Welcome to the Independent School District 152 school board meeting. It is May 27th, 2025 to 6 p.m. I'm calling this meeting to order. I'll start on my left with Matt, please. Volen present. Mark
present. Stephus present. Burgard present. Bjorkland present. Vote present. Thank you. Item B. If you could stand for the pledge of allegiance of I pledge allegiance to the flag of the United States of America and to the
republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Preview of agenda. Dr. Larson. Please note uh starting on page 20 23 the resolution ratifying the issuance and
sale amended to include the certificate price. So the added was a sale day report. Thank you Dr. Orson. Melissa move to approve the agenda as revised. Thank you Dave. I'll second. I have a motion by
Melissa, second by Dave. Move to approve the agenda as revised. Further discussion on this from the board? Seeing none. All those in favor signify by saying I. I. I. Those opposed, same sign. And the motion carries. Item E, we are proud. This is
the time during the meeting we as a board get to recognize outstanding achievements of students, staff, and community members. After your name has been called, please come up to Dr. Larson or myself and we'll have a we are proud certificate for you and uh we'll
hand the certificates out and then a photo will be taken by Brenda or any Thank you. We are proud of MHS students for receiving Minnesota bilingual seals. Minnesota bilingual and multilingual seals are awarded to high school students who have demonstrated the
required levels of language prof proficiency including listening, reading, speaking and writing in languages other than English. Haley de Smith, Olivia, Olivia Gresheim, Rosie Habby, Kuba Kimona, Isaac Lysath, Rachel
Pelvet, Briana Perez, Oscar Peterson, Riley Spitzner, and Brendan Whitaker. The bial sales program at MHS is led by Amy Zenady. Okay. Resolution of recognition and
appreciation. Whereas the Morhead Area Public School District has been fortunate to have dedicated faculty and staff committed to the mission of the district. And whereas several member members of faculty and staff are now about to embark on new adventure in life
away from Morhead Area Public Schools. And whereas members of Morhead Area Public School Board of Education wish to extend our utmost appreciation for the work that these faculty and staff members have done to make educating an
exciting and joyous experience for the students of our district. And whereas the board wishes to extend our sincere best wishes for every happiness in the future to those faculty and staff members who will be leading the district in 2024 and 2025. And now whereas,
excuse me, and now therefore be it resolved that Morehead Area Public School Board of Education recognizes and appreciates the service of those employees departing the district. Those employees being Michael Benson, Rick Ides, Billy Joe Iron, Darla Moore, Karen
Ryerson, Patricia Sullivan, Deb Booth, Deb Helix, Karen Lokin, Lynn Mueller, Jim Rain, Sarah Sunberg, Lisa Denny, Jane Holtz, Joanie Lerman, Susan Murphy, Victoria Shmp, Weew Wei
Quinn, Deborah Dah, Stephanie Holm, Jennifer McManaman, Janine Nelson, Patricia Schmidt. Be it further resolved that the Mid Area Public School Board of Education wishes them well in all future endeavors and further that this
recognition of appreciation and support to be duly recorded and spread across the minutes of the Mid Area Public School Board of Education on this day on this the 27th day the month of May in the year of 2025. Thank you to all
[Applause] Thank you, Cassidy. As board chair, I'd like to thank all the retirees of this year for the 2025 year and appreciate their service to the school district and the community. Um, item G, public form. I do
not believe we have any public form requests. Deb, that is correct. Thank you. Item two, consent agenda. All items on the consent agenda are considered to be routine and have been made available to the school board at least two days prior to the meeting. The items will be
enacted by one resolution. There will be no separate discussion of these items unless a school board member so requests in which event that item will be removed from this agenda and considered under separate resolution. To the extent possible, schoolboard member inquiries on consent agenda items are to be made
directly to district administration prior to the time of the meeting. Item A, superintendent. We have number one, approval of the May 12th, 2025 meeting minutes. Item B, business and administration services. We have number one, May claims. Number two, medical
leave. Number three, leave of absence. Number four, extended leave of absence. Number five, resignations. Number six, we have change of contract. Number seven, new employees. And number eight, 2025 to 2026 resolution for membership
in the Minnesota State High School League. Cassidy, I move to approve the consent agenda as presented. Thank you, Keith. I second. I have a motion by Cassidy, seconded by Keith. Move to approve the consent agenda as presented.
Any further discussion from the board? Seeing none, all those in favor signify by saying I. I. Those opposed same sign and the motion carries. Item three under number A we have resolution relating to the lease
purchase financing and certificates of participation series 2025A authorizing the issuance determining the form and details awarding the sale and authorizing execution and delivery and delivery. That's what I got
the end of. Is that Steve? Yes. And it should have delivery registration Steve Mor. Yeah, that's kind of weird there. Um, so we have a proposed resolution related to the lease purchase, financing, and certificates of the participation series 2025A
uh for $1,570,000. And this is for the phase 2 of the athletic complex. We have Matt Hammer here today from Ellers to give you all the details that I can't possibly explain myself. So, over to you, Matt. Thank you, Matt, for coming
tonight. Uh, could I get you the Yep, there you go. Thank you. Make sure the button turns green. Yes. Good evening, members of the board. Um, yeah, we took bids on the district certificate sale for the um athletic field project that's that's happening probably as we speak.
um we ended up with two biders and when we uh enter into this type of financing it's not uncommon for us to see a lower number of biders just with the security is uh annual appropriation instead of general obligation. Um we ended up with
a bid that was 4.13% and if you go back to where we were during our pre-sale report estimate we were estimating 4.13%. So that's about as close as you possibly can get. Um I think the overall PNI was within about $10,000 of what we
estimated um as part of the pre-sale report you would have seen in April. Um we did have a parameter that was established as part of the resolution the school board uh adopted in April. Um we met that parameter. we if we were underneath a true interest cost of 5% um
that allowed um a superintendent and a board member to authorize the sale and uh that happened earlier today. Um you'll see the uh the bid result on the bid tab as part of the document. Um there was a syndic a large syndicate
that purchased the bonds. Um and then the sources and uses and other documents as part of uh the sale are also included in attachments. Um the district did go through a rating process as part of the issuance. Um and district administration
represented the district um well as always as part of that process. Um the district's underlying rating um in this case is one notch. So, it's an A2 um underlying rating and that's because of the security um um and is common as part
of a certificate sale. So, with that um I can answer any questions um anybody has as part of the process. We were happy with the result this morning. Um and um the district will close on those certificates. So, the funds will be in
hand for projects um in mid June. So, June 18th is the closing date. And then those funds will be available to start um either uh paying for costs or actually reimbursing costs because we had built that into the resolution that the board had approved back in April. Okay.
Thank you, Matt. Anything from the board? Any questions? Um so this is for the phase two you said of the sports complex. Yes. And I'll give you a quick overview, a reminder of what that project is uh in my update for
the MHS construction project. Okay, thank you. If there's no questions, uh, we have a motion. This is an action item. Dave, I'll move to approve the resolution relating to the lease purchase, financing, certificates, the
participation series 2025A, authorizing the issu issuance, determining the form and details, awarding the sale, and authorizing the execution, delivery, and registration as presented. Thank you, Dave. Melissa, I second. I have a motion
by Dave, second by Melissa. Move to approve the resolution relating to the lease purchase, financing, and certificates of participation series 2025A. Authorizing the issuance, determining the form and details, awarding the sale, and authorizing the execution, delivery, and registration as
presented. Any further discussion from the board? Seeing none, all those in favor signify by saying I. I. Those opposed, same sign. The motion carries. Thank you, Matt, for coming through. Thank you. Thanks for having us.
Moving on. Item B, we have school district insurance package renewal. Dr. Damer. Thank you. Um, tonight we have Mr. Joel Cole with Burma Insurance to talk about our insur insurance renewal for the upcoming year.
Thank you, Joel, for coming tonight. You bet. Uh, thanks for having me, board members. It is wonderful to see you. I realize and my time before in preparation that probably not many people is top of the list to review or to see their insurance agent especially in today's environment but I I say it
tongue and cheek because it's we're all facing very difficult challenges you you more than than most in leading organizations the decisions you have to make and all the factors that come into play so I I I truly uh feel fortunate to
be able to serve the district and and my focus in school districts to help along what's what's a challenging environment in in insurance and insurance renewals. And so I'm going to I'm going to go over a little bit as we do in previous years. It's an an executive summary overview
that highlights last year compared to this year and what's driving some of the changes that you're seeing and also give some context as far as the state of the insurance market. not only focusing on the district's program, which we're highlighting tonight, but also to give yourselves some context for all other
insurance that you that you deal with and including your personal lines, because frankly in in the state of Minnesota, um organizations are seeing a change, but personal lines has really been hit and and not as many people are as uh uh
have have proactive reviews for their personal lines. So some of these factors helps you understand some of as well. So the the first paragraph is always notes is because of the focus that we have on school districts represents all of the major insurance
carriers that ensure school districts and that allows us to go out to bid on behalf of the district. And part is to making sure that you're with the most competitive carrier, starting at that basis, but also backing it up with the programs, the coverages, the services
that meets the needs of the district and putting that back into are we with the right place. Are we with the right carrier? We haven't always been with the same carriers over the years. And there's part of that strategy as we as we switch or maintain a certain carrier. So, we'll talk a little bit about that
um in terms of what you have and what we're also seeing in the marketplace, but I'm going to hand you um one document here. Thank you. and don't uh feel the need to read or to go through this. I'm going to reference
a little bit and again it's more of a a leave behind or a take behind of when you're looking at what's driving the changes in the insurance market that we all see. It really comes down to a couple main factors and and broadly labeled as in property and liability.
And you can see on this page too and and specifically on the second page, property is very similar to what we've been seeing in years past. Uh 2024 in particular highlights that it's the second worst billion dollar event.
