potential remodels and these infrastructure upgrades. So, so we want to make sure we we get those economies of scale.
Uh this building, senior high center, um one item that we looked at, I guess we'll start with the upper left corner. Uh that is the east northeast corner the tech ed building in yellow. We're looking at potential addition there. Um
the the idea here is both the woods and the metals area are pretty pretty tight, right? We want to expand, we want to promote that that teched curriculum. Uh we could do a couple things here. Number one, we could make this a traditional a uh classroom. Um and with conjunction,
we could put a there's room back there to put a a greenhouse. Um, another thing we've seen a lot of your counterpart school districts doing and really focus on construction. Um, what that would mean is potentially moving some of that metals and autos out in this new area. This the area between the metals and the
the woods then becomes a construction lab. Um, doing some larger shed, you know, building sheds. Um, doing larger projects, not kind of the the the minor uh traditional teched woods work. um sheds, um trailers where you can kind of
get into in the welding and and the automotive into it. And I'm going to show some pictures later of what that area would potentially look like. Uh but also at that time then adding garage doors between those spaces so you can get some good connectivity, adding some storage areas. So I think this that team
is really excited about the potential for that. As we move over to the the the right side uh upper corner, uh there's uh there's a need in the building for some additional offices and collaboration spaces. Uh we take a little bit out of that uh out of the u the staff lounge and add kind of a
office suite for some of your uh some of the the curriculum teachers there. Uh kind of rotating down around to the uh north of the um the LMC there is the um the business lab. this business lab, if you go in there, uh, the way it's set up, you've got students that have their
backs to the teachers because there's the the the case work is around the perimeter, right? Just not working well. The case works on the perimeter because that's where the power and the data is to run the computers. So, we'd look to rethink that, provide some mobile tables like we have here, so that classroom is
more flexible, add either power from below or from above so that new computers so that we can really get all those teachers or all those students facing forward to the teacher and have a much more productive uh teaching area in the library. Um kind of on the south
side of the library, you can see I zoom in a bit. Uh the green area uh again looking for some additional breakout area. Now that doesn't mean they're not monitored. We try and get a lot of glass so that students in this the libraries there's less bookshelves, more
collaborative teaching, more u or excuse me, more collaborative learning, more um project based learning, having some breakout areas where students are able to go one-on-one or groups of six, still be monitored from from from the staff in the library, but work on those project
based learning areas. So, really excited about that. Um, and then kind of in the lower area in the middle, um, I think I've got to zoom in on that one. Here we go. Um, that's not going to help. On the right side, uh, you've got special education,
a couple normal uh, traditional classrooms. What you've got in there is two or three teachers, six to 10 students. Um, and it ends up being a lot of distraction. those that staff has asked, hey, can we have breakout pull out areas? So, we can take disregulated
kids or kids that just need to be able to focus on one-on-one or twoon-one uh into these classrooms. So, you can see those three those three boxes, traditional classrooms, giving them some little breakout spaces, giving the teachers some options of of some focus
learning and focused teaching. And then you've made a great investment in the um in the life uh the life skills area, but that was really only half of it. the back half is still a little u discombobulated and work with the the special ed teachers to understand you know what that optimal layout layout is
and that's an additional classroom couple additional excuse me additional bathroom couple additional offices and some breakout areas really excited about presenting that to to the team there just quickly with regards to really all
the interactions that we had with all of your building principles and that was kind enough to the just the level of depth that they went and really wanting to talk about how they would use each space and how they could find
operational efficiency like special education. um you know working with Brian with the special or the uh CT area that the the conversation was let's not necessarily build for a specific teacher let's create flexibility and so that as
curriculum changes or who we have as a teacher changes we have that ability and so uh really just kudos to everybody that participated everybody else that >> any questions comments on some of those
proposed uh remodels additions at senior high. >> Just just one comment I have is that we do have a new medals woods teacher. I don't know if you had a chance to reach out to I know it's really late the game but >> yeah just just to note that there's somebody new.