There's 27 billion dollar events throughout the year and that's the second worst year on record with the most worst years on record being within the last decade. So all all of the changes that we're seeing are storm cost, storm claim, storm frequency, and
yes, it's the it's the wildfires, yes, it's the hurricanes, but the drastic change that we have seen in the Midwest pocket that that we all feel is what what they call the severe convective storms, the winds, the hail. So much so that the underwriting landscape changed
and now we are all considered in hail zones and high hail zones. That combined with uh more more storm and claim activity means that there's more payouts being had and those especially with larger property risk such as uh Morehead
means that there's fewer carriers to to stir the pot that are willing to put up the limits needed to insure your district. And the carriers then remaining they have a few levers they can pull. They they they change rates, they change deductible structures, and
for every other carrier besides yours, the deductible difference is it it's not even comparable of what they're imposing. And it's all for them saying that, hey, we have our models and our profitability ratios. And if we're not there, we have to make changes to stay
into the long term. And from our push and with districts is we understand that, but we're we're facing more budget pressures than we ever have. And so we push back as much as possibly can to to contend with some of those factors, contend with competition. So so property
is similar to there of of what's seeing those changes. And another thing for for you all to consider again as leaders and and and your goodwill decisions on behalf of the organization of the district is we've been seeing in the forefront for the last number of years
but what's really driving the liability challenges is our increased sue happy world and in the state of Minnesota as well as most states there's something that is that continues to be legal and you say it out loud you wouldn't think it'd be the case but it's called third
party litigation finance. ing. You might have heard that. I might have referenced it in years past, but carriers are really seeing that come to fruition. In terms of number of claims that are seeing litigated, and it's a pre and postcoid metric, it's it's through the
roof. And a lot of the claims now um come in the form of being at attorney represented. And just to give some context to that, uh, precoid around 20 to 25% of the case were attorney rep, uh, repped for school districts. Uh,
coming off of that now is 60% plus. And in further driving that is the third party litigation, finance, you understand a little bit of what that is, is it's parties that have no stake in the case involved and no stake in in the claims involved. uh many times it's a
hedge fund that it's an asset class for them. It's it's an investment portfolio. They realize their return on investment say roughly 20% and where cases where maybe have been settled in an alternative matter of not as high of cost, they're pushing in funding as far
as it possibly can go because they have a better chance and have realized their investment. They they skim their percentage off the top. They don't care frankly what the case is. So what that means is all that cost is coming back to everybody. it's coming back to more lawyers and insurance companies and they
are they're fighting back. They're they're fighting with in and um the legislature and those things, but that is a very real factor of um you know in the in the decades I I've been doing this I I've never seen more liability claims that we have for for my schools for my public entities. So it's it's not
a means of of a scare tactic. It's just an awareness that you guys doing what you do the right things allows me allows our team allows everyone involved to continue to position yourselves as a best-in-class district which really
drives their performance and rates and and bringing it back into what does that mean for many districts that are seeing and I've I've been through uh quite a few renewals already this year. Many of my districts are seeing close to 20% uh premium change. That's both rate and
terms. Um, that's not what you guys are seeing. Again, part of administration and your whole team and safety and doing what you need to be doing. Our initial quotes, we started half of that at close to 10%. But that's certainly never where
we stop and we go back to competition to underwriters and and continue to drive the positive factors of the district and to reduce that as much as possibly can. understanding the the pressures and everything that insurance companies say they're dealing with and it it ended up
at at 5.9%. So, all things considered, a very very strong renewal. Um I I say that tongue and cheek because no cost is welcome and and and then we fully understand that and driving in our points to the insurance carriers, but
not many are seen as favorable of renewal and also with no change in deductible structure, no no change in major coverages. Um, not as many districts can say that and and some quite literally have in the million dollar in the millions of dollars of
deductibles which which you guys uh don't have in part from from from the strategy too. And and um you know some some other carriers they're certainly interested but they start from a higher rate and they start from a higher deductible. So it helps validate some some current carriers. Your work comp
remained flat. Uh the changes that we see there was part payroll and then you did have a little bit of an increase in your experience mod factor. Uh albeit you are still better than average and you still qualify for the program that you're in. And that's uh it's a
non-additional cost but it rewards your safety efforts in a form of additional safety credit. And again not all districts qualify for you have to to show and do the right things. and you're in your current calculation period, it goes in two-year cycles, but historically on the years that you've been it, you've you've received the very
very max credit that you could have. So, really kudos to the district and everything that you are doing there. And uh I will make a note in in few closings on on some of the coverage lines in that uh one of the positive factors in the
insurance renewals this year is cyber insurance and we've been seeing rate reductions and and for our districts and you're actually about close to 15% about 12% rate reduction and you're say wait what is is there coverage difference? What's driving that? And what has happened is the it's we're about 3 years
into this the enhanced security requirements that they they put in place for insured such as districts. Multiffactor authentication, the you know annoying thing that comes up on your phone to verify that it's you that really made it through the system. Not as many claims were paid out as
anticipated. Competition drives and so we're seeing lower uh premiums there which is which is a great factor to see. that wasn't the case a few years ago. And also uh I did have one of my districts that did get completely shut down by cyber attack and and hacked. And
uh it is not something pretty to go through. But uh the function of the cyber policy that we put in in full force, it is it's the fire department, it's the police department of that function. If something happens, it's immediately getting involved. And it is
if you take it from that perspective, it is very interesting to go through and see all the mechanisms involved and the breach response attorneys and triaging. But it just it it reiterates to my clients that it it is happening. Uh you know, public entities are easier because
you have very easily accessible information and it's brilliant hackers behind computer programs. So it's real, it's there and uh and continue your your diligence as well. So in in recap and certainly we'll go over any questions but after all factors considered in and
review with administration uh it is the recommendation to to approve all current and existing carriers as you currently have in place uh for the total amount listed there of of 1.139035 and 89 cents.
Thank you. Any questions from the board? Okay. So, this is a suggested resolution. ETH move to approve the insurance package renewals in the total amount of 1,139,
$35.89 as presented by Mr. Joel Quam of Bremer Insurance. Cassidy, I'll second. Thank you. Have a motion by Key, second by Cassidy. Move to approve the insurance package renewals in the total of amount of1,139,3589 cents as presented by Mr.
Joel Quam of Bremer Insurance. Any discussion from the board? Seeing none, all those in favor signify by saying I. I. Those opposed, same sign. And the motion carries. Thank you, MrWam, for coming tonight.
Item C, morning meeting slashconnections. Dr. Ward. Yes. Um, so tonight I have Chrissy Roamp and Joanna Struck here to uh kind of share a program recommendation uh that we are exploring. Um, some of you heard a
little over a year ago uh that we had uh this initial idea of uh really looking at how we're doing our Excel programming at the K6 level. Um, and we took some uh advice and some feedback from staff and they're going to explain that uh to kind
of come up with this recommended plan uh for the next school year. Thank you. Thank you Chrissy and Joanna for coming tonight. Yeah, we're happy to be here. Um, so as Dr. Larson said, we're going to talk a little bit about this journey to figuring out how to um work smarter
not harder with um kids. Last year um to take us back to sort of the why um we explored this time being focused on math as in a differentiation time. But after feedback from teachers um and team
meetings, we shifted to more of a social emotional approach with being able to support literacy and math skills also uh supporting teachers voices and student needs. Um and then this model also allows just for that more consistent
extended time versus our afterchool model that varied. Um sort of a timeline here. Uh spring of 2004 there was a work group that um met to talk about how it could look if we focused on math. Um then in the summer there were more
meetings to sort of explore that further. then um ended up going a different route with math supporting that, but a team continued to meet to problem solve. That morphed into the morning meeting concept and being able to support literacy and math along with
the teacher um feelings and feedback about student need for social emotional learning and more times structured wise throughout the day for that learning to occur. um and that teacher workg group gave feedback and asked questions and then um
the plan just became more clear and then Dr. Larson and Courtney Syler attended staff meetings at all of our sites K6 in May um to kind of explain the plan again to get feedback and have questions um
from teachers at those meetings and um kind of came to this big idea with reinforcing uh and supporting literacy and math skills through social emotional learning um during a certain time of the day. Uh this next slide I'm not going to read
it all but the gist being that we are 133 hours over the state minimum of time in the school day. Um so this was a way to use that these hours in a way that maximizes our school day um in
intentional ways both from a budget standpoint and then also student access and achievement. Um when we were using these dollars for our afterchool programming, barriers continued to limit attendance. Um transportation still being hard, scheduling being hard,
communication being hard. And so this is a creative way to um provide targeted services to more students. Okay. So a little bit about what targeted services are. So um previously the Excel program was running
after school and providing uh a variety of different activities for kids. It really varied from school to school to school, from teacher to teacher. Um and so this was a way for us to get a little bit more consistent across the district and what we were offering to kids in
terms of targeted services programming. So, one of the things that when you look at the state guidance for targeted services, you'll see that it really does want us to focus on the whole child. And so, the criteria for meeting um these services is not just academics. There
are many other factors that can come into play so that we can really um focus on that grade progression. So, that's one of their criteria is to ensure grade progression. And um one of the things that's highlighted here is really it's
not homework help. It's not a club. It's not music or art lessons. Um and it's not a time for district initiatives like AVID or something like that to be worked on. And a a CLP, a continual learning continuing learning plan is required for
all students. So on the next slide, you'll see all of the criteria that students can qualify for services. So you just need to meet one or more of the following criteria to be eligible for this extended time instruction or
targeted instruction. Currently um in our after school program, you know, we're maybe serving 80 kids in a school max probably. Usually this would allow many more of those students to have the opportunity for this extended time
focusing on um really trying to target more students. So doing it this way lets us target more students who would qualify instead of just those who are able to come after school because of those limiting factors like transportation. If
they don't have a parent that could come pick them up after school, then they weren't able to come to Excel. um these are the requirements for state reimbursement. However, we do believe that as a school, you know, as a school community, we can use this time to
really target some of the literacy and math goals that we have along with the social emotional needs of our students. We know that that's something um at the forefront of our teachers minds. You know, how are we going to help teach those skills? And so this was also a
so the extended time is based on our school year and we approximately could get about 180 to 190 hours per kid in extended time. Uh currently in our summer school and the way we did Excel in the past we may be tapped into about
60 to 70 hours. Um and we've only had about a 60% attendance rate in the summer. Um, and so that like they said is a big reason we wanted to look at how we can use those hours and tap into them differently knowing that we have a lot of students that'll qualify, but then
also just trying to tap into those hours because it's per kid of about 190 hours, but we're still going to continue Sunday school or summer school. Yep. That's Yep. Summer school is is not on top of this. Summer school will always still be a plan. Yeah. Not Sunday school, but summer school. Thank you. Yep. So, this
would replace the afterchool programming that's happened in years past. And um we talked about it being kind of in that morning meeting structure because it's something that's already happening in many of our our um classrooms. And so, this is a way to provide a little bit more structure to that morning meeting
where we know that community is being built and to really um help teachers to feel like they can take that important time to work on those SEAL skills. So, how will the day change? Uh, one of the biggest changes that's going
to happen is um prep time being um available to some staff outside of the contract day. So, right now our contract currently states that all prep time needs to happen within the contract day, which is 7:45 to 2:30 at the elementary. And um so this is going to extend that a
little bit at the elementary and at the 56. So, we're looking at K through 6. So, it says selected staff um may have prep time during the extended day time. So, we're in the process of working out thatou right now. And um the reason it says May is because we know that our
Puma staff, which is the FIED, um music, health, art, they um have currently been having their prep, half of their prep during that time because it's a kind of a sacred morning meeting time in all the classrooms where it's that community building. So, that's already been a time
for them. But we know that interventionists, our learner support staff, um media specialists, some of them may also choose to have prep during that time so they can see groups um at other times during the day. And so it
says may because some may and some may not choose to do that. Some may choose to serve special ed minutes during that 7:45 to 8:15 time. um that principal directed time or assigned time will stay the same from 7:15 to 7:45 at the
elementaryaries and an attendance will be taken it'll add one more attendance to the teachers day. So they'll take an attendance for that extended time and then they'll take their regular attendance at 8:15. Okay. So how will it stay the
same? There's going to be no change to the current contracted teaching day for the staff. So the buses are going to run at the same times. Breakfast is going to be offered at the same times uh same time as this year and daily programming will still begin at um at 7:45 for all students. School patrol will be the
same. Um one thing that was uh that Dwayne Borgeson uh worked through with the state was that LSS can serve special admittance, any special admittance during that 7:45 to 8:15 time. So no changes will
need to be made in terms of IEPs. All right. So, one of the things that came up when we were talking to teachers about this, well, actually there are two things that came up. So, the first one that's addressed there is um the prep that would go into this, right? Like is
this an additional prep? Like what curriculum are we going to use? Um what will this add to the teacher's day? So, a Ksix committee of teachers are going to be meeting this summer to develop a so scope and sequence for the extended day. uh that'll include lesson planning,
a pacing guide, materials prep, looking at um that CLP, that continuing learning plan that all the students who would qualify for this programming would get. So that committee is going to take care of that and plan for the year. Okay.
Then um some other feedback that we got from staff was a concern that um some of the students might be missing then now this this morning meeting time of the day, right? So, if they're going to be pulled for services or if their parents
decide to not have them come to school till 8:15, are students going to miss this important morning meeting part of the day? And we understand that, right? Like that's a possibility. Um, I don't know that parents are I don't I don't know. I I've worked in an
elementary for 20 years and parents tend to bring their kids earlier unless they are just going to bringing them late. No matter what. So, I think it'll be interesting to see how that how that all shakes out. So, one of the things that we decided in response to the teachers
concerns that students may be missing out on this important part of the day is that we would do a mid midyear review um at the semester break. So, at the semester break, district leadership will look at the attendance and see if the attendance is drastically different from
this past year. you know, do we have a lot of kids, a lot more kids missing that first part of the day? And then gather feedback from teachers probably in like a survey format to find out how it went for semester and then pull that committee back together that's going to meet this summer to talk about any
adjustments that might need to be made. So really looking to continue to get feedback from the teachers um both this summer in the planning and then at a mid-year review to make sure we make any changes. Just a quick question. Would you like questions? right away or yeah
that's it. So look look at the next slide question. Yes, I said a few questions. So but if the breakfast will that be offered twice in in case the kids who don't get there right at 7? No, it'll just be offered at the same time that it's offered now. And um I will tell you that kids get
breakfast until 9:30 10:00. So they get they get a breakfast until lunch starts. Yes. So right now any kid that comes in late, if they want to get a breakfast, they go in and get a breakfast. So Okay. And then they just take it to their classroom and eat it there. Sure. And if the if it was offered in the afternoon
in the past, was that potentially a free daycare for some parents? So, will that be a potential cost to parents now because it'll be the day will end at 2:30 instead of until like 3:00 or 3:30? So, like it would have been an extra Oh, sorry. Um, so we will still have some
hours that we could offer some afterchool programming. Uh, I'll be honest, this year we had two elementaryaries that didn't even offer it because without the transportation, there's so many barriers. We don't have a lot of kids taking the after school. If they need after school, they go to the Y. Uh, this program would take about
80 hours. Uh, summer school takes about 40. So, that leaves about 50 hours that we still could do some afterchool programming if we wanted to. But, uh, this year, uh, our programming cut about half just because the attendance and the issues. Uh we had two schools that
didn't even offer after school this year. Okay. I thought maybe was potentially I will say too it's been an hour after school. So it's been from 2:45 to 3:45 two days a week. Oh, it's not even every day. It's not every day. It's never been every day. So it's two days a week for an hour after school. So
um since co pre-COVID we used to do two hours after school. Since co it's been one hour after school two days a week. So it's not a consistent I see. Yeah. So we could still probably get 20 weeks in after the year gets started of after school programming if we chose. My last
question, sorry. So if it's going to be a half hour of less something, so what's being cut to in place of is it like less PE time or less recess time or truly this has been a morning meeting time? Yeah. So it's
it's um nothing's being cut per se. So it's going from some of the schools maybe had like a 20 to a 25 minute time and this is going to a 30. So maybe uh transition maybe like a five minute transition time maybe is being cut. Um but the time is really short. So this
has been a scheduled morning meeting time for years and schools. Um but it's been a little bit loose and teacher choice. And so this would be um a little bit more guidance for teachers on how they can make the most out of that.
Okay. So I know last year was potentially less PE and recess time. So just want to make sure that they they they started with some shifts like they combined readaloud and snack already, right? So that it's not two different times. Those are combined time. Um we've taken recommendations. The elementary
wanted to go from 50 minutes Bridges Mathletics to 30 because they're just so long. U but then they still have the workplaces and the number corner, right? So, uh, a lot of this from teacher recommendations. Every year we tweak the schedule a little bit. Um, and so trying to find the 30 minutes. It really was
already there. It's just using it efficiently like we said like they said. Perfect. Sounds like some good changes. So, thank you Melissa. Hopefully. Well, just to clarify and I don't I wasn't confused earlier, but is it K through 8, K
through 6, K through 4? So the time for the the middle school is that'll be 9:05 to 9:15 will be their connections time. Uh so the busing and everything will stay the same. Um 7 and 8 has less extended time opportunities because they
start counting them as a secondary school. So their their minimum hours are quite a bit more than an elementary. So So the the time again this is just the K4 times. uh 9:05 will still or 9:15 will still be the start
right of both east and west. 9:15 will start with what they call connections which is the same structure where east will start with period one but the bell time lunches and breakfast are all the same. East just doesn't have the opportunity to tap into extended time
because they have more hours state minimum than K6 does. That that's what I was wondering because it if it's through 8 then that wouldn't make sense for the 9:15 to 9:45. Yeah. So it' be just the 56 have that connections time. East would start right
into period one during that time. Okay. Thanks. Did you have something just comment? Um thanks for doing this. I think that this will be a game changer for a lot of our students. So I appreciate the time that you're putting in and our administration's putting in. Um, yeah. Like I said, it's just going
to be a game changer. So, thanks. Can you have Do you have any more? No, that's it. That's it. Come on. I just need a little more information. Oh, I'm just kidding. I It It sounds great to me, too. I think it's going to be a good thing for our school district and our
students. Um, one question I do have though, um, so a lot of this is gearing towards the students that need the help. What about the students that are at a higher level? What do they get to give them a little more extra so they're not
bored is basically? Yeah. So, because it's because it's like um going to be built into our social emotional time um and social emotional learning that really will be um something that's good for everybody. you know, like as you're thinking about
um some of the character education that goes into that, the character development and just how to um follow our school rules that I think will be good for for all students. And um you know definitely there will be some times
when we're maybe working on those social skills through a math game or a literacy game, but really thinking about that as a time to build those coping skills that kids need that we know from all of the surveys and everything we've done that behavior's a concern, right, of
teachers. And so this was a chance for us to look at a time of the day where we can focus mostly on those coping skills like teaching kids how we can have pro-social behavior in school, but you need something to teach behavior through. We were talking about that just
earlier that um behavior doesn't occur in a vacuum. You need you're going to work on your behavior while you're doing a task. So whether it's playing a literacy game or a math game, I think every classroom builds community and students across the academic continuum
need to feel like they're a part of a community and this is a time that teachers build that and this will just be an increase in intentionality with those things. So and and we we still currently have we call it spud IE time intervention extension. We still have a
30-minute literacy and a 30-minute math already built in every single day for kids on besides this. So, we have kind of what you're talking about. That's our time to really differentiate for those students both for literacy and math. This one we just figure all kids need to have that social aspect.
I think it's wonderful. I can't wait for the miniear review to see how it's working. Hopefully, I'm hoping it works good. Yeah, we are too. Thank you so much for coming tonight. Thank you. Okay. Item D, resolution accepting donations. Dr. Damer. Thank you. Um,
please note the following donations. Um, grocery items. Donor Don Miller, Jenna Trosfig, Greg Oystead, Cammy Ostby, Jessica Stelt, Abby Zulsorf, and Anna Trosfig. Um, to the Horizon Middle
School West Pantry. Um, Morehead Viking Land Kowanas some monetary donation uh to generally to Morehead public schools and Joshua and Kathine Stompro a monetary donation for MathMax. Thank you.