>> Yeah, we haven't had a chance to talk to him. >> He's very new. And the other piece just you know again these are ideas concepts obviously a lot of time and effort put in you know as we go forward and assuming something takes
you know flight or or takes off um there's still a lot more you know this is not a final by any means you know I mean it's it's kind of the general concept you know and is that a fair way to say it that you know if something ends up happening in this form or at any
of the buildings again everything is in here Okay. You know that there's still some room for adjusting if you know um new ideas come around or you know switching or whatever. >> Yeah. We I mean th this this we're at
the schematic design SD level. So we're allowed to uh develop budgets with with reasonable high level confidence. uh if we're fortunate to get approved money, we get together our whole design team and we have uh um user groups and
design groups and we really sketch out where the doors are going to be, what case workers sometimes it may not look much like this. I mean, >> you know, we get a we develop this now money isn't available for another year. There might be some other folks and new needs arise, but we know we need to stick within that budget. So, that's a
little bit of this exercise right now. >> Yeah. I just kind of meant the game of the schematic design portion of it. But yeah, >> at the at the middle school, um the biggest priority there is is is getting a secure main entrance sequence. Now,
you have a secure entrance in that you've got a buzzer and a camera. people aren't just coming and going. But what we want to do is get similar to the high school, if you're familiar with it, we want to be able that those those visitors come in, funnel them right into a main office where they're greeted um
and and the receptionist secretary staff can then determine, hey, does this person need to go into the building or can we call the student down? Can we call uh the teacher down so we don't have people walking around or we're not using using resources to escort folks around. So the exercise here was to move
that main office which is in the center of the building to an exterior wall near that exist uh near the existing uh entrance festival. And here you can see it zoom in here. Here you can see it in yellow. Basically taking two of the classrooms uh turning that into a main
office. What we then do in the in the core is turn that into some uh conference room, some staff area and then what we're is a student uh student support area which would house um psychiatrists, counselors, behavior
specialists, social workers. Um so really have a nice home base um where where t students can come and feel comfortable, have a confidential space to go uh and see those folks. So we're excited about that. That's that area in
yellow that we got highlighted. >> Absolutely. >> That's a great idea. >> That is a good idea cuz I'm like I didn't bring my readers either. >> Wow. >> Yeah. >> So that so there we're looking at again
secure entrance there um in each of the pods. Um, if you're not aware there, when this building was originally built, there's six uh science labs. Middle school science doesn't need six labs. Matt Matt still here. He's not using those labs. I mean, they've got the full
perimeter case work. Uh, so the intent is really to to update those rooms, modernize them. They're being used now as if each pod has a science room, but they don't need the the extent of lab there. They've got a lab and a teaching space.
It's underutilized. So we'd look to refresh that, put a modern middle school type classroom lab in one of the six built uh rooms. The other room then which is being used for a general uh general classroom, general education classroom. Again, get that case work out
of here. You can see that you're in the lower level. You know that ex case work sinks just great. How is it being used by the staff so we can get better utilization there. The other thing on this layout is and and this is kind of a this is definitely a unique building in
that the way the group bathrooms are laid out in each building. We could feasibly go to a family style bathrooms uh layout. So what that means is um gutting out the boys and the girls bathroom going to your traditional um unisex stall um and then opening it up
so that you've got a a communal handwashing area. And the thought here is um and we hear this all the school districts work out. The most issues that come up particularly at middle school and high school happen in the bathrooms, right? Because students feel emboldened to go in there and they they got no eyes
on them. With this setup, you can have staff not hovering over them, but sitting outside and and really understand that one person goes in the bathroom, you do your business, you come out, you wash your hands, and you move on. This isn't a place to to hang out and play around. So, it's worked better.
it worked well. This building is unique that that this is something that might might want to consider here. Um if the funds allow the seven science questions, can you talk a little bit about how rather white
So I don't know exactly what history have rooms for normal class and it works. It's just not the most I'm just curious as why six science labs were
ever built, >> right? >> But what Gotcha. >> I understand. And one of them was supposed to be a growing plant. >> And it was for a number of years. Had it
grow. >> Oh, I bet he did. Yeah. Okay. I saw that a lot in this this area, a lot of school districts, and it was the the idea was I have a nice multifunctional teaching and and I've I' I've learned in my 20 years doing this, 25 years doing this, that if you don't
make it good for one specific thing, it ends up being kind of good for two things. And that's kind of what you have. We see that a lot in the late 90s and we're unfortunately doing these types of remodels. Uh the last thing at the central middle school is is again working with the
special education team really rethinking that that that core area. Um as Rob said, the teachers are are all very pro pragmatic. I I felt like they're not asking for a lot. They're asking for properiz bathrooms um with the
facilities they need for those students, some breakout areas, um some office areas. So I I think this we've come to a really good layout where we're remodeling about half their existing area and adding a little bit of square footage particularly in the life science
area that is one of those um those old science labs. It's kind of been reused as their their life skills room. Um and not not working really well for life skills, but she's doing the best or that team's doing the best they can with it. But getting that true life skills area
at that middle school level would be a huge benefit. Any questions on uh middle school before I move on to elementary school? >> Yep. I just clarify one thing. She did. >> Yep. >> Glad her eyes are better than mine.
Maybe >> at the elementary schools a little bit of the same because they're they're they're built the same time. I realize different age students, but still the same issues trying to get first thing to solve is to to get that um secure entry sequence at this building. We've got two
options in here. Um, one would be on the left is to take over two existing classroom. It is the art and the preschool at South and the art and the um smart gym at uh at New Heights which
I'm not. >> Yeah. But none nonetheless two classrooms up in that that that uh that corner there. Turn that into the main office. Uh we would change the at the entry. We've worked with both middle uh both principles, excuse me. Uh they think that would work out well. A little
bit of behavioral um rethinking with with parents and students, but I think with proper signage, particularly at new heights, it would it would work pretty seamlessly because you've already got that drive right out front that way. Um
that's right up to the upper right of of this plan. So option one is to remodel those existing uh uh classrooms, turn that into the main office and then the existing main office would be uh very similar to what we talked about at uh
the the central at the middle school where would be at um uh student um student services area we'll call it. The other option which we're showing on to on the right side of the page is a small addition at the existing uh entry and then ting over one of those classrooms
in that wing turning that kind of suite into a main office entrance. Again, you come into the existing vestibule, you turn right into into a door going into the reception. Uh you'd have a your principal there, a couple offices or what you know parent and visitor facing
folks across the hall. We'd have some uh uh some some conference room. The nurse would be over there. So, uh I think we've got a really good layout. Both of those. The addition is certainly a little bit more money. I don't think it's it it's not that much more. So, uh what would it be really talking through
which of these two options is the best. And be honest with you, we didn't come to a real good consensus with the principles. Uh I think we we decided both of them would probably work and and both of them have their pros and cons. So, that's a discussion for a later day. I know that we went through a lot of different iterations of this.
>> I just want to note one thing because it's on my mind. Um >> yeah, >> where that addition is going, there's a roof drain that comes out that wall there. If you're looking at the front doors, it's to the right. >> Yep. I remember that. >> There's a large glacier right there in that corner. It's engulfed part of the classroom window. >> Yeah. >> Um just something to think about, I
guess. >> It took over part of the >> Yeah, I was Yeah, I don't think we could do anything at this point because it'd break the window trying to >> get the ice out of there. We have to We'd have to Yeah, >> we manage that. >> Yeah. Good touch.