Go ahead, Cassidy. Um, I move to accept the donations present administration. Thank you, Keith. I second. Have a motion by Cassidy, second by Keith. Move to accept the donations presented and direct administration to send a any
further discussion from the board. Seeing none, all those in favor signify by saying I. I. Those opposed, same sign. The motion carries. Item E, fiscal year 26, capital LTFM program. Steve
Moore. Good evening. I have lots of slides here, so I'm going to talk about some, but just kind of briefly go over most of them. If you have any that you want further explanation, I'd be happy to do so, but I don't I'd be happy to talk about all 50 some odd slides, but
I'm sure you have other things to do tonight. So, um, executive summary of how much money were programmed in different categories, and then I'll talk about, um, the projects themselves. And then there's some project details on
some of these, not all of them, but so this is what we're targeting right now. Uh about 400 thou 10 10 projects, 400,000 in capital, 27 projects, 1.4 million in LTF, and a few others in other categories. I do want to note that
I'm building a se separate 5-year program for the sports center, which is all ICE levy funded. And one project, the ice levy is included in this one. It's a small one, but I'm doing another program specifically for the sports center since it has its own funding stream and I'm still working through
that. I probably won't have that till uh later. My goal is to have it done now, but I I didn't finish it. So, um but total uh projects 43 at about 1.8 million. So, first for capital, I want to talk about these first three
specifically um because they're um they're audits and analysis. And you a lot of times when I get questions on this, why are you spending up, you know, we're looking at budget cuts, but we're spending money on things like this? Well, this money spent up front is going
to allow me to focus and spend less on the end because it gives me a program and it does some evaluations. Uh so the first one is the uh comprehensive safety and security audit. I went after a federal grant last year for this but we
didn't get it because good news is we're not uh uh our crime rates not high enough. Bad news is it makes it hard to get uh grants but those are going to the larger cities with higher crime rates. Uh but this uh so we've set aside some capital for this and what this will do
essentially is give us a holistic uh evaluation and audit of our safety and security of our schools. um and includes um not just physical uh items but procedural items and planning items. So this is the sixth
items in the methodology and I won't go through this in in detail but it includes on-site assessments, surveys, uh stakeholder interviews and those kinds of things. So we're going to do a look at all of our buildings and come up uh with a plan. this company that uh
that I received a bid on um has personnel that have been involved in school shootings like uh Coline and uh Sandy Hook. So, they have experience in these things. So, um that's what this audit's going to give us. And a lot like
60 to 70% of their recommendations don't have a cost associated with it. So, it's a lot of procedural things for us to tighten up. The next is in in some aerial infrared on two things, our roof systems and our pavement systems. So, we got a lot of
money that we have spent and need to spend on roofing system. What this does is it instead of planning to replace an entire roof, we get an assessment and we may only have to replace part of the roof and it gives us an in-depth
analysis of those conditions. So, we'll have an airplane fly over with a high resolution infrared camera that will take assessments of all of our roofs and all of our and then it'll provide a five-year plan for me to focus our funding. So, the hope is is that some of
the things that we're targeting for for whole replacements in terms of roofs uh will get to narrow that down and only have to do partial replacements. Uh the pavements uh same thing. Uh my go I've been trying to do PCI assessments uh in
the summer for the last four years and that's walking around and doing an assessment um and analyzing the pavements, but I don't have the time to do it. So I'm going to hire somebody to do it and this will help us focus the efforts. There's some parking lots that are going to need major mills and
overlays uh and some full depth repairs that are uh expensive. So, we want to make sure that I have a comprehensive assessment before I set aside any larger funds for major pavement repairs. Any questions on those two
those three projects? Okay. Um, and then this is uh looking to add a sidewalk on the south side of the parent drop off student drop off pickup location at DoddS and a and a crosswalk and some ADA ramps. This is to help
um uh eliminate or reduce congestion at the student drop off and pickup at this location. We can do it fairly cheaply with a little bit of concrete and some striping. This was at the request of uh the principal at Dorothy Dodd. So, we worked through some preliminary
ideas. A couple of areas that we're just going to install concrete. I'm going to do this only if I don't have to add storm drain. So, I'm not sure that we can do it without storm drainage. So, I got to get a contractor out there to look at this. Essentially, we need to put some concrete because kids just walk
across and it's a muddy mess. Tracks in all over and it's a safety issue. So, we're going to take a look at that. Then a concrete repair on the other side of SG, but that's that's LTFM. That's just going to be done at the same time. So, that's the capital program.
Um, and then uh the next is LTFM. So, I got 27 projects I think it is and I have a few slides on these. Again, at any time if you have any questions on any specific projects, please stop me and I'll be happy to expand on them. And
this is just the second list and the third list. So, all these projects came from my asset planner, the asset management database, uh, and meetings with all the school administrators. So, each school has had input into this
process. Uh, first one, I'm replacing two boilers at Horizon East. We have eight boilers there. I replaced two boilers a couple years ago, and I think when I put these two in, I can shut four of them off because I think this is
overdesigned. Um, so that will save us energy. I don't know how much though, but if I can only run four boilers that are high more efficient than these that are 25 years old, then we're going to have some energy savings. I just haven't done the analysis on it
yet. Um, this is our first lighting major lighting project that uh I'm hiring a contractor to do through the TIPS contract. That's a pre-bid government, you know, contract avenue so I don't have to go out for competitive bids. Uh, and they already came in and
did their assessment and they're mobilizing and this project will be done in early July. And essentially we're replacing almost 3,200 fixtures in Horizon East or not 32, I got dyslexic there. 2318. Um, good news is we originally
thought the rebate from So we're going to get another big check uh from Missouri Power was originally estimated at 17 to 30,000. I just got a call from them on Friday. Looks like our rebate check's going to be 40 to 45,000. So that's pretty significant. Best thing
about this is we're looking at almost $37,000 annually in energy savings and 13,000 in on&m. That on&m being replacing old T8 fluorescents and bulbs and those kinds of things. Hiring contracts contractors to swap ballasts out that are going bad because this is a
20 uh two year old facility. So total annual savings is going to be around $50,000 that we can take out of our utility and onm budget and use it elsewhere. Yes, Steve. Is that um anything with the solar or is that just the B bulb fixture
replacement? That's just fixture. So, that doesn't does not include the two solar arrays that we Is that in here anywhere? I didn't see. No. Okay. No, I have I'm still waiting on data because we just turned one of them on. So, it'll probably be another year before we see what the actual uh benefits are. Um, and
just as you recall the project that that the solar we got grants, but the additional costs were are going to be paid for through utility savings. So, we won't actually see money coming back even though we're saving money because it's going back into the advertised cost of
construction. Uh, Robert Asp, we got a couple of boilers. These are the new ones. Um, the funny the old one was the only one running last winter. Um, and that thing because it's just a big steel vessel with nothing. No, it just burns
un inefficiently. So, we had some problems with these new boilers. So, I got to I want to replace them before they fail. And when they fail, they'll fail in the winter. So, um, we got really close uh to having to close ass, but we were able to keep it warm enough
with that old boiler. So, I was origally going to take the old boiler out, but I think I'm just going to leave it. So, as much as I'd like to get rid of it, just a backup or just as a backup to the backup, but once we put new boilers in, high efficiency, we'll be we should be
okay. But, um, it's also cost because, you know, to tear an old boiler out, it's pretty pretty expensive and all the piping. So, but I got Martin Mechanical looking at it. Ellen Hopkins and Robert ASP, we have these are fairly old elevators. I
was I did have projects to replace them, but I brought a company in and they can they can do an upgrade. So, replacement would have been anywhere from 400 to $500,000 per facility. Um they came up with a plan to do a repair and upgrade uh for about 78,000 a piece. So, we'll
be doing that at Hopkins and ASP. Those are our only elevators in the buildings. Uh Morehead High School, uh one of the new air handlers sucked an air filter through it. and uh created a
whole bunch of damage. So, um I have to replace the the media heat uh media wheel or the media and the heat wheel and then we're also installing some extra precautions to keep that from
happening in the future. So that this one doesn't make me happy. But and this is something that we can't go back on the builders or the HVAC people because it was just something that happened. It wasn't their fault. It
was. And part of it is honestly um we had to revamp our preventative maintenance schedule because with the construction, those filters are getting so dirty so quickly and that was part of the issue. um not all of it, but um now
we have a increased frequency of inspections of all the air filters in the high school and then um we just went through that through all of them again. So um yeah, unfortunately it was not a defect of should they have designed
something to keep it from going through? Probably, but it's not necessarily a standard in some of these rooftop units. I just want to make that clear for the public listening. Yep. Yep. Thank you. Uh this is the other upgrade uh elevator uh at Robert
ASP. Um there's this just an AC unit in the IT room. Some of these AC units were monitoring them for age uh so they don't fail. And then we got, you know, in the middle of the summer I got Dan running down um all mad at me because his uh IT
room is 100° and frying, you know, thousands of dollars in equipment. So fairly lowcost project, but we're trying to do some of these in uh proactively uh so we don't have to deal with failures. This is a rooftop unit serving
uh Propes Field. I replaced the one on the south last year and this one is original to the building. So I'm going to take all the good refrigerant out, sell it on eBay. Just kidding.
it was probably worth a lot of money if there's any left in it. So, um, but I've already put the material on order because this is a lot of these rooftop unit and air handlers are long long months and months of lead time. So,
uh, this one is to create a secure entrance at door number one. This is just a concept very quickly at Propesfield. So, um, it of course has to go through codes and everything else, but essentially without getting into extreme detail, trying to move that
service window down towards the main entrance. You see that red line would be uh would be vestibial doors to create a secure vestibial similar to what we have in all the other elementary schools. trying to do
this, you know, not effectively, but not super expensive because again, long range planning for this building. Uh we're not sure what we're going to do with that old side of the building, but we still can't discount uh safety and security. Now, we did add in all the the
sections where students are are secure. We did that two years ago. So, the only unsecured portion is that admin section. So, I just want to be clear because I think there was some misinformation or misunderstanding out there that this is
not that the students are not safe and the staff aren't safe. Those are secure doors in three locations. So, it's just that central office area where there's a couple of office employees, which is still important, but I wanted to be very clear that our students and staff in
that building are behind secure doors. And also I'm going to wait a little bit to see what that safety and security audit says about this building and make some if they have some recommendations, but it's programmed in here. Just a little more detail on where
the ser secure service window would be making that completely separated. So the only person that would have it that anybody would have access to is my custodian. So but we can still secure that door where he's at.
Um, and then, uh, next are is a bunch of pavements. And I'm not going to go through payments. I love payments. You all know I love pavements. But, um, if you have any questions, we're going to do some pavement maintenance, um, that I know needs to be done just to extend pavement life and keep cost down until I
get that infrared analysis done. So, South Parking lot at Horizon is in pretty rough shape. So, I'm going to do some more repairs to it to keep it uh, viable and safe over the next five years. It really needs a complete mill and overlay, but that's going to be
hundreds of thousands of dollars. So, I want to make sure I get the assessment done uh by infrared because I know I'm going to have to do some full depth repair in some of those areas where there's some alligator cracking and and bad subsurface condition. Robert
ASP, we're going to do uh some seal coating and striping. I did all the crack filling last year on that and I was debating whether to do seal coat and striping, but I think we can get another good amount of five, seven years out of that south parking lot if we do this.