>> Remember seeing that? >> Um here, uh what we're trying to depict here on the right side, each one of those pods has a discovery center. Uh very underutilized. If you're familiar with those buildings, kind of an open area. It's got a range in there. Um
talked to to quite a bit of staff, try to understand consensus of what they prefer to be. Um, at both buildings, they're just looking for more breakout area for one-on-one for small group learning. Uh, at the elementary school, it' be one-on-one, one-on- two uh
teacher or even sensory areas for deregulation spaces for some of those those kids. So, um, in this case, we're showing kind of that core area, three three new rooms, um, and take back and better utilize that, uh, that those, uh,
discovery centers. Uh, and then the last thing, again, similar story to the the special education in the core area. Um looking to expand a little bit in existing uh library uh add some breakout areas, add some add some u offices uh
and then right size the bathrooms there for those those students. And what we went through here generally is the same at new heights. Uh there's a little bit of nuance but but for nice tonight's discussion it's generally the
same layout and update. Any questions, comments on the elementaryaries? All right, I talked about, you know, kind of some possibility thinking here these next few slides. I just wanted to give you a flavor of some projects that we've done. There's a
tech updates we've done. I'm not suggesting this is what we would do for your building, but I wanted to just give you a flavor is where we're doing these updates, either expansions or new buildings, trying to give these students more elbow room. So, so number one, for
safety, number two, to do the bigger, larger projects, whether it's sheds. We're seeing a lot of uh uh students getting into construction. So, they're framing up a wall, drywalling a wall, doing the electrical behind it, doing the plumbing behind it, tearing it down. That takes up space. Usually you have
three or four students on one of those uh centers swinging hammers, doing wiring. So you can see that uh in all these pictures just trying to open things up a little bit, finding good workspace, whether it's floor space or on tables. And then again, from a secure entrance
perspective, again, a lot like what you've already done here at the high school. Um, we're looking to to keep it a welcoming entrance, yet trying to make sure the doors are such that you can exit properly in an emergency, but it forces people coming in to go to a
central staging area, all while keeping a lot of visibility available for both students and visitors and staff. All right. Everything that I just talked about is under the presumption that we've got a early childhood area separately, right? We spent a lot of
time on these uh these the these first two are uh again we probably went through seven different iterations on what we could do and we're still working to some extent refining but um I think what's bubbled to the top um is an addition one of three items that I want
to go through tonight. Number one, in addition to New Heights to the south side of New Heights, if you're familiar with that site, um that will require us to build over the bus garage, maintenance garage. Um that's that site's tight as it is. So,
in order to do that, that would allow us then to put we're show you're showing where we're showing some gray area there for proper circulation. Ideally, we can have a dedicated drop off for um those parents that are walking kids in, pulling them out. um whether it's it's a
a a loop then in conjunction with parking or separate drop off pickup loop and separate parking for for the additional teachers there. Um that's obviously going to be one of the more expensive ones because if we do that we've also got to build a new bus garage. Maybe we determine it needs to
be done anyways. The other option would be go out to South Point where you've got more land. Um we wouldn't be forced to build a new bus garage. We could again go to the south there. Uh we would uh we'd have to update that bus loop, add some parking and either of these. We
would add an elementary dedicated elementary uh playground as part of this. Um that would probably be the most feasible. But the one kind of gotcha is now you've got um preschool kids with the see if I get this right. Three, four, five. Great.
>> So then you ask yourself, can we reccharacterize the school? Yeah. as a as a first, second or kindergarten. >> Switch them. Yeah, switch them. >> Um, so that would be something to talk about. Um, you know, we again talked about the pros and cons of that. They're
the same school layout. >> Makes sense. This will be a >> Yeah, but it's again, it's a big ask. >> It's a behavioral thing. It's a community thing. >> Yeah. >> Yeah. >> Is I'm just looking at the new heights. Um, is there not enough room west to the west side of the building? >> There really isn't. Tried to kind of
finagle it. >> Okay. And really really again part of it is about trying to get a good um seamless drop off for for those parents that are walking and walking students as >> Okay. >> So that's that's two options before I
leave this uh as we talk about a bus a potential bus garage if we're talking that stuff. And then the third option is uh a standalone uh early childhood in that exact same spot that I just talked about. A bus garage could potentially
go. Now, a standalone building is going to be a little bit more expensive because you've got additional square footage uh that you wouldn't need as part of an addition. So, we'd need to have some re receiving area. We would need to have an area carved out for warming. uh if you're going to go to a
full day uh K, you know, three 3K 4K, you're eventually going to want to serve lunch. So, you need you need some of that square footage. There's some there's some additional just um administrative uh uh uh area that we want to have included here that you may not be able
to utilize as part of, you know, that you'd be able to utilize as part of an addition to those two other elementary because you kind of already have some admin sharing staff there. Um and then of course much more parking and mustour drive loop. So, this is this is the most expensive, but again, it's not unheard
of to have a standalone early childhood building. We're doing a lot of these at other school district throughout uh Wisconsin and Minnesota. So, something something to consider. >> And so, in a as we were working through this, we were asked
about uh you know, it's the weather isn't necessarily uh wonderful around here all the time. >> What? >> Yeah. So, we were asked about, you know, indoor motor space for these littles. And so, as we were talking about perhaps
a multi-purpose space, we got into the conversation of, well, we also have a need for gym space. And so you'll see as we work through this book in the back, there's a table also stepping through a little bit here, but optionally a
basically an elementary gym that would be attached to the preschool for that for their border needs, but also for other needs that the district has. >> Generally for a uh for the early childhood, they just need a play space to, you know, get the wiggle out, get
their energy out. We wouldn't build a fulls size gym. Um but this would be the opportunity to consider if if if gym space is limited and a need within the district which we hear it it is you know rather than build this uh space dedicated for uh early childhood let's
build a a right side gym so that during the day the little ones can use it and in the evening you know serve the community. So that's something to consider. Um the last last item, you know, it's a little bit of eye chart. I realize that you heard that there's a need for at the sports complex. Um a
dedicated uh concession restroom storage area is lacking there. Again, economies of scale would best be to do whether it's part of a uh elementary edition here, an elementary standalone, potentially a bus garage. That way you don't have a separate building with
additional utilities. It would be less expensive to do it as as part of a small addition there. We've done that. Something to consider. And then um we all know the the parking issues down there as part of that sports plex. So on the south um on the south side, we're showing an additional uh parking parking
area off Bigland. Uh get those folks stop parking in there, stop parking in the bus loop. So both both items for for consideration by the admin, by the board, ultimately by the community. Any questions? Thoughts? Is there any room for a
parking spot on the the northwest side of that complex? Just I just know where there Oh, there's football fields there. >> And that highway gets lined with cars during pickup and drop off. >> We were try we uh the answer is yes, we could that that that's one place we looked. We wanted to avoid having to
recreate that football field somewhere else. Okay. >> There's not room to do it without >> That's what I was wondering is there >> without without getting fields now. >> Okay. you know, the hope on a on a normal daily um you know, places, you know, staff more, you know, down here
the whole front parking, you know, it it changes some, you know, that was part of the conversation. Is it perfectly ideal? Yeah. You know, >> I know during during practice the staff lot is empty. It's just it's >> No, I I know what you're saying. You know, >> it's just more convenient to for the
people to park in the highway. Yeah. as it's not if we had if we could get a parking lot in there somehow they'd use it but I like like you guys said I don't think there's room out there >> not without losing you know I think there's actually is is there two fields that they practice I mean you know and
to get rid of one of them >> is not I mean >> sure >> not ideal obviously you so that was kind of the is that what you were going to hit Matt >> okay >> relearn like that west.
>> Sure. >> Okay. So, that's that's kind of the again 50,000 foot view of what's in this this document. A lot more detail in the report. >> Sure. Yeah. Let's do entertain me for
two minutes. If you go back to the financials, >> very back of the book. >> Very back of the book. Cat eight. Pull out the the 11 by7. I think it's important to just walk through how this plays out. Uh working left to
right. Um and I know this there's a lot here. I work Rob and I work with this every day. I I guarantee you guys will get used to this pretty quickly once it's had a chance to digest. >> Uh oh, that's not good. >> They do
change that. That's not This isn't a title. >> Um so on the left side we've got priority. These are kind of the immediate priority items. Um and we got phase two. So again, just trying to bucket what what might be in, what it might be out. All
that means that there's a check on the left very left side and the the high priority or the priority items. This it rolls up at the bottom. Numbers on the very right roll up at the bottom. So again, um if somebody always does this to me, they'll add up all the numbers.