And then a couple spots to mill and overlay. This is Propes Field. This needs a lot of work. So, we got some milling overlay and some patching. There's some concrete areas that need to be improved upon. And then we're going to seal coat the whole thing. So, this
one will get us by for another seven to eight years until we figure out what we're going to do with this building long term. And I'm going to have to restripe all the parking lots in the high school once that new south parking lot gets done. So, they'll all be done at the
same time. Uh, and then some seal coating and striping of the track at DODs. And this is all preventative, proactive maintenance and repainting some basketball courts at Foursquare. Um, this is the bane of my
existence. This the east parking lot at SGR. I was trying to limp this. I did some repairs a couple years ago. You can even see them on that satellite image where the milling fills were on those larger cracks. But that whole area that's
highlighted that says overlay is is I can't do anything with it. So, I got to mill it all out and put some asphalt in there. And again, the long range plan for this would be to look to see how do we reconfigure SG for student drop off and pickup, but we're not at that point
yet. And that's, you know, we can bond do an abatement bond for payments up to $2 million. And if we reconfigured this parking lot, it would probably take that whole abatement bond. Plus, I don't have it designed, but that's in the future as well. What we're trying to do is with minimal cost,
we're trying to extend pavement life in all of our parking lots uh by a significant amount by doing this work. Career Academy, that's just some striping because I did a full seal coat and striping last year. Uh this one, some of the interior doors at the Career
Academy, uh these wood fire doors are being tore ripped open by students over the last couple of years. We tried to jump on a lot of them and make repairs, but some were damaged beyond repair. So, I'm going to have to replace some of those doors. So, with the door
replacement, and they're going to be metal doors, um is about $26,000. And here's the locations. That picture there shows the repair that we did with a metal strip. That's obviously significantly cheaper than replacing an entire metal door, but unfortunately some of the doors and they're all the
ones circled in red that are damaged beyond repair. So, we have to replace them. Yes. Are they being pulled open because the mechanism isn't working or because they think they're supposed to have access and they don't or why are why are they being forcefully open by
students? Because they're I mean, I got a 19year-old kid and four kids. They just sometimes don't think straight and they they try to get in areas that are locked. So that it is a locked door and they're maybe trying to get access.
That's where the damage. Okay. Thank you. Yep. That happened at the high school. I had to replace some of those wood doors with with metal doors. I have some of that on video. It's really interesting. Um but here's the rest of the uh doors.
And then Dan and I have been working together on trying to increase exterior or security of the buildings. And we're going to put some mag holds on some various doors on various buildings and some fobs on the interior because what we get if if we don't we get students
wedging doors open for other students. But if we fob the interior of that door and it'll fault open for a fire alarm so we meet fire code. Uh then we can keep some of that from happening. teachers will still be able to do it, but um there's fewer teachers than students, so
maybe we can get a handle on it. Uh this is our building out front and every winter. You all know that it that that expands and it expanded significantly more this year than it did last year. So, I think I'm going to have to do something about it. I'm not sure what to
do about it. Um because I was hoping I could just it was the the regular concrete. I could just do a uh sand jacket, mud jacket or polyjacket, but it's the other part that's too high, which means I probably have to take that section out, re recompact, and then
repour. So I wish I didn't have to do that. And then this is some more fobs and door security at the high school. Door 18 is is our nemesis. And that we will defeat that door with this
project. Right, Dan? Right on. And uh this was one Dan already fixed because it was just a tech thing. That's my That's as far as I go with tech. It's a tech thing, but Dan fixed that and made it happen at no cost. Um that's another AC system in it.
Um, interestingly, I'm going to try to I'm going to put some permanent humidifiers in the orchestra rooms at Horizon. They only, you know, we our new high school will have, um, a better humidification system for all the thousands of dollars of in wood
instruments. And so, uh, we're going to do something similar to that in in Horizon. So, that's what we use now. and that's it's ineffective and my custodians have to empty it or or fill it up every day. So, we'll take a look at that
project. Ellen Hopkins, um this is in development. Um we may with an increase in the DCD population at Hopkins. um they may need some more space, but um so that's kind of just a placeholder for if we do need to create some smaller rooms
for adding some partitions to separate students in those areas, but I'm working with Carla Smith on that. That's still being defined. Possible lighting project and Propes Field, but I'm not sure if um it's worth it depending on how long
that building is going to remain the way it is. And this is we don't have any detailed plans or firm plans for Propesfield. Um but we know we're going to have to do something in the future. But we'd say it would have significant savings if we did this and it would improve significantly the
classrooms and the north and south older areas that have these T8. That's like a classroom. Even the ones that are working uh don't uh provide a significant lighting for learning in my opinion.
Flooring at Reinardson is going uh in several places. So, we're looking to replace some of the LBT or the VCT with some some different flooring. I haven't that's not specked out yet. That's just a cost estimate. Another split AC unit
in one of Dan's rooms. Career Academy. Um in retrospect, you never put drywall in a gym. So, we're going to fix that. So, I'm either going to do 3/4 inch plywood or I also have mats priced out. Mats would look a lot better, but it's
$30,000 as opposed to $12,000 for 3/4 inch plywood painted white. So, I'm still deciding on that one. Um, and then this one is similar to what we did at ASP, but a little bit different. This space is not usable.
It's the media center and it used to be a learning space setup, but um we're going to open it up for a better learning space for Hopkins just like we did for Robert ASP. And that's working really well at Robert
ASP. The south parking lot concrete. Um I haven't decided if I'm going to do this yet or not. I keep getting complaints. The city redid this portion. Um but it's not the grade is was too steep. So, they took the concrete off to make it
better, but it's still, from what I hear, not great. Um, so I'm going to work with the city on this one to see what we need to do long term. And then there's some weird stuff going on with this building. So, all the trim around these overhead doors are
all, you can see it in the picture. I'm not sure what's going on there, but they do that. If it's just aesthetics, I may not do it, but I just want to make sure that we're not going to have any corrosion issues if I don't do anything with all these openings to these
doors. Trying to be a little proactive on that. And then we're going to remove this section in Propes Field that was the old front desk and to make that into a more effective learning space. It's not going to be $15,000 because my um head custodian said he could tear all
that out. So that'll save us some money, but there's going to be no carpet under there guaranteed. And then there's some electrical work that has to be done, but that'll help create additional learning space in Probesfield. Um, this is all peeling off. This is the southside of SGR, and
I'm just putting some regular tinted interior window film on it for energy efficiency. It's not going to have graphics on it. It just be plain. And that's it for LTFM. And then here's a few other projects uh with other funding. I don't know if I Yeah,
one this is city is going to come in next week and do the other half of this sidewalk. This is the north side of Alen Hopkins. That's their project. They did half of it last year and they'll do the other half this year. And then uh we got some fobs going in all these locker
rooms for security and access. That's ice levy. And then some signs that were identified in the schools in that safe schools recommendation. This is north of Propesfield. I'm working with the city on that. And some painting some railings in
the stairwells. Installing a kiln at at Propesfield. That's going to be funded by PTAC. They'll buy the kiln and they'll also pay for the electrical and the mechanical to to support that. And then painting some walls at
Reiner. and we're going to do that inhouse and that's it. So, it's a lot of detail, but um I think it's important for folks to know what we have programmed in our buildings and the process that we take to identify those requirements to efficiently use our LTFM
and capital dollars for for facilities. Dave's got a question for you. Steve, has the city removed the pool yet from Hopkins? You know, yes, it's gone. Okay. So is there any cost with are in on that or is they No, because that was city that was their asset and that was their
they just coordinated with us just for safety for the students but it was all a city cost so it's all exceeded and good to go. Yep. Okay. They did that last summer. Okay. Thanks. Anybody else have a question? Melissa just a quick question. I noticed on the
tracks like at one of the grade schools do all the grade schools still have tracks? I can't you mentioned this before but I can't remember what you said. They do um they all have or yes they all have tracks. Jeff I'd like to follow up on that because I was coming
into my question is what is the striping and seal coating time frame for like the elementary schools cuz Dodd seems like it's it just was built not too long ago. Yeah. So for pavement maintenance um you
want to effectively u crack fill and seal coat about every seven or eight years. So we did the seal coat and strip full seal coat and striping of dodge last year at the sevenyear point. So yep. Um and all the we did some overlays
in the west parking lots of Aspen Hopkins. We did initial seal coat and stripe of those. Um, I meant more for the the tracks. Oh, for the tracks. Yeah. When that's the time frame that we decide that Okay. Well, just you go look
at it. Honestly, this is that's never been done before. So, I'm choosing to I'll seal coat dods and we'll kind of see how that goes. But any uh seal coating that you can do even on running tracks, but it would be if we do it, it's going to be, you know, not as
definitely not as frequently as a parking lot. This is actually the first running track that I've seal coded. Yep. Thank you. Anything else from the board? Um I think it's important to um emphasize again that the spending is not
for salaries. It's a different bucket. So, um yeah, it's this is a totally different bucket. We have um we aren't allowed to spend it on salaries. So, it was brought up again this week to I don't know if all of you got that email, but I got an email um asking why we're
spending the money on these things when So, again, it's just a different bucket and this is how we need to spend it. So, yep. And also, when you're talking about quality of education, as you know, uh quality of facilities is a direct contributor to that. And when you have
1.8 8 million square ft. You can't just not spend money on buildings because uh the more you do upfront and the more you target your repairs at the right times lowers your life cycle costs which will in effect lower the facility budget. And
we have 20 million $25 million in deferred maintenance. And that's not that's not uncommon anywhere. Um but yeah, we have to do these this work and um if we don't need to do it like you know pavement maintenance the more you
do up front the more you save down the road uh pun intended. So yeah, thanks for clarifying that and I'd just like to acknowledge as I know all of us do in the board is our appreciation for your attention to detail, your planning uh
saves the district hundreds of thousands of dollars and I know we're spending it but but we have to and and uh it means we won't be be spending a lot more down the road. So thank you for your good work. Thank thank you for that. And I would like to highlight any of the energy projects that we're we're
focusing on. If I can shift money from utilities in O andM to the tune of $50,000 that can be used somewhere else. So anyway, thank you. Thank you so much, Steve.
We'll move on to item F now. Staff feedback and engagement survey. Stay there. Yeah, I'm gonna stay here. Um, thank you. Um, we're going to do a preview tonight of the staff engagement survey.
Um, thank you. Um, there so uh the staff feedback and engagement survey was a part of our strategic priorities. Um, and one of the priorities was specific to um, not only getting feedback on um, engagement, but
also some other items such as um, you know, whether it be visibility or getting feedback on just how general departments are doing. Um, but this is a this is one of the larger undertakings and we ran it in March. It's important to note that our plan going forward is
to run it at least twice a year. And so as we look at this data, um it's a it's a benchmark. It's a place to start. And I think we can take a look at some of the items and say, "Yep, we need some improvement here. We need some work here." But there there actually was a
lot of good information coming out. And sometimes um as we look at some of the graphs and just the graphs are in here, there is some there is some commentary too. So as we go through and look at look at the questions that were asked um and maybe not spending a lot of time on
the pie pieces today but to note that there is some some commentary potentially that goes along with that as well as the ability to look at different groups. So um as we look at the survey um this was the focus area for employee engagement. So supporting employees to be engaged and invested um in student
staff and district achievement. Um and that focus area is employee engagement and so well-being and engagement of employees and looking at how we improve school culture and drive student achievement and both retain uh our teachers and our staff. And so we ran the survey from
March 17th to March 28th. Uh and the communications department supported that um supporting pushing that out to staff as well as um some additional reminders as well as some of our union groups as well pushed it out um through their leadership to try to get as many people
to respond as possible. Um, and I have it um I think later in the presentation, but about 406 um individuals responded, which is a relatively good response rate considering we have about a thousand contracted staff and about 1,200 give or
take um total staff, not including our um substitute which this year were not employed by us. So 400 is is for a first-time survey, a relatively good response rate. So when we looked at what was asked, we looked in different sections. Um, we looked at demographic
info, position building, how many years have you been with us or how many years of experience do you have, what does the work environment look like, um, not only in climate but, uh, supervisory support and what resources you may have, your professional development opportunities, training, um, whether the training feels
relevant, um, and some very specific feedback on that as well as communication on collaboration. Um, do people feel communication is effective? Are there certain areas that communicate better than others? Um, where can we dig into that? And do people feel safe to provide feedback which is
important. Um we looked at belonging. So do they feel respected? Do they feel they can participate in their work? Um and this along also goes with psychological safety, job satisfaction. How satisfied are they in their job? How do they feel like they're personally are they personally accomplishing what
they'd like to in their job? What do we do well? Um what what are some of the positive comments? What are some of the negative comments? um do they continue to be employed with us? Um do they have spud pride? And then of course what are
things that we can improve? So tonight we present just the questions that we can give um very direct feedback on. They all were um like root scales of one to five. Is it the least? Is it the worst? What does that look like? Um so just keep that in mind as we review this
tonight and know that um we'll summarize some of that um more qualitative data at a later time and put it all together. So by position clearly um we had a the largest group was our teachers um and of course our one of our larger group is is
the teachers at about 600 um FTEES so just over 70% with our next largest group um being our pair professionals survey completions by building um our largest group um looks to be Morehead High School or the career
academy so that would be 912 as a um and everyone else uh relatively um similar percentage responded and I'll note this is a percentage of total respondents not a percentage of building which is important and uh next largest
of course uh is Horizon East Middle School. So our 712 group was the largest reporters. Um relatively um equitable in years of experience um with the exception of kind of that 16 to 20 year group. So one of the first questions we
asked is how would you rate your overall work environment? Um and either excellent or good uh majority of of the responses which is great. Um what you'll notice as we go through is there are some median questions that might may say neither agree or disagree um or a
question like fair and you will see some pretty standard responses across the board there. So also at our work for work environment I feel supported by my building administrator majority are either agree or strongly agree but again here you see
about 15% sitting in that and neither agree or disagree and that will carry on through a lot of the survey. My job makes good use of my skills and abilities and I have the resources I need to do my job effectively. Um again mostly agree some in the
strongly agree. Um, a lot of the comments you'll find will be um, in the disagree or strongly agree. So, we'll take a look at those um, specifically by building as well. And then MAP sets high standards for staff
performance. Neither agree or disagree is slightly higher on this one. Professional development. Um, we asked have I have received training to do my job effectively and I have regular opportunities to develop my position. Again, we see the neither agree or
disagree slightly higher. And again, as we go through this um and analyze it a little further, we'll look at some of those specifics to see where those groups are or maybe where those buildings are um or programmatically where um we can focus some of our attention. I have meaningful
professional development opportunities that are relevant and meaningful to my position as well as I receive feedback that helps me in my position. Um, if you notice the I have professional development opportunities that are relevant, we see a higher percentage here in the neither agree or
disagree and a slightly higher in the disagree. Do you um view the neither agree or disagree as as a positive or a ne like do you for us we always review it or view it as a negative in my role at my
work but I was just curious is that how do how do you guys look at that when you see that neither agree or disagree is it considered negative or is it considered positive or is it like it is what it is? I would consider it is what it is. It likely is neutral. I don't know how to respond or I don't have the information
to respond in a way that I want. Um, you also have to be really careful about neither agree or disagree. Um, and in this survey, you have to then decide if you want to force people to agree or strongly agree. Um, which isn't always great either. Um, especially in this
neck of the woods, might actually um might dissuade people from responding if they don't have the ability to be in the middle. And we'll have to continue to look at that as we look at providing the survey. Um, I think if we looked at the data identified with neither dis
neither agree or disagree, I we're not going to see it that it's negative. We're likely going to see that it's just not responsive. Okay, that that's what I would say in in my experience with surveys. Are they allowed to put comments on each question? There are
certain questions that had comment had um had the ability to comment with them and then there were general comments at the end. Okay. So, um, there was at least, I believe, one open-ended question per section. So, you notice we went through work environment and now
we're talking about professional development. So, there was at least one open-ended question in every section. Um, and then an open-ended commentary at the end of the survey as a whole that people could speak to. Thank you. Yeah. Just wanted to add like in my line of
work, it if you neither agree nor disagree, it's usually just considered like neutral. Mhm. I think so and and just like just to note like the first one the professional development that's relevant the data that more people chose to agree or
disagree is an important again I don't think it's positive or negative but it's important to note that this particular one more people didn't want to comment on for some reason. So regardless, we're going to look at that and we're going to say, "Okay, that's a focus area because we want more people either to push into agree or push we obviously want more
people to push into agree, but we'd rather have people make a choice on that." Um, so it's an important data point regardless of it being a non-answer because it's still an answer because people chose not to say that they agreed
or disagreed. That's that's how we would look at it when analyzing it. Go ahead. Also with the PD, is is it more geared towards district PD or is it just their their opportunity to have PD in general? Uh this question was PD in general. Oh, okay.
So you could I mean I I and Jeremy could probably speak to this. We every time we do an internal PD uh day, there is a place for feedback when you get your CEU. So they would be able to analyze that by specific PD or sometimes by specific building or
presenter. And I I would say um I I would say depending sometimes it's depending on the building and the grade level on how people respond. And Jeremy could probably back me up on that. And then communication and
collaboration. So communication um these two so when we note some of the um some of the patterns we see communication between building administration staff is effective generally I mean over overwhelmingly agree that communication
with building administration staff is effective. You do see slightly higher on neither agree or disagree but again here tonight I don't have specifically who those individuals are and once we break that down a little bit um that might tell us more. But then if you look at communication between central office and administration and staff, you see a
higher amount of neither agree or disagree, a a lower amount of agree and a higher amount of disagree. So that is something that we look as a a growth areas, the communication of central off uh central office staff and then also the previous slide on professional development. So those would be two areas
specifically as we look at this data on the front without all of the um specific analyzing. um two items that we would have to look at on these two slides are probably um what tell us from this survey are two things that we're going to have to look
at in detail. Can you explain to me like communication from the office and central office down to staff? Does that go from central office to principles and principles bring it down to staff or is it from
central office to all staff? You just noticed my heading was cut off so I'm sorry for that. it says is effective, but um here's I it can be all of the above. Um and I I think we could tell you from our experience, sometimes it's direct,
sometimes it's from communication. We we really Brenda and her team do a really nice job, you know, pushing communication in a similar way so that we're not when I think about the five years ago maybe and how we used to communicate and everyone was kind of communicating their own items. They're really work to streamline some of what
that looks like. Um and that it comes from a central message. However, um I would say when when this group is meeting with building administration and we're pushing um communication down, we do sometimes have to be very purposeful about this is the information that is
going down and it might not seem like it's coming from here. It might seem generic, but depending on what it is, um we will be very particular about this is how you're going to communicate to the point where again sometimes Brenda's office is creating slides and um they're
very good about this is the message, especially if we've got a continuing message that has to happen. This is the message that you're going to share in your newsletters. This is the message that you know you're going to share to staff meetings. So it it might not be outward that that's where it's coming from. Um, and sometimes I, you know,
sometimes there's a reason that maybe it has to or it should more often. But yeah, I'm just trying to figure out what where I mean it's to me looking at that pi graph, it looks like there's a little disconnect between the central office and the staff whether and whether it's
how it's communicated or what. Brenda, it looks like you grabbed the mic and you might have a Yeah. So I I would say that communication is on a survey like this when it's an engagement survey, not a specific communication survey, is is always a little tricky because are they thinking of formal communication? Are
they thinking of the face-toface u time that they get? Are are they thinking of of you know how much um they see um you know their their building administrators they're going to see a whole lot more often than um central office central office staff. So, we really don't know
um you know if if they're talking about um you know meetings, if they're talking about email communications, if they're talking about um you know formal written communications, if they're talking about uh social media, you know, like it's really ambiguous. Um and I would say
across the board in engagement surveys, you're going to see higher um scores for the people directly connected to you um than the than the people um further further away. So this doesn't surprise me. I think we have work to do. However, yeah, and I I agree with you on that on
that statement that I I don't see it, you know, being a surprise that they feel that central office isn't there whether or not inperson communication. I do agree that or I will say too that there's a lot of times there's a lot of
emails and some myself included when I was working you'd look and see and you'd read the header and you go delete you know because you just have so many emails that you just done looking at them right exactly there's that there's that problem also absolutely just the
overload of of communication and I would say too with every as as uh Kristen um indicated with every you know very important communication we we have a whole um timeline and you know who needs to know at what time when um when there's impacted um groups that maybe
you know just one school or multiple schools and and so you know we do a pretty robust um communication plan um for the large communications that include um you know principal um communication to their specific school as well as part of a larger plan. Thank
you. I'd say the other thing that was a part of our strategic priorities that we'll continue to build on is uh we focused on specifically central office team visibility um and being out in the buildings. But you know, Morehead High School is a very big building. Well, and
that's the pro that's the problem. You might be in the building, but somebody might not see you at that hour that you're in the building. And and we all get that. We understand. Um we'll continue on. Okay. Um, so generally
these two very positive. I I'm encouraged to collaborate with colleagues and I feel comfortable voicing my ideas and opinions even if they're different than others. Um, and I although the collaboration one is slightly higher in the agree and strongly agree. Um, the fact that we're
about 60% just slightly over on people feel comfortable voicing their ideas is is good data. Um, to have that people feel comfortable with that. Um and again we've see a little bit little bit uh less unwillingness to respond or push your response and to agree or disagree
on these. And then I feel comfortable discussing difficult issues and again um just slightly less than the previous one but still about 60% slightly higher on neither agree or disagree here. Um so we'll look at that data a little more in
detail. And then belonging was one of our categories. I feel respected at work. Um overall, uh 67% give or take, 68% feel respected at work. Um slightly higher. Again, don't neither agree or
disagree. I am encouraged to participate in decisions that affect my work and I feel like I can be myself at work. So generally, our staff feel like they can be their self themselves at work. So that speaks to belonging in and inclusion and encouraged to participate in decisions that affect work. Um, we
see a slightly higher disagree here at 21.7% and again about 20% on on not wanting to push either way, agree or disagree. Um, but still um about half feel just slightly over that um that they agree that they're encouraged to part participate decisions that affect
their work. Um, most employees have trusting relationships at work and most employees responding feel um that they are expected and supported to succeed to their full potential. We do see a slightly higher
on um that in neither agree or disagree. And then job satisfaction um overall uh generally um people feel like their work gives them accomplishment. um just it is it is lower but just over 50% feel like their
job duties are manageable. Um about 23% disagree that their job duties are manageable. So we'll look at that data a little bit more closely. And then a general satisfaction score of how satisfied are you in your current role? And generally um that's a relatively high response, right? So um
just over 80% are satisfied in their current role. And then our final thoughts. So um generally um as an employer slightly over um 60% would say that uh the community is a positive place to work. This is one of our higher uh neither
agree or disagree. So we'll want to look at that a little bit closely. They can see themselves continuing to work for MAPS over the next two years. So um that's about 77%. Um about 20% unsure, but under 4% say I
don't think so. Overall, to what extent does your experience working at MAPS meet your expectation? So, um over 70% said um it does meet their expectations and um we got about 13.6% saying no opinion and then 12.1%
uh which will be some of our focus on um where we can see some improvement. Chris, can I interrupt? Can you go back one slide to that um two two-year thing? Do you have any idea off top of your head if it was the percentages for like certified staff or support staff? Would that No, we didn't. No, we just wanted
to give a summary overall of general staff. So, that's some of the work that we'll be doing in the next four weeks or so. Yeah, it was two years more support staff compared to or what? Yeah, if I if I had to assume my assumption is um it'd be more certified staff than not, but I will have that data for you. Thanks.