They'll say, "Hans, you are not a very good engineer. Your math doesn't add up." No, it's because for instance, HHS, excuse me, HS-4 is there for informationational only. It doesn't roll up at the bottom because it's not checked in the immediate priority. Does that make sense?
>> Y >> and the point of this is ultimately we have a workshop here. we can pull this Excel sheet up and we can play uh play check in check out and and see what the totals are and and find out what project we want to get to once we understand
what the community's tax tolerance is. That make sense? >> Yes. >> So, we've got our priority in and out. We've got our FIN number, facility improvement um measure number. That's just our nexus nomenclature so we can keep track. We've got a report number.
So, if you open up the senior high, if you want to if you're reading through and you want to know what is this building controls placement all about, you go to page one in the senior high tab and you can read about it. Generally, the way it's structured is what's the existing uh situation, what's our solution, what's the scope of work
that you're spending $1.28 million on. Does that make sense? >> And I think the rest of this is self-explanatory. get a quick description of what uh what is in that measure and that budget. Again, these are these are budgets. Um Nexus doesn't
swing any hammers. These aren't proposal what we would do moving forward. Once we have an approved amount, uh we would uh assemble our design team. uh we put together and and and go through a design process involving your uh your district
staff, put drawings together. They're bid out to the, you know, the the lowest qualified vendor. Um what's included here, we've got built-in inflation, knowing the stuff isn't going to be done for a year, a year and a half or so. We've got contingency built in here. We've got numbers in here, all the
required numbers for for engineering, for uh state uh permits, uh for state review. Um and then all the construction administration for implementing this. So this is an all-in number. >> Okay. >> All right. Moving on.
So ultimately as we work through this, you know, we talked about being from the public. Uh we are working with um Ellers gentleman by the name of Matt Hammer. He's been instrumental in helping us
some of these levels based on where your current is may fall off, how we may take advantage of that. But ultimately, um, you know, we're and you'll see in in these spreadsheets, you know, we're
we're showing you what are the varying funding mechanisms that you could take advantage of. It's more educational than anything else. The vast majority of this likely will go if you go to referendum will go to referendum. But what we're showing you is items that might be
available for your base LTFM. >> Health and safety is another option. A baitavement levy. And is everybody familiar with abatement levy? A bait levy generally speaking is you have the opportunity to increase the taxes of your constituents without going to the
voters uh in order to improve parking lots and adjacent ADA type space, sidewalks, those types of things. So that's another opportunity. Um, health and safety also just this last year gives you the ability to uh improve
roofing without having to go to your voters because roofing has become so incredibly expensive um indoor air quality you know again just in general. So you have a variety of funding mechanisms when you look at the spreadsheets the spreadsheets will show you what qualifies and we're hoping
to educate have great conversation see where ultimately we go depending where the public's at. So that's this financial solution piece. Uh public opinion polling. We already spent just a ton of time covering this and uh we're looking forward again.
It ends on March. Look forward to sharing with you the results at your April timeline next steps. You will see and uh you know what um There's a lot of stuff in sort of
condensed in April if the idea is to go to referendum in August. Not saying that's the plan, but we're just planning for if you go were to go in November or in 27. At least we have everything done by
August, which would be the earliest we could possibly shoot for >> this August. this avoiding you know the general election that's going to happen >> in 20 yeah >> November >> and so you'll see that um
be working with Kevin and school perceptions January 28th we kicked off the survey um tonight delivering the comprehensive plan to you the facility task force I'm looking to engage their first meeting in likely early March
having the second meeting with them in early April. Um we are going to present the community survey results to you at your board meeting in in April. The community facility task force may see
those results first just from a timing standpoint. If there's heartburn on that, please let Kevin know and we'll make stuff work. Okay. Um and then ultimately, uh let's see here.