Mhm. I mean I I think we have to look back to uh the percentage of teachers who filled it out was about 70%. So just by the nature of how many teachers filled it out. Yeah. Um and then we have meeting expectations. I think we talked about
that. It's just over 70%. And feel one of our one of our better scores of course is I feel proud to be a part of the Spud community. Um and we have um 75% saying yes. Um, and again, we're going to want to look at the 19.5 who says, "Yeah, I'm not sure
either way." Um, and what they say to us in that in that um what that pie piece means. So, our next steps um analyze position at data by position and also summarize some comments um so you can see what that looks like and then create an
executive summary um and our hope would be have that out um in June so that we can publish that and then run the survey twice a year starting the 2526 school year. And generally what we'll want to do is run the survey again at the front end of the school year and then run around the same time
um which is around that March time frame to kind of get an idea of how people start the year and how people are not quite mid year but towards the end of the year but not the end of the year. Um so that we can look at all that data um and without having some of the um very
specific data. We can't have specific action steps. Um, we talked a little bit about what they could be tonight or where where maybe we see some some room for improvement, but we'll come back with some more details. Thank you. Do you have on a separate
survey? Do we do anything for retiring teachers as an exit survey? Um, yep. Another part of strategic priorities, we have an exit survey. Um, I actually just ran that data today. Um, and it is not um I would say it's it's probably
similar in nature. So, when every time we exit an employee, we don't do one specific for retirees, but every time we exit an employee, I know Fargo does a more specific retirey exit, but uh there's a survey that they can fill out and then if they'd like to have a conversation, then they kind of flag us for let's have a let's have a
conversation. Some retirees choose to come in and have conversations. I've had that happen um many times over my past few years here. And then we also started um we have some check-in surveys as well with new employees and we're hoping to get that on a more um consistent basis,
but we have some of that data too that'll be shared. Perfect. Y sometimes the retirement ones are a little more honest with their exit. So thanks. I was going to say retirements and people just leaving Yeah. for a different job. Go ahead, Keith. Um just quick uh thank you for getting this data point. I think
it's really important to capture it. Uh, I kind of helped do this for my my role and my work a little bit. So, couple questions. I think they're real quick, so bear with me just for a minute or two as I ask you these questions. Is it anonymous the survey? Yes. Okay. And
then this was the first run of these questions, correct? Correct. Um, will they be the same questions next year or will they be tweaked? Um, I believe that at least I I believe next year they have to be the same questions so we get the same data and then we could adjust them in the following year. But we h we have
to have the we have to have the same data. Yeah. Okay. And then when you do that, could you just put like plus two plus or do the percentage comparison so we can kind of see year over year? That would be great. Um and then I would love to see the comments that we did get if
that's something you're able to send to the board. Um, and then is it possible to add comments for all the questions next year and leave the questions the same but add comments so people could maybe give a little more data on why they voted a certain way. I think from a
survey perspective that wouldn't be a good idea because it would limit the amount of responses. You need to make sure that the survey is in a place that people feel they have enough time to do it. So being very careful about where you add open-ended survey. there were there were there are options to say that to to respond on any of those survey,
right? The only time you might want to do that is if you're asking other in particular, these are very they're likered scale questions. Do you agree? Do you not agree with the opportunity at the end of each section to maybe comment more if you'd like on the section. Um, as for comments, we'll have to look through the comments. There could be
employee or student personnel data that we want to make sure that isn't Yeah. Yeah. It's carefully shared. Um, yeah, because for for ours, we just have the the question and then you can leave a comment if you choose to do so. You don't have to, but um, that would be good. And then you said there's people
are looking at it. Who's part of the group that's reviewing? Is it is it your team or who who's all who has who has all feedback on the results and kind of the executive if you go back to that next step slide? Well, we're I Brandon, Jeremy right now have it. We haven't
reviewed it as CO because we haven't dug into it. Um but anyone it's it's it's nothing can that can be analyzed subjectively. Um we may say here you know because it's it's they're they're like scale questions and they're
comments that go with them. So what we'll do is analyze the comments and then say here's the themes that we see. So, um I anyone could have access to say here's what we see too out of those comments or maybe have you seen this,
but um right now it's central off team. Okay, thank you. Anything else? Thank you so much for all that work on that uh survey. Item G, Morehead High School construction update. I guess Steve's
backup. Are you sure? believe that. Yeah. Thanks, Steve. Okay, just a quick update. Approaching we're approaching some milestones on the construction project. So, talk about phase 1B, which
is the next section, phase two, where we're at with that, and then the phase 1B move plan, which will be happening this summer. And then also just give you a quick reminder what the scope of the athletic complex phase two is since we just talked about the financing for that. Um, here's the overall campus map.
And 1B is that area up to the north there of the parking lot and that driveway. So that'll be the admin area, door one, main entrance, sidewalks, student dropoff, pickup, and staff parking lot. Um, so phase 1B will open for the
the upcoming school year. And that's the one side to the left of the main doors. And that's counseling offices, some work space uh and the in the uh main office area for visitors and check-in and the main
vestibule. So that's the exterior. That's pretty much uh done. We got one window to put in the middle of the the two chemistry rooms. That's one of the chemistry rooms, the corner window of that space. And then those windows underneath are the counseling offices, principal's office, and AP
office. This is the uh inside of the main office area. So off to your left, the left picture off to your left is the main service window for visitors. And um and then just an angle that one off the right is just the view from the
vestibule. This is the we're waiting on parklex. That's the composite woodlike material for the root. That's the ceiling in the vestibule and that's we've had some issues with supply on that. So, we're going to get the rest of that two couple weeks from now, but
we're going to start they're going to start framing in the aluminum frames for the doors uh this week or next week. It's just some counseling offices. Everything's done except for uh flooring and the remaining ceiling tiles, but everything's painted. It's getting
pretty close. Uh within two to three weeks, all the flooring will be in this area. Ceiling tiles will be done and then we're coordinating with Connect Interiors. Dan's got the lead on that to start moving uh the new office furniturees into that space.
So, we have a question. Yes. I know you really got a discerning eye. In particular, you've looked at these buildings that we've had forever and these buildings we built 25 years ago and have built all the way along. If if when you're walking through a building and and you see something that hey this
uh my first question is you already know everything that's going into these buildings or do you walk through and say this doesn't look right and then you address that. Well, that's the main responsibility of GE's construction services to do and so yeah, I'll walk through and I had a question about there
was a kind of a in between the counseling offices. Uh there was a space there and I'm like, you know, it looks like I'm sure you're going to come in and fill that in with something and they said, "Yep." And then I went back in there and it was done. So, okay. You're bird dogging it. Yeah. But they already
had that in the plan. It was just not the right timing to get that piece done. So, yeah. But but again, I I know we had that in the plan for these other buildings and these floors that didn't hold up. So my guess is you're still you're walking through with a discern question. How long is it? Yeah. Yep. Yep. Thank you. Not that I'm surprised.
I know. Thank you. Um and then this is the other side uh where the nurs's offices, security SRO, and the health office. Um that's actually an IP IEP reception area. This is a picture of the IEP reception area. So, that's moving along.
They'll I think they're working on the countertops and uh bathrooms are almost done. They just have to install fixtures, the bathroom fixtures, but the tile work floor, all that's done. Um, yeah. So, there's a picture of the tile work that's completed. Uh, and then that one picture
off to the left is the health office. And you can see the that window is into the health and into the nurse's office. This is just the floor plan for the chemistry on the second floor in the bioscience room. Uh I these are actually different pictures than what's in your
packet because there's been so much movement in the last seven days uh that I wanted to give you. So if you look at your pictures of the chemistry rooms, none of the the tops were in uh the doors on the you know there shows some good progress over the week. Uh, and the
difference between the photos that I had in your packet a week ago and these ones that I just put in on Friday, this is the I'm sorry. Will those be done then before the start of the next school year? Yep. Awesome. Yeah. So, once uh once the counters are in, they'll put plumbing fixtures in and then it's uh
flooring and um ceiling. So, so all the 1B will be done before the school year starts, right? Okay. Yep. Absolutely. Um this is the bioscience room. So that's the view out. And you can see through the window you can see the top
of the uh those are the um trusses for the art rooms that are that's that way. But that's a pretty cool that's going to be a cool room. Uh this is the view from the camera from this morning. Then just
showing that they're working on the hallway that's going to run all the way down. Um and then uh the south rooms and the Yeah. So the main thing is is that hallway which so which is it's
hard to this where the hallway this hallway comes from the existing academic area and then hallway down here that all has to be done by December
when we open up the music area because that's the only way the kids will be able to get to the music area in the sports center. So that that won't be done by this summer, but that's got to be done by December. Um, so the music area, that's
moving along. I'm taking the music teachers through there tomorrow morning at 8 to see the progress. I took them through a couple months ago. Um, again, band, orchestra, and choir. This is the band exh the band area that's the farthest to north. And then the middle
is orchestra and choir is at the bottom. And then all the practice rooms are on the east side. So this is the southmost. So it's the choir room. And that this was um last week when they were doing the initial coat on the drywall. So
that's moving along. Um and this is the band room. And so it's kind of hard to see. I don't know if this elevation is worth anything. Um but the bottom line is the you know that wall the ceilings are about 16t ceilings um when it's all said
and done in these rooms. But here is just where the AC shows the acoustical treatments that go up uh to about 14 feet. So it'll all be around all these rooms. So, it'll be uh it'll be pretty
cool. And then phase two is, of course, the performing arts center, two art rooms, drama classroom, scene shop, blackbox, multi-purpose room, and a couple of sports areas. So, that picture on your left is are the two art
rooms. Um, and then the one on the right is that hallway that I was showing you the aerial photo of from the camera. This is the hallway in between the performing arts center and the art
rooms on the west side of the performing arts center. Two views of that. And then this is the south part of this is where the drama classroom will come back a little bit. That's the north part of the
drama classroom. They're still building the walls, but all that rebar that's sticking out is the wall that's going to make the hallway. So, if you go, that's the bearing wall for the If you go back one slide, that um that'll be open that that black is it granite or whatever?
That'll be open to the wall. That'll still be visible. Yeah. In the hallway. And then go back one more slide. I think where the where the tracks are, that's the hallway there. Yes. Yeah. Okay. Yep. Exactly. Yeah. And that rebar is where the bearing wall is being being built for that
structure. Uh and then that's just another side. That's because that that aerial photo was really hard to see any walls going up, but that's actually the walls going up into that hallway. And there's a door door frame there. And this is the uh where they're
working on the catwalk in the performing arts center. So, all the concrete's been poured on the on the stage on the not the stage, the what you call it. Thank you. The balcony. So, we're going to be putting roof decking on soon. So, that'll all be
covered because they have roof decking. This is the stage. The roof decking is done on that already. That's through the stage area. And then this is the sports center, the new doors. Um this is between the north rink and the by the concession stand and then also the
doorway into the hallway and um into the sports center. So move plan uh for 1B that's this summer to identify all the internal moves that's been done. We got people moving from the career academy to the main building that's still being
identified that pretty quick. Um and then uh teachers are have been instructed and provided instructions to pack uh and materials to pack before they leave for vacation. And we will have all this stuff moved from their old rooms, old offices to their new offices
during the summer. And then when they return, they can begin unpacking in their new locations. Um like I said, Connect Interiors has got some office furniture installation June, early July. Uh chemistry rooms will come in in July.
the remaining desks and chairs and then moving the classrooms and offices uh late July, early August so it'll be all done before the school year. Uh any questions on the move plan?
I have a comment. Love a tour at some point. Could we set something up for like maybe August for the board to go through or Sure thing. Be kind for us. Yeah, August would be a good time because you'll be able to see all the completed areas and then there'll be significant progress in the other areas. Yeah, absolutely. That'd be great.
Thanks. I'll work I'll work with Deb for that schedule. I was going to say tour would be awesome, but I know Brenda I think or whoever does the walkthrough videos um those are always great. So, keep those coming because I know people like or at least I like to see them. So, yeah, Paul does a great job on
those. Athletic complex. Just a reminder, um, in this picture, it's the two softball fields. So, right there. So, we're building two softball fields, artificial turf, dugouts, bullpens, and
concrete. That's phase two. And then phase three will be baseball, the other sports fields, and the concession stands. So, go ahead. So, when for the softball fields, will they be ready to be played
on? that will be ready for the the summer of or the spring this coming spring. So, spring of 26 and then the baseball that's not funded yet. Okay. Thank you.
Y'all have most of that done though before freeze up I would guess. Oh yeah. Yeah. It'll be we'll just be doing Yep. The goal is to be done with this project phase two in November. Yeah. But that's just, you know, they were pumping out
the lake that was out there um last I took this last week after we got three and a half inches of rain. But it dried out pretty pretty well. So that's all I got. Anything else from the board? Cassidy, remind me when the theater will be done.
Is that December? No, that is May June of 26. Okay. So, it'll be ready for the fall musical season 27. Yep. It won't be done for spring plays. Fall of 26, right? May
June of 26. You said May June of 26 is when it'll be the whole project will be done. May May June of 2026. Fall. Fall 26. Fall 26. Yeah. Okay. I'm conf I'm confusing myself. Yes. I
thought I was screwing something. No. Fall of 26. Yes. Yes. Good question. If I can answer it in due dates and you had a lot of information tonight, Steve, so I understand. All right. Thank you.
Uh item H, first reading of policies. Dr. Damer. Thank you. Um okay, so we will start with development and adoption of implementation of policies. That's on page 2011. Um changes to that policy include language revisions based on
model policy as well as update to cross references. Any questions on 447? Um 447 employee responsible use of social media update of cross references. Any
questions? On to 448. Uh 448 also update of cross references. Doesn't look like there's any questions. 539. uh 539 recommending moving that to a procedure. It is not MSBA policy. So
um we'll tuck it under maps 509 enrollment of non-resident students. Any questions? Can you again the difference between for procedure? Does it still come back for like for us to look at or is it just strictly admin to do changes to? Um
admin do changes to but remember this one in particular is based on state statute. So it'll change every year with state statute. Yeah. Uh policy is board, procedure is administration. So like for all of them in the future here too, like for the student stuff, it'd just be nothing that would come here any longer.
Correct. Okay. Thank you. Anything else? For 541, uh student activity eligibility. This is not MSBA policy. Um so we would recommend putting it as a procedure under MAPS policy 510 student activities.
I don't see any questions. 542. Um, same with 542, student activity fees, not MSBA, looking to tuck it under 510, student activities as a procedure. Uh, 543 543 student activity travel. Um,
also putting it as a procedure under maps policy 510 student activities. Okay. 545. 545 high school academic activity and athletic letters. um looking to place this under uh policy 510 student
activities as a procedure as well. Okay. 722 722 is public data requests. There is an update to the title as well as section one. Um the language is to follow MSBA model policy and there is an update to cross references.
Any questions? 731. 731 is complimentary athletic season passes and single pass events. As it's not an MSBA policy, recommend moving to procedure under 510 student activities. I don't see any questions. 806. 806 is the crisis management policy. There are
no changes to this policy. Okay. Don't see any questions on that one. Thank you. We'll move on to item four, superintendent updates. I don't know if it' be Carson or Kristen. I don't think we have any updates. Um, I
will put out there that we have graduation on Friday, everybody remember, and be there at 6 and come in on the east side, I would guess. Right. East. Can I ask a quick
question about that? You can ask. Thanks. Um, last year the shuttles were utilized with for students to park at the academy. Is that going to be utilized this year? That was not requested. We're not planning on doing it. Um, I don't if I
don't I don't recall how many people used it, but that had not been requested from transportation. So, Kristen, um, I did talk to Josh about uh, shuttles on Friday. I believe they had three people ride them last year, which is why they
chose not to do them. I think that data might be wrong because we watched a lot of students come in on them when they were standing there greeting. So, it might be something to Maybe it wasn't the students and maybe it was the um participants participants, but a lot of
graduates um parked at the career academy and then took the shuttles. Okay. Anything else? Okay, we'll move on to item five, closing the meeting. Closing the public meeting. So, can I get a motion resolution? Melissa,
I move to approve the adjournment. Oh, sorry. Sorry. Oh, geez. Sorry, I'm too ahead. I move to approve or I move to close the public meeting at 8:00 p.m. pursuant to Minnesota statute section 13D.
three for the purposes of discussing negotiations. Thank you, Dave. I'll second. I got a motion by Melissa, seconded by Dave. Move to close the public meeting at 8:00 p.m. pursuant to miss statute section 13. Any further discussion? Seeing none, all
those in favor signify by saying I. I. I. Those opposed, same sign. That motion carries. Uh we'll give it about a fivem minute break so people can Yes. I'll give Dan a second and then we'll open this
public. Go ahead, Dave. I'll move to open the public meeting at 8:14 p.m. 8:14 p.m. Cassie, a second. A motion by Dave, second by Cassidy. move to open this public meeting at 8:14 p.m. Any further
discussion? Seeing none, all those in favor signify by saying I. I. I. Those opposed, same sign. And this meeting is now open again. Uh before we end the meeting, I would like to say there were some
questions about uh the policy. Which policy was it Melissa? Lettering. Lettering policy. So, could we pull that and bring it back on a different
date for first reading? Sure. I think there's a Yeah, it that it go to a procedure or that there's questions about policy. Question about the policy and just like the uh when the letters
come out for academics. what big question was. But if that would be a procedure, then some of those questions could be answered within that proc because it's a process, not a policy necessarily. Not to say we can't hold it. I'm just making comment. I understand what you're saying. I just figure that the board
member that has the questions can talk to Brandon about a later date. Thank you. Item seven, adjournment. Cassidy. I move to approve the adjournment of the May 27th, 2025
schoolboard meeting at 8:16 p.m. Melissa. I second. I have a motion by Cassidy, second by Melissa. Move to approve the adjournment on the May 27th, 2025 school board meeting at 8:16. Thank you. Any further discussion? Seeing
none, all in favor signify by saying I. I. Those opposed, same sign. And this meeting is adjourned. Thank you.