Perhaps at your board meeting in April or a special board meeting a little bit later in April, the task force, they'll provide a recommendation to you. There'll be a group of uh volunteers or basically the people who pulled it pulled a short and straw. Um they will
come to in front of the board. They'll deliver a very brief presentation that'll talk about their experience, what they learned, um some of the concerns the group has in moving forward, some of the things that they think are musts and ultimately what their recommendations to go to referendum or not. If they choose to go
to referendum, what does the structure look like question? Does it include the operating? You all as a board can choose to fully adopt, partially adopt, or not adopt at all what the recommendation of that
Um I've been doing this a long time and I've not well I did once see where a board didn't adopt the recommendation of the board and ultimately we chose to not go to because there was such a disparity between what the needs of the community were
that's only happened once out of dozens of times. Um but ultimately if there's something that you think is um needs from an edit standpoint certainly have that ability to do that. Um but more often than not boards fully adopt the
recommendation by the board which then ultimately becomes a resolution to go to referendum. Um something else that's important here to note towards the bottom few years ago the state changed their review and comment and so the state requires a review of the facts. They
want to know um is it is everything you're asking for is it educationally related um you know have you studied the tax impact um operationally what is the impact of this construction and so the state then either provides a thumbs up
sort of a thumbs up with some required edits or a thumbs down and they require that 120 uh days to do it prior to the August 11th election date if you choose to go to referend referendum, you'll have to pass the resolution as we're talking about. That has to happen 74
days prior to August 11th. And that last day is May 29th, >> which is your graduation day, by the way. >> And so, generally speaking, that's the timeline. And ultimately, we're just we're just
we're we're grateful um and we're excited with all the engagement we've had so far. We're we fully you're going to have a wonderful result. We have such a supportive community just the engagement that we've had so far. Um, but we've got a lot of work ahead of us >> in that timeline. That's for an August
referendum. So, if something were to throw a wrench, it could go to November, but we don't want to go to November because you don't get historically good results with the referendum when there's an election. >> Um, and we could talk about that. >> Yeah.
>> Ultimately, I mean, it It could if it needed to. >> It moved. Definitely. >> Yeah. >> I'm just laying it out there for the public. >> For sure. >> Yeah. >> Sure. >> And uh and again, it's we're just marching forward. It's better for us to move reasonably quick in preparation,
making sure we do our eyes cross our tees >> and be prepared. And if you choose to go, great. And if you choose to wait, great. It's this is, as Hans has told you, I've told you this. This is your communities project. This is a project.
We're just here to consult it. >> So, take time. The the booklet that they have, I'm going to say the most part a pretty easy read. You know, it's in pretty um I'm going to say, you know, layman's terms. If there are specific
questions or ideas, by all means, holler. we will get um an electric electronic version um well well of of the whole thing that that that'll that'll end up getting put on the website I mean is public info you know
no different than any of the other stuff when survey results come out for the most part um transparency is a hu huge piece so um we will figure out the right on the district site and start you know compiling or putting stuff out there But
by all means holler if there's questions. Um you find other edits >> nothing personal but the information is correctly >> man's gonna find them. >> No no no it's no and we will provide those images to you the
>> yeah know this this is a little bit of a living document. I always joke that once we hit print on it, it's already out of date because we'll come up with more stuff. And I I I tempted to take all that back and give you the right numbers
the header, but truly if you can look past that, the numbers are right. And those numbers will change as we, you know, as we as we keep moving on. So you'll have an opportunity to put an amended financial sheet in here as we move.
>> Yeah, they're taking this from me. Yes, even even as we did I what was it last Tuesday or whenever even you know new ideas continue to come and adjustments and I mean as admin was meeting we even started throwing a whole another concept
or idea around so I mean nothing set in stone um until you know down the road um but the concept is to figure out you know what >> best like and where we go Like I say, there's
still there'll be other ideas that come out. So, >> perfect. >> Right. It's exciting. >> Well, that's uh you know, I I realize now that we're probably the the thing between you guys, you know, dinner going
home. >> So, apologies for that, but um it was a good use of time. >> Yeah, it was. No, thank you so much. >> Did any questions before we wrap up today? Yeah, it was great. Okay. Uh 13.0 is to adjourn. Journ the regular
meeting. I'll move to adjurnn. >> I'll second. >> Any questions or discussion on adjourning? >> Oh, I didn't vote. But are we all forgiven? Thank you.